OCDE - Learning English as a foreign language across PISA

#133 I < ) Learning English as a foreign 1\ A Iangua_ge across PISA- : countries and economies Programme for International Student Assessment &) OECD BETTER POLICIES FOR BETTER LIVESLearning English as a foreign language across PISA countries and economies What the data tell us economies. hours ramping up as students get older. e English as a foreign language is widely present in the curricula of PISA 2025 countries and In most education systems, English lessons become compulsory at or before age 8, with lesson e Individual school systems take different approaches to teaching English. For example, some introduce English in the early years but keep instruction light, while others start later but adopt a more intensive approach in the final years of schooling. The English language has become a key part of how people around the world engage with society, technology and the job market. Many cultural products, like movies, music and news sites, are increasingly consumed in English, even in places where it is not the main spoken language (Crystal, 201 2[”). English also dominates scientific publishing (van Weijen, 201 2m; Crystal, 2012m) and is the primary language of the data used to train Al models (UNECE, 2025[3]; OECD, 2023[4]). In addition, a large share of job vacancies — even in non-English speaking countries — require some level of English proficiency (Marconi, Vergolini and Borgonovi, 2023[5]). Given this context, PISA 2025 included for the first time the PISA 2025 Foreign Language Assessment (FLA), an optional assessment of English as a foreign language. Twenty-one countries and economies participated in this option, and the results will be available in 2027. In addition, all PISA 2025 countries and economies were invited to take part in the FLA Education-System-Level Questionnaire, and fifty-eight countries and economies responded. Countries and

participated in this option, and the results will be available in 2027. In addition, all PISA 2025 countries and economies were invited to take part in the FLA Education-System-Level Questionnaire, and fifty-eight countries and economies responded. Countries and economies participating in the FLA answered a longer version of the questionnaire. Using the data from the system level questionnaire, this publication explores the minimal requirements and goals for English 2 ©OECD 2026 | PISA in Focus 2026/133 (May) learning across PISA countries and economies, as well as their relationship with standardised assessments and teachers’ proficiency requirements. In some education systems, the requirements and goals are for the “second” or “foreign” language, which is not necessarily English. Throughout this publication, when English is the “second” or “foreign” language learnt by most students, the requirements and goals for the “second” or “foreign” language have been used for the analyses, including to calculate the indicators of onset and intensity. The findings show that students at age 6 take at least around one hour of English lessons a week, on average across PISA education systems with available data (Figure 1). From that point, the intensity of lessons rises until ages 12, when students take a minimum of at least 2.6 hours of English per week, on average across education systems. After age 12, weekly hours tend to stabilise up to the age of 15. In some places, however, the required number of hours drops after a certain age because students can enrol in schools or programmes with lighter English requirements. For example, this is the case in Austria (at age 14) and Jordan (at age 15).Figure 1. Minimum required weekly hours of English lessons at school Average across PISA education systems with available data, from age 5 to 15 25 0 5 age6 age age9 agel0 agell age12 age13 ageld agel15

Average across PISA education systems with available data, from age 5 to 15 25 0 5 age6 age age9 agel0 agell age12 age13 ageld agel15

Source: OECD (2026,), PISA 2025 System-Level Questionnaire on Forsign Language Assessment, Table Il (ink).

Trends in the intensity of English learning at school For 16 PISA education systems, data on the minimum these five education systems, the minimum required required weekly hours of English from ages 5 to 15 weekly hours of English lessons at school from age 5 are available for both curricular requirements in 2025 to 15 increased by 14% (OECD calculations based on and for those applied to students who were 15-years- (OECD, 2026[6]). This evidence suggests that students old in 2025 (OECD, 2026,). Among these systems, today are receiving more intensive English instruction five countries and economies increased their required than in the past, although measuring and comparing English-learning hours: Finland, France, Greece, Peru this intensity across systems is challenging (Box 1). and the Ukrainian regions (17 of 27) (Table 1). Across © OECD 2026 | PISA in Focus 2026/133 (May) 3Table 1. Changes in English learning requirements between the curricular requirements in 2025 and those that applied to students who were 15 years old in 2025 Minimum weekly hours according to the curriculum Country/Economy Change Finland' 1 more hour at age 7 and 8 France? 1.5 more hours at age 6 Greece 0.75 more hours at age 6 and 1.5 more hours at age 7 Peru 0.25 more hours from age 12 through age 14

Notes: ' Finland’s data reflect policles and recommendations for students who choose English as a mandatory foreign language, ecivalent to approximately 90% of 15-year-old studerts.

