scholarly journals The wage premium from foreign language skills

Empirica ◽  
2019 ◽  
Vol 46 (4) ◽  
pp. 691-711 ◽  
Author(s):  
Jacek Liwiński
Keyword(s):  
Foreign Language ◽  
Language Skills ◽  
Wage Premium ◽  
International Communication ◽  
Wage Equation ◽  
Polish Language ◽  
Key Competences ◽  
Pooled Sample ◽  
Foreign Language Skills

Abstract The globalisation of labour markets makes language skills one of the key competences required by employers nowadays. The purpose of this paper is to estimate the wage premium from the foreign language skills earned by Poles. Poles seem to be a good case study, because the Polish language is not used for international communication and as many as 58% of Poles command at least one foreign language. I use data from three waves (2012–2014) of the Human Capital Balance survey with a pooled sample of about 35,000 individuals. I estimate a wage equation with the Heckman correction for selection to employment and I check for robustness with propensity score matching. I find that the advanced command of a foreign language yields a wage premium of 11% on average. Interestingly, I find a much higher wage premium from proficiency in Spanish (32%), French (22%) or Italian (15%) than from proficiency in English (11%) or German (12%).

Does knowing foreign language pay off in the Russian labor market?

2019 ◽  
pp. 122-141 ◽  
Author(s):  
Ksenia V. Rozhkova ◽  
Sergey Yu. Roshchin
Keyword(s):  
Labor Market ◽  
Foreign Language ◽  
Developing Economies ◽  
Language Skills ◽  
Age Groups ◽  
Wage Premium ◽  
Economic Returns ◽  
Market Outcomes ◽  
Level Of Knowledge ◽  
Foreign Language Skills

Though foreign language is widely accepted as an important form of human capital and a factor of economic growth, the labor market outcomes for foreign language skills in developing economies remain understudied. This research explores the returns to different levels of foreign language skills in the Russian labor market and tries do disentangle the differences in return associated with job characteristics. The results indicate positive wage premium for foreign language skills in Russia which approximately equals to 9% when controlling for job-related characteristics. Moreover, wage premium for advanced level of knowledge reaches 24%. However, there is considerable heterogeneity in the economic returns across age groups, levels of education, and occupations. The highest return to foreign language skills is obtained by managers and results to be 13%. For elementary occupations the estimate appears to be insignificant which proves that return to foreign language skills exists only for a limited number of specific jobs.

scholarly journals Inverse translation and the language student: A case study

2020 ◽  
Vol 10 (1) ◽  
pp. 171-193
Author(s):  
Lucía Pintado Gutiérrez
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Language Skills ◽  
Language Teachers ◽  
Language Classroom ◽  
Inverse Translation ◽  
The Impact

AbstractThis article explores the agency of the student in translation in language teaching and learning (or TILT). The purpose of the case study discussed here is to gain an overview of students’ perceptions of translation into the foreign language (FL) (also known as “inverse translation”) following a module on language and translation, and to analyse whether there is any correlation between students’ attitude to translation, its impact on their language learning through effort invested, and the improvement of language skills. The results of the case study reveal translation to be a potentially exciting skill that can be central to FL learning and the analysis gives indications of how and why language teachers may optimise the implementation of translation in the classroom. The outcome of the study suggests that further research is needed on the impact of translation in the language classroom focussing on both teachers’ expectations and students’ achievements.

scholarly journals Increasing Engagement in French and Francophone Studies: Structured Journaling on the Emotions in La Fayette's La princesse de Clèves

PMLA ◽  
2015 ◽  
Vol 130 (5) ◽  
pp. 1476-1480
Author(s):  
Logan J. Connors
Keyword(s):  
Foreign Language ◽  
Language Skills ◽  
Literary Representations ◽  
Francophone Studies ◽  
Classroom Discussions ◽  
Daily Lives ◽  
Similarities And Differences ◽  
Emotional Events ◽  
Difficult Subject ◽  
Foreign Language Skills

Literary representations of emotions fascinate us as readers; they connect to us logically and naturally because we experience in our daily lives many of the emotional events depicted in novels, plays, and poems. Students are intrigued by the similarities and differences between their everyday feelings and the emotions represented in literature. Emotions are thus interesting processes to study, and in classroom discussions and activities most students have something to say about them. For this reason, I use emotion (broadly defined) as an important subject of inquiry in my literature and culture classes. In what follows, I share a structured journaling assignment based on emotion that helps students read with more detail, improves their foreign language skills, and boosts their engagement with difficult subject matter.

Sign in / Sign up

Export Citation Format

Share Document