How language learning can improve your life for the better

Samantha Ball
A group of friends smiling
Reading time: 7 minutes

Language learning is more than just something you studyit's a strategic move that integrates into every aspect of your lifesocially, professionally and mentally. With English often being the common ground for global business, communicating effectively in this language has never been more important.
In this post, we uncover the benefits of language proficiency, particularly in English, backed by relevant statistics and insights from ɫèAV's recent?ground-breaking new research.

Earn up to 80% more with better English skills | ɫèAV Impact of English
Play
Privacy and cookies

By watching, you agree ɫèAV can share your viewership data for marketing and analytics for one year, revocable by deleting your cookies.

The transformative power of language proficiency

Did you know that 20% of the world's population speaks English as a first, second, or additional language? This underscores the vital role English plays in our global society.

Our research illustrates a compelling link between language proficiency and career developmenthighlighting that 80% of employees see English proficiency as critical for determining earning potential.

Fluency in English or any widely used language can boost your employability. It isn't simply a line on a resume; it's access to opportunities, potentially higher salaries and greater job satisfaction. Yet a noticeable gap exists between the language learned in formal education and the practical skills needed in the workplace.

What are the benefits to learning English?

There are several benefits to learning English or any new language but here are just a few examples to give you reasons to start learning today:

Bridging the skills gap

Here's the kickerlinguistic agility offers more than just a competitive edge professionally; it fosters better communication, enhances collaboration and enriches relationships in both personal and professional lives.

But how do modern language learners adapt to this demand? Gen Z learners are trailblazers, often turning to and to refine their English capabilities. Interactive technologies like online games and chat rooms find favor with this tech-savvy generation, reflecting a dynamic shift towards digital fluency.

Salary and social benefits

Speaking multiple languages boosts your social game; it positively correlates with higher salaries and elevates job opportunities. English proficiency is seen as a transformative investment, one that shapes both professional and personal dimensions of life.

Interestingly, the financial advantages of being proficient in languages, especially English, are significant. Studies suggest that bilingual individuals can earn between 5% to 20% more per hour compared to those who speak only one language. This "language premium" varies by industry and location but generally holds true across a range of professions.

With globalization at its peak, the ability to communicate in English not only enhances job prospects but directly translates into economic benefits. Language learning is not just an academic achievement but a smart career move.

There's growing advocacy for a skills-based approach instead of focusing solely on vocabulary and grammar. Practical application in speaking, writing, listening and reading can close the gap between classroom learning and real-world requirements.

Increase your cognitive ability

Learning foreign languages is proven in scientific research as a great way to retain brain power in a challenging way. Studies show brain changes in electrical structure and size when studying other languages changes that are rare if learners learn a specific task or ability.

It is possible for someone (no matter their age) to gain more experience with linguistics and to learn more languages. Read more on our post Being bilingual can help keep your brain in good condition.

It makes other languages easier too

We often learn a language without consciously understanding its rules and many of us have no idea what rules they're going by. However, learning another language means learning all about the rules. Often, those who have learned their first language find themselves learning more of their native language, such as a more accurate vocabulary and a more accurate vocabulary than they expected. When you learn other Indo-European languages (for example French), you will likely find considerable quantities of borrowed vocabulary that will help you understand English.

You have access to more information and entertainment

Being more proficient in English also enables you to enjoy more digital content. Approximately 60% of online content is in English. This large amount of English online not only shapes the digital landscape, but also influences access to information and entertainment. For English learners, this dominance may represent a barrier to a wealth of knowledge and cultural exchange.

Equally, for those fluent in English, the language helps because it opens up an expansive universe of information, educational resources, cutting-edge research and global entertainment options that would otherwise be inaccessible. From streaming the latest Hollywood blockbusters to participating in online courses from prestigious universities around the globe, proficiency in English significantly expands your digital horizon.

Access world-class education systems and establishments

The other reason students have for studying English is that you'll have access to the world's best educational institutions. Some of the top universities in the world are either in the United States and Britain or use English in their courses and this means that English is crucial in applying. A high level of English is essential for a student studying in English at university.

Start a life in an English-speaking country

Another advantage of studying English is it offers the potential of moving to a foreign language country. Usually, to become a citizen in an English-speaking country, you must be fluent in English. Speaking and learning English can help increase job chances, improve communication skills and help people converse and communicate successfully.

Build deeper connections with more people

30% of people are learning English to make more friends, and it's no surprise. By being able to speak another language you can communicate clearly to a wider range of people, not only in your personal life but also professionally. This ability fosters deeper, more meaningful relationships and can open doors to understanding another culture and experiencing diverse cultures more intimately. Almost half of the respondents said that improving their English proficiency boosted their confidence levels in other areas of life, not just at work. The more progress you make, the more confident you feel.