Peru 0.25 more hours from age 12 through age 14

Notes: ' Finland’s data reflect policles and recommendations for students who choose English as a mandatory foreign language, ecivalent to approximately 90% of 15-year-old studerts.

2The minimum requirements apply to the first foreign language, which is English for the large majortty of students Source: (OECD, 2026, PISA 2025 System-Level Questionnaire on Foreign Language Assessment, Table I, English learning onset and intensity Starting English early can take advantage of already developed, such as reading comprehension younger children’s greater flexibility in perceiving and grammatical knowledge. This can potentially and reproducing sounds and grammatical patterns. help them learn English faster (Jékel et al., 2022 m), On the other hand, beginning later can leverage particularly if a later start is combined with more older students’ ability to apply the skills they have intensive instruction. Box 1. Measuring the onset and intensity of English learning The onset of English learning refers to the compulsory age at which a student first starts studying the language at school, while the intensity reflects how much time they spend on it each week. Both factors shape opportunities for learning and, therefore, increase the English proficiency of students later on (OECD, 2021,). This publication focuses on countries and economies in which English is not the main or only language of instruction in public and government-dependent schools. Unless noted otherwise, the data applies to all students in these types of schools. Information about the onset and intensity of English learning comes from curricular requirements reported by the 58 countries and economies which took part in the FLA EducationSystem-Level Questionnaire. Different approaches could be used to measure the intensity of English learning. For example, 16 education systems provided data not only on the minimum required hours but also on the median number of hours students received. The difference is not large, with the median just 6% higher than the minimum, on average across these systems for ages 5 to 15 (OECD, 2026[6]). This indicates that, for ages 5 to 15, minimum

students received. The difference is not large, with the median just 6% higher than the minimum, on average across these systems for ages 5 to 15 (OECD, 2026[6]). This indicates that, for ages 5 to 15, minimum learning requirements are the main driver of English learning intensity. Another approach is to look at the total number of hours of English lessons cumulated between ages 5 and

15. This requires combining the weekly number of hours with the number of school weeks each year and summing up the totals until age 15. The cumulative number of hours at age 15 and the average number of weekly hours of English lessons are closely related (the correlation between the two variables is 0.96). This indicates that, for ages 5 to 15, the two variables are very similar (OECD, 2026 ,, Table I). &1 /1 ©OECD 2026 | PISA in Focus 2026/133 (May)Countries and economies take different approaches, and there is virtually no relation between starting age and English learning intensity (the correlation between the two variables is -0.02). For example, in Poland, children begin learning English very early (at the age of 3), but from age 5 to 15 they have only a limited number of weekly hours of instruction, an “early but limited” approach. In contrast, in Mexico, students Figure 2. Starting age and intensity have a “late and intensive” start at age 12, with an average of 3 hours of English lessons through age 15.

Some systems aim to benefit from both an early start and sustained intensity. In the United Arab Emirates, for example, students start learning English at age 5 and receive over 4 hours of English lessons a week until age 15 (Figure 2).. Starting age of compulsory English learning vs minimum required weekly hours of English lessons at school, on average from starting age through age 15 6 — Median=7 = 5 ® Lebanon g [ERER g = £ 5 & United Arab Emirates’® o Malaysia®

