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Modern languages and mentoring: Lessons from digital learning in Wales

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Gorrara, Claire 
Jenkins, Lucy 
Mosley, Neil 


This article considers the role that mentoring, and in particular online mentoring, can play in tackling the decline in modern language learning at GCSE level in Wales. • It evaluates Digi-Languages, a blended learning experience that pairs university student linguists with secondary school learners of languages to improve MFL uptake at GCSE. • This article examines the conception, design and early outcomes of DigiLanguages. • The article evaluates the experiential learning of the mentees (Year 9 learners) and explores the ethos underpinning resource development and the project’s key messaging around culture and languages. • The article provides recommendations for the expansion of Digi-Languages to support broader language policy objectives in Wales, including the Welsh Government’s policy of one million Welsh speakers by 2050. • The article concludes with suggestions for the extension of Digi-Languages to other regions of the UK and overseas and its potential as a model for stimulating inter-cultural conversations on the lifelong value of languages.



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