Language proficiency enables you to engage in conversations beyond casual conversation, allowing for a richer, more authentic exchange of ideas and traditions from other cultures. The joy of connecting with someone in their first language is a rewarding experience that broadens your perspective and nurtures a global sensibility.

Boosts your confidence

Learning a new language, especially English, requires stepping out of your linguistic comfort zone. It can significantly boost your self-esteem and self-confidence. People with a lower level of proficiency often feel that better English would make them happier in life. The process of learning a language is empowering, and every new word learned and every conversation understood serves as a milestone, reinforcing the learner's belief in their abilities.

Sometimes, unclear communication can be a setback to your confidence, especially in a professional setting. Our research has discovered that 72% of the respondents believe their job would be easier if they had a better grasp of the English language. Furthermore, only 10% of employees with limited English proficiency feel that they can articulate themselves fully at work.

The confidence gained from improving language skills can extend to work and other areas of life, motivating you to take on challenges you may have previously avoided. Essentially, the process of learning a language not only leads to proficiency but also personal growth. This creates a positive feedback loop where increased confidence results in even greater language skills, which, in turn, fosters more confidence.

How English improves lives

We have discussed some examples of how English can assist you in your daily life. However, do not just take our word for it:

English literally saved my life many times.?When I was a student, I struggled with motivation. I didnt like any subjects, didnt do homework, and didnt read books. But then my English tutor helped me fall in love with English. English became an escape for me and a chance to develop a new identity as a curious, passionate and capable learner.

99% of everything I read and learned happened in English.?Later, when I came to the US, English helped me survive and move from low-paid, manual jobs to better-paid jobs that required effective communication: server, bartender, and English teacher.

To this day, English is the superpower that helps me work alongside my colleagues and world-class experts and make a difference.

- Illya Gogin, Director of Product at ɫèAV

If you're a language learner, a student about to enter the job market, or simply interested in the power and benefits of learning a language, there are a world of resources available. The GSE is an amazing tool that can help you achieve your language goals, make sure to read more about how it can improve your English proficiency here: The Global Scale of English for learners.

Ready to start reaping the benefits of language learning? Read our report to uncover more enlightening statistics and details that could chart the course of your language learning adventure.

Learning a new language isn't just an educational challengeit's a step toward a more vibrant, connected, and fulfilling life. Embark on this linguistic voyage and watch the world open up in ways you've never imagined.

More blogs from ɫèAV

  • Children sat at desks in a classroom, with one in the middle smiling with her hand up

    Teaching young learners: all just fun and games?

    By Jill Leighton
    Reading time: 5 minutes

    We want lots of fun in our lessons, with a good balance of activities and games with strong educational value. But in my opinion, todays young learners need more than just fun and games to stay motivated. Fun and games can quickly become meaningless and boring for some students.

    How do we create fun and engaging lessons for young learners aged 6-14?

    • Have a strong relationship with your students. Know about their natural talents, their weaker points and where they are in their development.
    • Encourage them to be active learners and engage them in learning that is meaningful to all of them. E.g. through project work.
    • Provide opportunities for students to use technology and develop success skills. E.g. collaboration, communication, critical thinking, creativity and self-learning.

    Most teachers agree that we have to assume the responsibility of preparing students for life as well as helping them to acquire a language C and this is what I aim to demonstrate in this blog. Using , I want to demonstrate how you can learn more about your students and care for individual needs in one classroom.

    The students will also learn about themselves and their classmates. They will acquire vocabulary and language (at their level) in a dynamic way and create a project to explore their interests and demonstrate their talents. They will use technology and develop their success skills. Assessment will be fun and engaging. I hope you will be able to adapt the ideas and put them into practice with children aged 6-14.

    Howard Gardners Model of Multiple Intelligences

    prompts us to ask: How is this child intelligent? He identified eight different types of intelligence which guide the way students learn:

    • Verbal-Linguistic Intelligence (Word Smart)
    • Logical-Mathematical Intelligence (Maths Smart)
    • Spatial Intelligence (Picture Smart)
    • Musical Intelligence (Music Smart)
    • Bodily-Kinesthetic Intelligence (Body Smart)
    • Naturalistic-Environmentalist Intelligence (Nature Smart)
    • Interpersonal Intelligence (People Smart)
    • Intrapersonal Intelligence (Self-Smart)
    • (He later went on to identify Existential Intelligence C Life Smart, and Pedagogical Intelligence -Teacher Smart)

    Lesson 1: Outline the students learning goals

    Explain to the students that they are going to learn about Howard Gardners Model of Multiple Intelligences and that you want them to achieve learning goals on completion of the project. Write the goals on a poster and discuss them with your students. Take a digital photo of the poster to use during the assessment.

    Student learning goals C you will be able to:

    • Identify different intelligences and what they mean. Name eight different intelligences you have
    • Communicate ideas clearly through a project to demonstrate your talents and interests
    • Use your success skills more effectively.