Starting age of compulsory English learning vs minimum required weekly hours of English lessons at school, on average from starting age through age 15 6 — Median=7 = 5 ® Lebanon g [ERER g = £ 5 & United Arab Emirates’® o Malaysia® § ; E, ® Qatar S Jordan ® Cambodia s ° Uruguay s i ia® Iceland ) 33 o ®Spain @ Latvia o stael N Mo icoluxembourg® s cuRgol @ Kurdistan Region (Irag) Chile S 8 15(3 dIAFrBhIa 5 VietNam Dominican Republic' @ T, e Ui oI gtia TRt o ookt ool o P £ PalestinianAuthority Toatia ithuania @ Sweder’ 2 Greece ® T Slovenia =" Armenia Switzeglan Kazakhstan ® Brazil % ZDEKIstan) o Romanz®_® CrinemTaiei ® Dushanbe (Tajikistan) £ e Poland Sefbla £ z ;N [P st~ g E 0 3 4 5 6 7 8 9 10 n 12 13

Starting age Source: OECD (20265), PISA 2025 System-Level Questionnaire on Foreign Language Assessment, Table | and Ill.

For notes on this figure, see Notes section at the end. Students’ English learning pathway Figure 3 gives an overview of the English learning pathways of students. It shows three key milestones: the starting age of compulsory English learning, when students take their first standardised English assessment, and the proficiency level expected by age 15. Out of the 44 education systems with available data, most aim for students to reach level A2 (22 education systems) or B1 (18 education systems) on the Common European Framework of Reference for Languages scale (see Box 2), or an equivalent level if another framework is used. The only systems which set higher levels are Greece, Uruguay (both level B2) and Saudi Arabia (level C1). Education systems that

Common European Framework of Reference for Languages scale (see Box 2), or an equivalent level if another framework is used. The only systems which set higher levels are Greece, Uruguay (both level B2) and Saudi Arabia (level C1). Education systems that expect students to reach level B1 tend to require students to start earlier, at age 7 at the median, compared to age 8 in systems targeting level A2. © OECD 2026 | PISA in Focus 2026/133 (May) 5In most education systems, students take at least one standardised assessment in English, typically several years after they begin learning the language. Across countries and economies, an earlier start tends to be associated with an earlier age for the first standardised assessment, although this correlation is not very strong (the correlation between the two variables is 0.20). In the Kurdistan Region (Irag) and Qatar the first standardised assessment happens as soon as English becomes compulsory. These systems also have repeated assessments, making it possible to track students’ progress in English learning, at least at the group level. Box 2. Common European Framework of Reference for Languages The Common European Framework of Reference for Languages (CEFR), developed by the Council of Europe (Council of Europe, 2018[9]), is widely used in the field of language learning around the world (Barni and Salvati, 2017“0]). It defines proficiency standards for a range of linguistic competencies, by describing what «basic» (A1-A2), «<independent» (B1-B2) and «proficient» (C1-C2) users are able to do with a language in real-world situations. The table below shows some examples. Table 2 Examples of can-do statements related to English skills, by CEFR level Level Reading Spoken production Al Can follow short, simple written directions (e.g. to go | Can produce simple mainly isolated phrases about from XtoY). people and places.

Table 2 Examples of can-do statements related to English skills, by CEFR level Level Reading Spoken production Al Can follow short, simple written directions (e.g. to go | Can produce simple mainly isolated phrases about from XtoY). people and places. A2 Can find specific, predictable information in prospec- | Can describe in simple terms their family and other tuses, menus and timetables. people, living conditions. and wishes in personal letters. B1 Can understand the description of events, feelings | Can briefly give reasons and explanations for opinions and plans. temporary problems. B2 Can read articles and reports concerned with con- [ Can explain a viewpoint on a topical issue giving the advantages and disadvantages of various options. ary texts, appreciating distinctions of style. C1 Can understand long and complex factual and liter- | Can present clear, detailed descriptions of complex subjects. language. c2 Can read with ease virtually all forms of the written Can present a clear, smoothly-flowing description or argument in a style appropriate to the context.

Source: Adapted from Council of Europe (2018,).

