The Returns to English-Language Skills in India

Azam, Mehtabul; Chin, Aimee; Prakash, Nishith

doi:10.2139/ssrn.1570400

Cited by 23 publications

(22 citation statements)

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“…There are studies exclusively conducted to analyse the impact of skills on individual earnings, and those studies assert that labour markets greatly reward individual skills and abilities (Khatun & Saadat, 2021). A few of such studies have taken linguistic abilities in English (Azam et al, 2013;Di Paolo & Tansel, 2015) and computer skills (Borghans & Weel, 2004;Dolton & Makepeace, 2004;Krueger, 1993) as proxies for the skills.…”

Section: Introductionmentioning

confidence: 99%

“…Individuals with commendable communication skills and digital competency are more likely to be hired by companies, and they are in a favourable position as they have an upper hand in negotiating remunerations and other benefits. Being a former British colony and a land of diverse languages, labour markets in India, especially in the formal sector, consider proficiency in English language as one of the most sought-after skills in the workplace (Azam et al, 2013;Chakraborty & Bakshi, 2016). Similarly, the advancement in information and technology has placed computer skills at the top of the modern-day skill sets (Agrawal & Agrawal, 2017;Basant & Rani, 2004).…”

Section: Introductionmentioning

confidence: 99%

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How do linguistic and technical skills affect earnings in India?

Refeque¹,

Azad²

2022

Ind. Econ. Rev.

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This paper estimates the returns to education and skill in India by gender, sector, religion, caste and regional zone using nationally representative data provided by the India Human Development Survey (IHDS) 2011-2012. To address the issue of sample selection bias, Heckman two-step procedure is used. The findings show that education and skill drive wage earnings. However, the impact of skills is larger than that of education per se. Though there are inequalities on various grounds, education and skill are found to have a stabilising effect as they help females and other disadvantaged groups improve their earnings. The findings of the study call for the necessity of imparting skills along with education to ensure better labour market outcomes for the people.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

How do linguistic and technical skills affect earnings in India?

Refeque¹,

Azad²

2022

Ind. Econ. Rev.

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“…Therefore, to some researchers the significance of vocabulary learning is linked to the fact that lexical items are at the heart of language teaching as far as syllabus design, assessment of learners, and learning resources are concerned (Candlin & Mercer, 1988). As Azam, Chin, and Prakash (2010) put it, vocabulary is highly critical in language learning and acts like a communication toolbox with every word as a tool to be used at the right time, and learners take better chances of finding the appropriate tool for their purpose in case they master more tools. Nevertheless, possessing a great repertoire of words is not the ultimate purpose.…”

Section: Introductionmentioning

confidence: 99%

The Function of Negotiation in Iranian EFL Students’ Vocabulary Acquisition

Soleimani

Dadmohammadi

2013

IJALEL

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Negotiation is believed to play a key role in language learning in general and vocabulary learning in particular. The present study aimed at investigating the effect of types of instructions (negotiation, non-negotiation, or in isolation) on learning and recalling of new words by Iranian learners. Using a quasi-experimental research design, 39 EFL students of a secondary school were sampled and assigned into three experimental groups: the input plus negotiated group (IPN), the input without negotiated group (IWN), and the elaborative, un-instructed input group (EUI). The first group had the chance for negotiated interaction; the second one received the input without any negotiation with their instructor and the last group received elaborative input without any interaction with their teachers. The groups were rated on their degree of comprehension and the acquisition of vocabulary items. The results revealed that negotiation had a non-significant effect over non-negotiation tasks. However, the results indicated that negotiation was significantly effective against uninstruction task. Thus, in acquisition and retention of new vocabulary, IPN group was not significantly different than IWN group, but they outperformed those learners who used their own strategy to learn new words (EUI).

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“…Individuals speaking fluent English earn an average of 34% more than those who do not. 4 Hence, current-generation parents, particularly those living in metropolitan cities, emphasize that their child attend English medium schools and learn to speak, read, and write English fluently. That said, a similar emphasis is made toward children learning their native language(s).…”

Section: Introductionmentioning

confidence: 99%

Often Encountered but Rarely Reported: Challenges in Selecting Language(s) for Intervention in Bi/Multilingual Children with Autism Spectrum Disorder

Srikar

Raju

Dadlani

et al. 2022

Journal of Child Science

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India is a socioculturally and linguistically diverse country. Most often individuals grow up exposed to more than one language. Apart from exposure to native and community languages, there is a growing preference for English as the language of formal education and employment. Previous studies demonstrated that bilingual children with autism spectrum disorder (ASD) develop language similar to their monolingual nonverbal IQ-matched ASD peers. However, most of these studies have been conducted in countries in which English is the primary language for majority of the population. Although existing studies support a bilingual environment for children with ASD, professionals still seem to advise families' use of a monolingual approach. This paper reviews and discusses factors that influence the selection of language(s) for intervention in young children with ASD in bi/multilingual environments. These are discussed under three areas namely, (1) language environment of the child, (2) parent/caregivers' perspectives regarding bi/multilingual exposure, and (3) medium of education and availability of intervention services. This paper also highlights the complexities involved in the language selection process for intervention using four case vignettes. Based on the review and findings from the case vignettes, it is evident that there is a need for (1) sensitizing fellow professionals regarding the increasing shift toward a bi/multilingual approach, (2) formulating guidelines for this decision-making process, and (3) continuing to develop an evidence base for adopting multilingual approach for intervention in a socioculturally and linguistically diverse country like India.

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The Returns to English-Language Skills in India

Cited by 23 publications

References 0 publications

How do linguistic and technical skills affect earnings in India?

How do linguistic and technical skills affect earnings in India?

The Function of Negotiation in Iranian EFL Students’ Vocabulary Acquisition

Often Encountered but Rarely Reported: Challenges in Selecting Language(s) for Intervention in Bi/Multilingual Children with Autism Spectrum Disorder

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