    Tip: Video parts of lesson 1, especially discussion of the learning goals, to use as part-assessment and reflection on completion of the project.

    What do you know about the Multiple Intelligences? How are you smart?

    • Ask children what they know about multiple intelligences. Teach key language and vocabulary as necessary, depending on level.
    • Ask, What does it mean be intelligent? (They will probably say, good grades, be good at maths, English, reading, writing, computers...)
    • Tell them being intelligent or smart (get the younger children to repeat the word smart several times) isnt only about getting good grades. Ask them to think of more ways to be smart.
    • Elicit the eight ways to be smart according to Gardner. (You may need to mime). E.g. mime playing the piano or clap a rhythm to elicit Music Smart.
    • Discuss what the different intelligences mean. (E.g. Word Smart (Linguistic Intelligence): you like reading, writing or speaking, you are probably good at languages)
    • Teach career vocabulary associated with the different intelligences. (E.g. Word Smart: journalist, teacher, lawyer, editor, TV announcer, web editor.)

    Lesson 2: Find out your smarts quiz

    Tell students they are going to do a quiz to discover how they are smart. Model each stage of the activity and do the quiz with them to find out about your own strengths. Give each student a piece of paper.

    • Take your paper and show the students how to fold it into eight sections, then unfold it and draw lines along the folds to make a grid.
    • Write the different smarts in each section. (Use small handwriting to leave room to illustrate each smart with a picture).
    • Give a picture dictation to illustrate each smart. Here are some examples:

    Word Smart:?Draw a dictionary and children reading, writing and speaking.

    Logic/Number Smart: Draw sums on a computer, a scientist with test tube.

    Music Smart: Draw children singing and playing musical instruments.

    Body Smart: Draw children playing a sport, dancing or cooking.

    Nature Smart:?Draw trees, animals, insects, child watering a plant.

    Spatial/Picture Smart: Draw children drawing, painting or taking photos and a pilot in a plane.

    People Smart:?Draw a child helping or leading a group or a group of children holding hands.

    Self-Smart: Draw children keeping a journal, researching on a computer, or meditating.

    Encourage students to order their smarts from 1-8. For example, if you love music, write number 1 in the Music Smart section and continue to 8 in order of preference. (You may wish to model this first and order your smarts from 1-8 and then encourage the children to order their smarts.)

    After the quiz

    • Encourage students to compare and discuss their results. Collect the papers and make notes about each students results. This will help you reach all your students when planning activities.
    • Explain that we have all the intelligences in different degrees and that all of the intelligences are equal (no intelligence is better than another). Also point out that it is important to know our strengths in order to help in all subjects. (E.g. a music smart student who finds maths challenging may want to sing multiplication tables). Remind students that we usually use several intelligences to do something and we can explore and develop all our smarts.

    Tip: Video lesson 2 to use as part of assessment.

    Lesson 3: Beginning the project

    Encourage the students to create a project for enjoyment. Explain that you want them to collaborate in groups that share the same smarts and interests and using their creativity you want them come up with an interesting topic to explore. (Remind students to concentrate on developing their success skills when they are working with others and mention that you will also be monitoring this as part of the assessment).

    Organize the students into groups of no more than five students in each. Give students time to brainstorm in their groups and come up with the best topic for the project, using their critical thinking skills. (E.g. Picture Smart students may decide to create a project about a famous artist, such as Salvador Dali).

    You may wish to give each student a ?(Know, Want-to-know, and Learned) to complete during the project process, asking questions such as: What do you know? What do you want to know? What have you learned?

    Lesson 4: Planning the project

    Inform students about the timing of the project. Encourage each group to make a project mind map, which will encourage them to be more creative and organized.

    Remind all the groups to keep the following questions in mind:

    • What are you going to do/make? (Presentation, PowerPoint, website, video, posters.)
    • How will you research it? (Internet, tech tools, library.)
    • How will you delegate responsibilities?
    • How will you check that your audience has understood the message of your project? What questions will you ask?

    Decide on how many lessons are needed to prepare the project and how much will be done in school or at home, depending on the age groups and timing.

    Encourage the students to share their work with the rest of the class (or in assembly.)

    Tip: Video the different groups sharing their work.

    Can assessment also be fun and engaging?

    Yes, it can; here are some tips and suggestions.