English proficiency requirements for teachers Regardless of the proficiency level expected of 15-year-olds students, teachers in general upper secondary education are typically required to demonstrate a level at least two CEFR bands higher. This is the case in all education systems with available data except for Armenia, Colombia, 6 © OECD 2026 | PISA in Focus 2026/133 (May) Israel and Uruguay, where the difference is only one level; and Ecuador, where there is no difference necessarily expected between levels. The proficiency level required by teachers is highest (C2) in Austria, Germany, Greece, Luxembourg, Qatar and Switzerland (Figure 4).Figure 3. Compulsory English learning and first standardised English assessment Expected proficiency goal at age 15 (when available) are reported in brackets International median gill Ievei{e hMacedomq Ukrainian re ions (17 of 27)!

Switzerland (Figure 4).Figure 3. Compulsory English learning and first standardised English assessment Expected proficiency goal at age 15 (when available) are reported in brackets International median gill Ievei{e hMacedomq Ukrainian re ions (17 of 27)! Palestinian uthnnty6 Slovenia Ital E(uada N S S SN S S S S S S S S St i? razil™ Netherlands’ lcelam‘i&d" Flemish Commumty(Be'Elum m Starting age of compulsory English learning @ Earliest assessment age Saudi Arabi —_—— (] Uruguay ——— (B)) Greece _ e p) Kazakhstan —————— (B Sweden ————— (5] Lithuania —— (B Austria e == (B]] Israe] L ———— 1] Viet Nam [ ———— 1 leand': ————————— (-1 Latvia’ e ———y Armenia ——————————————————————————— (B] Intematlonalmedlan(m& ———————— T — (8] Denmarl e (B] Romania ——— e E1 hgallomihl‘g ——— B} alaysia —_— Frfice‘ —_— (B] Spain —_— e (B] Jordan —_—- E1 —————————————————= UnltedArabEm!ratezs" —_—_———————————————————————————————————u (B] Luxemb uu'gg —| eru? e Mongalla —_—— _— Dominican Republi lcs _— Slovak Republic . A e Dushanbe (Tafilklstan) — —— —_— Czechia: _— Germany® et vatlerlan e French Community (Belgium)” — e

_— Dominican Republi lcs _— Slovak Republic . A e Dushanbe (Tafilklstan) — —— —_— Czechia: _— Germany® et vatlerlan e French Community (Belgium)” — e !nterna(lonal medlan( a; —_— Croati —_— e e —_— _— . —_— e _—m —_— —.— O ————————————————————————— - s -, .-.,.SAo . N —-H . ——,—— e —————— _————— ———————= — —_— % D ] ————————— e e it ————— e ————————— — —_— . EEE D .-,M,fiD}}A}AAA -, s i re— Hong Kong (China)! Kurdistan Reglan (Iraq Pola Source: OECD (2026,), PISA 2025 System-Level Questionnaire on Foreign Language Assessment, Tables lll and IV, For notes on this figure, see Notes section at the end. © OECD 2026 | PISA in Focus 2026/133 (May) 7Figure 4. Expected proficiency of 15-year-old students and required proficiency of teachers in general upper secondary education mOverall level of English proficiency expected by 15 year-olds AEnglish proficiency requirements for English teachers in general upper secondary education Q a AA AAA a A A A A A A AAA A A A A A AAAALAAA B2 m m AAA A A A A A B1 " E B B BN EEEEEEBN A2 " = 2 " B @ B B R EEESSESESSEEBES® Al § 2me om0 %e R =% s e DRSNS EER B OS2SR TE 2 S S5 2 w3 ESEt 3 8o e PE s S ESE S sEREEESE5E S %agoagsE.EEV‘EE~og;Eg‘5§ag\agg S T e B a

53 EEE5E 2= BEfgs ©=g8g® £t 57§58 < £=£2¢8 EE9 2 = S= z SEC ¢ g S & 2z =3 S < 2 = S E s £ = £ e g £ E £ E b < 8 = = SE s = £ 2 = 2 2

Source: OECD (2026,), PISA 2025 System-Level Questionnaire on Foreign Language Assessment, Table IV.

