Economic gain and English language: evidence and equity

Increasingly English language learning is being framed in economic and education policy as a means of supporting the economic development of both individuals and nations. Based on research conducted for the British Council... [ view full abstract ]

Increasingly English language learning is being framed in economic and education policy as a means of supporting the economic development of both individuals and nations. Based on research conducted for the British Council (Erling, 2014), this paper explores the evidence that exists about the relationship between English language skills and economic development in South Asia. It reviews the research that, by a variety of econometric methods, is attempting to quantify the value of English language skills. These studies all identify a positive relationship between English language skills, employability and economic gain for individuals. However, they also suggest that the demand for English may be reinforcing embedded societal inequalities. Furthermore, there is mixed evidence about the effectiveness of promoting English language learning for national economic development. Based on these findings, this paper will suggest approaches to English language teaching that may help to ensure better, more equitable learning opportunities for English, and promote learning opportunities that lead to inclusive and sustainable development.

The assumption that English language ability is equated in some way with economic or social development underpins English in Action (EIA), a large DFID-funded English language enhancement project that aims to enable 25 million... [ view full abstract ]

The assumption that English language ability is equated in some way with economic or social development underpins English in Action (EIA), a large DFID-funded English language enhancement project that aims to enable 25 million Bangladeshi adults and school children to improve their English language skills. This presentation explores the relationship between English language proficiency and economic opportunity in Bangladesh by reporting on three studies conducted as part of EIA:

• Employers’ perceptions of the need for English competence in the workplace;
• Salary premiums for English competence indicated in advertised job vacancies and through employment agencies; and
• The relationship between self-assessed English proficiency and personal income amongst employed Bangladeshis.

This synthesis of evidence indicates a positive relationship between English skills and economic benefit. Recognising that access to opportunities through which English language skills translate into socio-economic returns may not be equitably shared, this presentation also attempts to explore the different socio-demographic characteristics have to play in affecting income. Emergent findings suggest that, even when controlling for key socio-economic factors, self-assessed English language proficiency still has a significant association with personal income amongst working Bangladeshis (at least those who volunteered to take part in this research).

On the basis of these findings we will suggest how countries can close learning gaps between social groups of all ages while achieving English learning gains for all.

Can enhanced opportunities for English language learning ensure better life chances for underprivileged youth in Bangladesh? In order to gain insight into this question, this study presents case studies of four UCEP school... [ view full abstract ]

Can enhanced opportunities for English language learning ensure better life chances for underprivileged youth in Bangladesh? In order to gain insight into this question, this study presents case studies of four UCEP school leavers who have recently entered formal employment. UCEP (Underprivileged Children’s Educational Programs) schools provide education to working children, who often have not previously been able to attend school, owing to poverty and the need to work to support their families. UCEP enables children to achieve exam success in the formal curriculum (which includes English), but also offers older secondary students skills development in relation to the workplace, leading to guaranteed employment for its graduates. Many UCEP English teachers participated in EIA professional development programmes with the result that they have endeavoured to introduce active learning approaches into their classroom practice.

These case studies explore whether and how UCEP graduates use the English competencies that they have developed through EIA, and whether and how some of these uses have led to economic benefit for the individuals. Results indicate that English plays a role in gaining employment, but also has benefits in terms of esteem and promotion within the current workplace. Participants articulate a clear perception that good English skills will be key to new employment opportunities. The case studies also identify a number of significant challenges faced by these underprivileged graduates, despite the potential social and economic benefits accruing from competence in English.

Many governments around the world are prioritising English language teaching in the national curriculum, starting it from as early as Grade 1 and continuing it throughout schooling, with English language assessment often... [ view full abstract ]

Many governments around the world are prioritising English language teaching in the national curriculum, starting it from as early as Grade 1 and continuing it throughout schooling, with English language assessment often playing a significant role in school leaving exams, entry requirements for further education and employment opportunities. The privileging of English in education policy is often based on assumptions that English language ability is equated with economic or social development (Erling & Seargeant, 2013). But what evidence exists that English language learning can enable economic and social opportunities at a national and/or individual level? Can English language competence play a transformative role in the experience and opportunities of marginalised groups and the economies of lower-income countries? Can English language learning be a means of closing the gap in equality between social groups – and if so, how? These questions will be the focus of the three presentations in this Symposium. The papers will present regional, national and individual perspectives: In the first, Erling presents a broad overview of research on English and economic gain in South Asia; the second and third draw on work from the English in Action project. Gowland et al present the results of three studies conducted in Bangladesh, while Eyres and Solly present case studies that explore the value of English for underprivileged working youth. Taken together, these studies suggest that English language skills correlate positively with economic gain; however, it is less clear the role that they play in promoting more equitable futures.