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The socio-economic gap in foreign-language learning

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  • Daniel Salinas

Abstract

Teaching foreign languages has become a major goal for many education systems around the world. In today’s increasingly interconnected world, speaking multiple languages improves employability, fosters respect for people from other cultures, and gives young people direct access to content that would otherwise be inaccessible, including literature, music, theatre and cinema. For the first time in 2018, PISA asked students whether they studied foreign languages at school and how much class time they had on foreign languages per week. Results show that learning foreign languages is widely available to 15-year-olds in today’s education systems. However, these opportunities are not evenly distributed among students of different socio-economic status: students in advantaged schools have more opportunities to learn foreign languages than students in disadvantaged schools.

Suggested Citation

  • Daniel Salinas, 2021. "The socio-economic gap in foreign-language learning," PISA in Focus 116, OECD Publishing.
    • Handle: RePEc:oec:eduddd:116-en
    DOI: 10.1787/953199e1-en
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