For notes on this figure, see Notes section at the end. The bottom line As English continues to shape how people access information, participate in global culture, and compete in the labour market, education systems are under increasing pressure to provide students with meaningful opportunities to learn it. The findings presented here show that education systems are responding in diverse ways. Some prioritise an early start, others favour more intensive instruction later on. These choices matter as the onset and intensity of English learning can influence students’ eventual proficiency and their future academic, professional and civic opportunities. By participating in the PISA 2025 Foreign Language Assessment, over 20 countries and economies have taken an important step toward benchmarking their results and obtaining evidence on the most effective ways of learning English, and building fairer, more effective language-learning pathways. The results are due in May 2027. Watch out for them! 8©OECD 2026 | PISA in Focus 2026/133 (May)Notes Notes for figure 2 Dominican Republic’s data reflect the minimum requirements for schools with half day shifts, equivalent to approximately 30% of students. 2Finland’s data reflect policies and recommendations for students who choose English as a mandatory foreign language, equivalent to approximately 90% of 15-year-old students. 3The minimum requirements apply to the first foreign language, which is English for the large majority of students. “Luxembourg’s data do not include approximately 14% of students in public and government-dependent schools following a European or other international curriculum where English is more intensively studied and is sometimes a language of instruction.

3The minimum requirements apply to the first foreign language, which is English for the large majority of students. “Luxembourg’s data do not include approximately 14% of students in public and government-dependent schools following a European or other international curriculum where English is more intensively studied and is sometimes a language of instruction. Malaysia’s data reflect policies and recommendations for students whose main language of instruction is Bahasa Kebangsaan, equivalent to approximately 85% of 15-year-old students. “Palestinian Authority’s data only apply for students whose main language of instruction is Arabic. "Qatar’s data reflect public schools and schools where the main language of instruction is Arabic, representing approximately 56% of the schools attended by 15-year-old students in Qatar. “Switzerland's data represent the average weekly hours in 25 out of 26 cantons (weighted by number of students in each canton). For some cantons, tracks with lower academic requirements in grades 7 to 9 have been excluded. The weighted average weekly hours for the cantons or cantonal language regions with 7 years of English instruction amount to 1.9 hours; the weighted average for the cantons or cantonal language regions with 5 years of English instruction amount to 1.3 hours. In 14 out of 26 Swiss cantons English starts at age 8, in the others 12 at age 10. “United Arab Emirates’ data reflect public schools. Notes for figure 3 General note 1The “earliest assessment age” represents the typical age of students at the beginning of the grade in which the assessment occurs, with grade 1 corresponding to the “theoretical starting age for primary education” of the OECD’s Organisation of Compulsory General Education database (OECD, 2025”“). As a result, students may be older when taking the assessment (for example, if they turned older between the start of the school year and the moment at which the assessment is taken). General note 2Education systems are sorted, first, by the level of proficiency expected at age 15; and second, by the starting age of compulsory English learning.

example, if they turned older between the start of the school year and the moment at which the assessment is taken). General note 2Education systems are sorted, first, by the level of proficiency expected at age 15; and second, by the starting age of compulsory English learning. For 15-year-old students, there are no English proficiency goals defined at the level of the education system. 2No standardised assessment of English takes place before the end of upper secondary education. 3Proficiency levels for students of age 15 are expressed on a scale for which CEFR equivalents are not available. “The minimum requirements apply to the first foreign language, which is English for the large majority of students. The expected student proficiency for 15-year-old students has been derived based on equivalence between CEFR proficiency levels and the levels of the proficiency framework used by the education system. “Palestinian Authority’s data only apply for students whose main language of instruction is Arabic. "The French Community of Belgium’s data reflect policies and recommendations for students who choose English as a first foreign language, representing on average about half of the students. English is never compulsory while the choice of another foreign language is compulsory in some regions #In 14 out of 26 Swiss cantons English starts at age 8, in the others 12 at age 10. In Germany, by the time students receive their first school leaving certificate at age 16 (formery known as Hauptschulabschluss), they should have attained level A2. For the intermediate school leaving certificate (Mittlerer Schulabschluss), students should reach at least level B1. 9Luxembourg’s data do not include approximately 14 % of students in public and government-dependent schools following a European or other international curriculum where English is more intensively studied and is sometimes a language of instruction. TUnited Arab Emirates’ data refiect public schools. 12Qatar’s data reflect public schools and schools where the main language of instruction is Arabic, representing approximately 56% of the schools attended by 15-year-old students in Qatar.

