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Foreign Languages Acquisition: Self-Learning and Language Schools

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Author Info

  • Gabszewicz Jean J.

    (CORE, Université catholique de Louvain)

  • Ginsburgh Victor A.

    (ECARES, Brussels and CORE, Louvain-la-Neuve)

  • Laussel Didier

    (Université de la Méditerranée)

  • Weber Shlomo

    (Southern Methodist University and New Economic School)

Abstract

We examine patterns of acquiring non-native languages in a model with two linguistic communities with heterogeneous learning skills, where every individual faces the choice of self-learning the foreign language or acquiring it at a profit-maximizing linguistic school. We consider a one-school model with divisions in both communities and various two-school settings with a school in each community. We compare the number of learners and welfare implications under self-learning with those obtained under various schooling contexts. In particular, we show that for communities with similar size, introducing language schools always increases the number of learners with respect to the exclusive self-learning option.

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Bibliographic Info

Article provided by De Gruyter in its journal Review of Network Economics.

Volume (Year): 10 (2011)
Issue (Month): 1 (March)
Pages: 1-22

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Handle: RePEc:bpj:rneart:v:10:y:2011:i:1:n:1

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Web page: http://www.degruyter.com

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Cited by:
  1. Di Paolo, Antonio & Tansel, Aysit, 2013. "Returns to Foreign Language Skills in a Developing Country: The Case of Turkey," IZA Discussion Papers 7724, Institute for the Study of Labor (IZA).

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