❓Why do the Nordics & Dutch speak English so much better than the Germans, Italians & French?. ➡️New Working Paper:. Out-of-School Learning: Subtitling vs. Dubbing and the Acquisition of Foreign-Language Skills.w/ F. Baumeister & E. Hanushek. A🧵1/12

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📢FYI: 🧵on🆕paper on subtitling & language skills: @econjeffsmith @margherita_fort @FabianKosse @DrNathanNunn @AinoaAparicio @RDurante_2020 @tesei_andrea @MicheleGazzola1 @arturobris @APeichl @FuestClemens @ECONMunich @RationalityCRC @ifo_Education.

📢FYI: 🧵on🆕paper on subtitling & language skills: @KiraboJackson @simon_jaeger @MatthewAKraft @giu_sorrenti @profsimonb @instrumenthull @D_Langenmayr @Lars_Feld @KhoaVuUmn @MathiasHuebener @jhaushofer @angrist_noam @CaciliaLipowski @FelixWeinhardt @mdoepke @Lnavarrosola.

📢FYI: 🧵on🆕paper on subtitling & language skills: @albertobisin @JRuhose @Econ_Sandy @SarahCohodes @uZoelitz @karthik_econ @JeffDenning @edwinleuven @ALPWillen @MariSRege @pqblair @ChristinaFelfe @Gabri_EllaConti @hooster1 @ProfTDee @BenjaminArold @sulealan_econ @MattSutter_MPI.

Policy implications for countries aiming to strengthen populations’ English skills: major consequences of adopting practice of movie dubbing for English-language acquisition. Analysis shows powerful impact of non-school factors on learning.12/12.

Estimates best interpreted as long-run effects that capture not only impacts of individual TV viewing but also intergenerational effects running through improved English skills of parents & teachers.11/12.

No bias from differential selectivity of test taking in EPI & TOEFL:. a) Results in representative (but self-rated) AES as large as non-representative (but standardized-test) EPI. b) Results robust to controlling for number of TOEFL test takers.10/12

Placebo test: no effect of subtitling on native-language reading. Effect is robust to accounting for.▶️similarity of local languages with English.▶️size of country populations & language communities.▶️starting age & instruction time of foreign-language teaching in schools.9/12

Effect is larger for listening & speaking skills🗣️than for reading📚.➡️Consistent with learning from oral TV transmission. Effect strongest in youngest age group (16-34)👧but also large for those aged 35-55 & 56-75👵.8/12

We find a very strong positive effect of subtitling on English proficiency of population. Effects are huge: > 1 SD❗️. Consistent across 3 measures:.1⃣English Proficiency Index (EPI).2⃣Test of English as a Foreign Language (TOEFL).3⃣Adult Education Survey (AES).7/12

▶️Cross-country between-subject approach:. We identify the causal effect of subtitling in a difference-in-differences specification that compares.1⃣English to math skills (1st diff).2⃣in European countries that do & do not use subtitles (2nd diff).6/12

Non-English-speaking European countries: prevalent exposure to English media. Basic choice (subtitle/dub): historical after emergence of sound film in 1920s. But if related to other country characteristics associated with general skill levels, simple comparisons misleading.5/12

Important difference in TV translation mode:📺. Subtitling exposes viewers to English voice track🗣️whereas dubbing does not🙊. ➡️Differences in learning opportunities outside of schools.4/12.

Global importance of English: > 1 bn second-language speakers = 4x next-largest language. In many countries, time spent watching TV > time spent in school. Much TV content originally produced in English.3/12.

Developing English-language skills is a near necessity in today’s global economy🌐. Prior studies of language acquisition have focused on schools🏫. We show an overwhelming influence of historical national decisions about whether to subtitle or dub TV content📺.2/12.

RT @ifo_Education: Check out the current edition of our newsletter - now in a new design🪄✨. Topics:.🔹Working-memory training & children's s….

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📢FYI: New paper in EJ on patience & regional achievement: @FuestClemens @ECONMunich @RationalityCRC @ifo_Education.