TUnited Arab Emirates’ data refiect public schools. 12Qatar’s data reflect public schools and schools where the main language of instruction is Arabic, representing approximately 56% of the schools attended by 15-year-old students in Qatar. © OECD 2026 | PISA in Focus 2026/133 (May) 98Malaysia’s data reflect policies and recommendations for students whose main language of instruction is Bahasa Kebangsaan, equivalent to approximately 85% of 15-year-old students. TFinland’s data reflect policies and recommendations for students who choose English as a mandatory foreign language, equivalent to approximately 90% of 15-year-old students. Notes for figure 4 Data on teachers’ required proficiency is not available for at least one ISCED level because there are no regulations or recommendations on this subject. ZThe English proficiency level for teachers is not an explicit requirement to join the teaching profession, but it is implicitly or explicitly required by the qualifications required to become a teacher. 3Qatar’s data reflect public schools and schools where the main language of instruction is Arabic, representing approximately 56% of the schools attended by 15-year-old students in Qatar. “The expected student proficiency for 15-year-old students has been derived based on equivalence between CEFR proficiency levels and the levels of the proficiency framework used by the education system. “The English proficiency level for teachers has been derived based on equivalence between CEFR proficiency levels and the levels of the proficiency framework used by the education system. ®Malaysia’s data reflect policies and recommendations for students whose main language of instruction is Bahasa Kebangsaan, equivalent to approximately 85% of 15-year-old students. “United Arab Emirates’ data reflect public schools. ELuxembourg’s data do not include approximately 14 % of students in public and government-dependent schools following a European or other international curriculum where English is more intensively studied and is sometimes a language of instruction. In Germany, by the time students receive their first school leaving certificate at age 16 (formerty known as Hauptschulabschluss), they

or other international curriculum where English is more intensively studied and is sometimes a language of instruction. In Germany, by the time students receive their first school leaving certificate at age 16 (formerty known as Hauptschulabschluss), they should have attained level A2. For the intermediate school leaving certificate (Mittlerer Schulabschluss), students should reach at least level B1. T9Palestinian Authority’s data only apply for students whose main language of instruction is Arabic. References 10 ©OECD 2026 | PISA in Focus 2026/133 (May)For more information Contact: Natalia Rubio (Natalia.RUBIO@oecd.org) This paper is published under the responsiblity of the Secretary-General of the OECD. The opinions expressed and the arguments employed herein do not necessarly reflect the official views of OECD member countries. This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any tertory, city or area. The statistical data for Israel are supplied by and under the responsibility of the relevant Israeli authorities. The use of such data by the OECD is without prejudice to the status of the Golan Heights, East Jerusalem and Israeli settlements in the West Bank under the terms of international law. Note by the Republic of Turkiye The information In this document with reference to “Cyprus” relates to the southem part of the Isiand. There is no single authority representing both Turkish and Greek Cypriot people on the Island. Teirkiye recognises the Turkish Republic of Northern Cyprus (TRNG). Until a lasting and equitable: solution is found within the context of the United Nations, Tuirklye shall preserve fts position concerning the “Cyprus Issue”. Note by al the European Union Member States of the OECD and the European Union The Republic of Gyprus is recognised by all members of the United Nations with the exception of Turkiye. The information in this document relates to the area under the effective control of the Govermment of the Republic of Cyprus.

Note by al the European Union Member States of the OECD and the European Union The Republic of Gyprus is recognised by all members of the United Nations with the exception of Turkiye. The information in this document relates to the area under the effective control of the Govermment of the Republic of Cyprus.

Kosovo: This designation is without prejudice to positions on status, and is in line with United Nations Security Council Resolution 1244/99 and the Advisory Opinion of the International Court of Justice on Kosovo's declaration of independence.

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