The Returns to English-Language Skills in India

Azam, Mehtabul; Chin, Aimee; Prakash, Nishith

doi:10.1086/668277

Cited by 191 publications

(109 citation statements)

References 16 publications

(16 reference statements)

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“…7 Azam et al (2010) show that in India, too, multilingualism and English skills in particular have a strong impact on the income of respondents. Li & Bray (2006) show how Chinese students who studied in Hong Kong and Macau use this "overseas" experience in the domestic labor market.…”

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confidence: 97%

Transnational Human Capital, Education, and Social Inequality. Analyses of International Student Exchange

Gerhards

Hans

2013

Zeitschrift Für Soziologie

104

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Summary: Due to globalization, skills such as foreign language proficiency and intercultural competence, here referred to as transnational human capital, are becoming increasingly important. A study-abroad program during schooling is one of the most efficient ways to acquire transnational human capital. Until now, class-specific access to transnational capital has remained largely unexplored. With recourse to the literature on the sociology of education and to the work of Pierre Bourdieu, we have developed hypotheses and tested them using German Socio-Economic Panel (GSOEP) data. The findings indicate that the likelihood of studying abroad is determined a) by the capital available to the parents, b) by the cultural capital and the commitment of the child, c) by the opportunity structure, and d) by family conflicts. Attendance of a Gymnasium' has a crucial filtering function. Overall, the probability of acquiring transnational human capital through study abroad differs significantly according to the economic capital of the child's parents.Keywords: Globalization; Transnational Human Capital; Social Inequality; Bourdieu; KHB Decomposition; GSOEP.Zusammenfassung: Im Kontext von Globalisierungsprozessen werden Fertigkeiten wie Fremdsprachenkenntnisse und interkulturelle Kompetenzen, hier zusammenfassend als transnationales Humankapital bezeichnet, immer wichtiger. Ein Auslandsaufenthalt während der Schulzeit ist eine effektive Variante, solches Kapital zu erwerben. Der klassenspezifische Zugang zu transnationalem Kapital ist weitgehend unerforscht. Im Rückgriff auf die bildungssoziologische Literatur und die Arbeiten Pierre Bourdieus entwickeln wir hierzu Hypothesen und prüfen diese mit einer Sekundäranalyse der Daten des Sozio-oekonomischen Panels (SOEP). Die Befunde zeigen, dass die Wahrscheinlichkeit eines Auslandsaufenthaltes a) von der Kapitalausstattung des Elternhauses, b) vom kulturellen Kapital und dem Engagement des Kindes, c) der Gelegenheitsstruktur sowie d) von familiären Konflikten bestimmt wird. Dabei kommt dem Besuch des Gymnasiums eine entscheidende Filterfunktion zu. Insgesamt wird die Wahrscheinlichkeit eines schulischen Auslandsaufenthalts stark von der materiellen Ausstattung des Elternhauses bestimmt.

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confidence: 97%

Transnational Human Capital, Education, and Social Inequality. Analyses of International Student Exchange

Gerhards

Hans

2013

Zeitschrift Für Soziologie

104

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“…As a result of this, white collar jobs in multinational company which require the knowledge and usage of English are in the cities rather than rural area. This findings is corroborated by Azam,Chin & Prakash (2013) whose works reveal the popularity of English language in urban area is due to its utilitarian purpose and value which is associated to easy procurement of job.…”

Section: Discussionmentioning

confidence: 60%

The Relationship between Students' English Listening Proficiency and Interest in English Movie: A Link to Determine the Significance of English Movie as a Teaching Material in English Language Classroom.

Lasekan¹

2016

ijlet

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English movie has been proven to be an effective tool to improve English language learning process in classroom. However, very little empirical research has been carried out to determine students' interest in this teaching material, especially in the view of the fact that high level of interest in a teaching and learning material aids motivation which is very essential for language learning. Two groups of students were selected for this study. The first group is a Masters of Art degree student in English who have studied in English medium schools since the beginning of their formal education while the second group has studied in Kannada medium school and they are currently learning spoken English in an English training institute. A survey was administered, this is followed by giving standardize English listening test which is a parameter to measure learners' ability to comprehend English movie. Result presented in this paper shows that Indian English learners and speakers are more interested in local movie than in English movie irrespective of their level of English listening proficiency. This suggests that students' lack of interest in English movie is an indication that English films might not be an effective tool for learning English.

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“…More recent literature on the economics of language confirms the impact of language proficiency on individual earnings (Chiswick & Miller, 2003;Chiswick & Wenz, 2006;Goldmann, Sweetman, & Warman, 2011 example, Azam, Chin and Prakash (2010) found that English-speaking ability raised both men and women's wages in India. Christofides and Swidinsky (2010) reported on substantial rewards to second official language use in Quebec, Canada.…”

Section: The Economics Of Languagementioning

confidence: 90%

Language as Investment, Capital, and Economics: Spanish-Speaking English Learners’ Language Use and Attitudes

Liang¹

2012

IJEL

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Drawing on the notion of investment in language and identity, the concept of language as capital, and the theory of language as part of economics, this study explores California high-school Spanish-speaking English learners' use of Spanish and English at home, at school, and in the ESL class, and their perceptions on these two languages. Analysis of 37 survey responses reveals that the participants did not have an either-or attitude toward the languages they spoke and concurrently claimed frequent use of and even fluency in the societal language and their heritage language. They did not have a simplistic notion of linguistic identity and simultaneously claimed the English-speaking identity, the Spanish-speaking identity, and the bilingual identity. The results indicate that, rather than a sign of second language insufficiency, bilingual language use in and outside of the ESL class served as an intentional investment in language development and maintenance, identity construction, and preparation for participation in the multilingual marketplace in the internationalized new economy. ESL instructors are encouraged to recognize and acknowledge the role of bilingual language use in class and to create a supportive classroom environment that builds on the linguistic and cultural capital of English learners and fosters the development of both languages into literate, academic and professional capacity.

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The Returns to English-Language Skills in India

Cited by 191 publications

References 16 publications

Transnational Human Capital, Education, and Social Inequality. Analyses of International Student Exchange

Transnational Human Capital, Education, and Social Inequality. Analyses of International Student Exchange

The Relationship between Students' English Listening Proficiency and Interest in English Movie: A Link to Determine the Significance of English Movie as a Teaching Material in English Language Classroom.

Language as Investment, Capital, and Economics: Spanish-Speaking English Learners’ Language Use and Attitudes

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