The Educational Consequences of Language Proficiency for Young Children

Yao, Yuxin; Ohinata, Asako; Ours, Jan C. van

doi:10.2139/ssrn.2745131

Cited by 4 publications

(4 citation statements)

References 38 publications

(13 reference statements)

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“…It may be that dialect-speakers perform worse in terms of Dutch language proficiency. Yao et al (2016) for example investigate the relationship between dialect speaking and academic performance of 5-6 year old children in the Netherlands. They find that dialect speaking has modest negative effects on language skills of young boys while young girls are not affected.…”

Section: Discussionmentioning

confidence: 99%

The Wage Penalty of Dialect-Speaking

Ours

Yao

2016

SSRN Journal

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. Terms of use: Documents in D I S C U S S I O N P A P E R S E R I E SThe Wage Penalty of Dialect-Speaking The Institute for the Study of Labor (IZA) in Bonn is a local and virtual international research center and a place of communication between science, politics and business. IZA is an independent nonprofit organization supported by Deutsche Post Foundation. The center is associated with the University of Bonn and offers a stimulating research environment through its international network, workshops and conferences, data service, project support, research visits and doctoral program. IZA engages in (i) original and internationally competitive research in all fields of labor economics, (ii) development of policy concepts, and (iii) dissemination of research results and concepts to the interested public.IZA Discussion Papers often represent preliminary work and are circulated to encourage discussion. Citation of such a paper should account for its provisional character. A revised version may be available directly from the author.IZA Discussion Paper No. 10333 October 2016 ABSTRACTThe Wage Penalty of Dialect-Speaking * Our paper studies the effects of dialect-speaking on job characteristics of Dutch workers, in particular on their hourly wages. The unconditional difference in median hourly wages between standard Dutch speakers and dialect speakers is about 10.6% for males and 6.7% for females. If we take into account differences in personal characteristics and province fixed effects male dialect speakers earn 4.1% less while for females this is 2.8%. Using the geographic distance to Amsterdam as an instrumental variable to dialect-speaking, we find that male workers who speak a dialect earn 11.6% less while for female workers this is 1.6%. Our main conclusion is that for male workers there is a significant wage penalty of dialectspeaking while for female workers there is no significant difference.JEL Classification: J24, I2

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Section: Discussionmentioning

confidence: 99%

The Wage Penalty of Dialect-Speaking

Ours

Yao

2016

SSRN Journal

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“…These countries introduce this language since primary and preschool years (Mayo, 2017). Besides, language skills are viewed as part of human capital and play an important role in labor market performance, schooling, health care, consumption and investment (Yao, Ohinata, & van Ours, 2016). This is significant with the aims of English Language Teaching in primary schools as stipulated in the curriculum to provide students with the basic English language skills and knowledge of grammar.…”

Section: Introductionmentioning

confidence: 99%

The Implementation of Highly Immersive Programme towards Language Proficiency of Primary School Pupils: A Literature Review

Abdullah¹,

Mohamad²

2020

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Being proficient in using English language is very crucial, especially in Malaysia context as the language has been considered as a second language status. However, primary school pupils still have problems in language proficiency especially in learning English. The implementation of Highly Immersive Programme in Malaysia education system is one of the steps taken by the Ministry of Education to solve the poor language proficiency problem among the primary school pupils by involving and immersing pupils in an English environment. The aim is to ensure that pupils will have high opportunity in using the language confidently and to improve their English proficiency. Teachers are responsible for planning, developing teaching aids for the activities, and conducting English programme to motivate pupils to learn English in an effective English environment. This paper provides a literature review on the implementation of Highly Immersive Programme towards language proficiency of primary school pupils from the aspect of issue in pupils' language proficiency, the implementation of Highly Immersive Programme in school and past studies that related to this paper.

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“…Indeed, which dimension of class composition is the most important in explaining in-class behavior (and possibly the interactions between classmates outside the class) and consequently educational outcomes is a priori uncertain given the large number of dimensions that may be defined. Examples of such dimensions that have been studied in the literature are classmates' previous attainment (Sund, 2009), gender and race (Hoxby, 2000a), or even language spoken (Yao, Ohinata, & Ours, 2016). On top of this, each class compositional dimension may affect educational outcomes heterogeneously depending on each student's individual characteristics, which adds further complexity.…”

Section: Introductionmentioning

confidence: 99%

Class Composition and Student Achievement: Evidence from Portugal

et al. 2018

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We analyze the effects of several class compositional dimensions on individual student achievement. We make use of a rich dataset that allows tackling major endogeneity concerns stemming from non-random allocation of students between and within schools. We find that increasing the percentage of high achievers in a 6 th grade class has a negative effect on student performance, while in a 9 th grade class the effect is in general non-significant. Students with no past retentions do better with an increasing proportion of this same type of classmate. Larger shares of low-income classmates hurt performance in general. Apart from the past retention dimension in which there is evidence supporting students' tracking, along all other compositional dimensions each class should reflect the respective school-grade population heterogeneity. Class composition rearrangements are estimated to provide a larger increment to performance than comparable reductions of class size.

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The Educational Consequences of Language Proficiency for Young Children

Cited by 4 publications

References 38 publications

The Wage Penalty of Dialect-Speaking

The Wage Penalty of Dialect-Speaking

The Implementation of Highly Immersive Programme towards Language Proficiency of Primary School Pupils: A Literature Review

Class Composition and Student Achievement: Evidence from Portugal

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