    • Show the videos you have recorded and ask the students to compare and contrast their knowledge in Lesson 1 and how it developed over the lessons. Encourage them to observe and comment on their success skills.
    • Display the photo of the Student Learning Goals poster from Lesson 1. Get the students to self-assess and decide whether they have achieved the goals that were set in Lesson 1. (You may wish to give the students three small pieces of colored paper: red to represent I understand quite well, orange to represent I understand well and green to represent I understand very well). Ask: Can you identify the different intelligences and say what they mean? Encourage the students to hold up a colored piece of paper according to their understanding. (Make a mental note of all red pieces of paper to be ready to give extra help to those students). Check understanding by getting several students to answer the question.
    • Get the children to reflect on the learning experience. What have they learned about the different intelligences? How can they develop weaker points using their strengths to help them? Can they use all eight intelligences inside and outside school? Did they manage to get along well with their classmates? Did they communicate the message of their project so that the audience understood?
    • Give individual feedback to each student. E.g. congratulate them on their attitude and effort or identify areas for improvement: You managed to use vocabulary and language effectively when you shared your project, we understood your message perfectly. Or You need to work on being more collaborative. You werent on task during the project. How do you think you can improve that?
    • Ask students to give you feedback on the activities they enjoyed. Get them to draw happy and sad face cards. Go through all the activities and get the students to show a happy or sad face according to whether or not they liked the activity. E.g. say Did you like the Find out your smarts quiz? and ask them to hold up the happy or sad face depending on whether they liked the activity or not.

    Create fun lessons to engage all your students keeping this model in mind: traditional activities such as short fun activities and games + Howard Gardners model of Multiple Intelligences + PBL (Project Based Learning) + success skills + meaningful assessment. Enjoy the results with your students.

    How the Global Scale of English can help

    The?Global Scale of English (GSE) Learning Objectives for provides ready-made learning objectives that can help with planning curriculums and lesson and benchmarking learners progress. They are great for young learners because they describe language functions in a granular way, enabling educators to give their learners credit for small achievements. They also clearly show the language functions to target next in order to take learners to the next level.

  • Expressing love around the world: Interesting facts and how to say "I love you" in different languages

    By Sam Colley
    Reading time: 5 minutes

    Love is a universal language that transcends borders, cultures and languages. For those learning another language, understanding how to express love in various tongues can be both fascinating and useful. Whether you're planning to travel, connect with friends from different backgrounds, or simply expand your linguistic repertoire, knowing how to say "I love you" in different languages as well as the cultural context, can be a beautiful way to show appreciation and affection. Let's take a look at some of the many ways to express this timeless sentiment and some interesting facts.

    1. Cultural nuances:

    In many cultures, the way you express love can carry different weights and meanings. For example, in Japanese, "ۤƤ" (aishiteru) is a very strong expression of love, often reserved for serious relationships, whereas "ä" (daisuki) is more commonly used among friends and family.
    However, French, often called the language of love, uses "je t'aime" to express love as a romantic phrase that can be used for both partners and close family members.

    2. Gender differences:

    Some languages have gender-specific ways of saying "I love you." For instance, in Arabic, "????" (a?ibbuka) is used when a woman says "I love you" to a man, and "????" (a?ibbuki) is used when a man says it to a woman. Similarly, in Hindi, men say "??? ????? ????? ???? ???" (main tumse pyaar karta hoon) and women say "??? ????? ????? ???? ???" (main tumse pyaar karti hoon).

    3. Formal vs. informal:

    Some languages have formal and informal ways of expressing love. In Spanish, "te amo" is more formal and used for romantic love, while "te quiero" is more casual and can be used for friends and family.
    ?

  • A teacher sat at the front of the class holding a book reading it to a class of young children who are sat on the floor

    Romantic Readers and classroom ideas to celebrate Valentines day

    By Iram Ahmed
    Reading time: 3 minutes

    Love is in the air on February 14th, with hearts, red roses and boxes of chocolates everywhere. Were all set for the big day, and to help you prepare as well, here are six of our favorite love stories for learners of all ages and levels. There are also plenty of fun ideas for your classroom.

    1.?Cinderella?(Level 1)

    Poor Cinderella lives with her stepmother and two horrible stepsisters. They treat her badly, making her cook and clean, while they relax and wear beautiful clothes. However, one night, Cinderella gets the chance to sneak away and attend a fabulous ball. She meets a handsome princebut must run away before he discovers her true identity. With only a glass shoe to help him, will the prince ever find Cinderella?

    How to use this Reader in class:

    Its no surprise that the story has a happy ending. After reading the story, have the learners draw a picture and write about Cinderellas new life in the castle, with her loving new family.

    2.?Lady and the Tramp?(Level 3)

    This classic Disney story tells the tale of two young dogs who come from different backgrounds. Lady lives in a house while Tramp lives on the street. However, one day, Lady is forced to leave the house and the life she knows. Tramp teaches her about life on the streets and the two dogs fall in love but with the dog-catcher always chasing them, will the story have a happy ending?

    How to use this reader in class:

    After reading the story, why not watch the animated version with your students? They can choose their favorite character from the movie and write a description of them.

    Looking for more romantic Readers for young learners? How about?The Little Mermaid?(Level 2) or?Aladdin?(Level 5)? Theres something for everyone?in our catalog.

    3.?Pirates of the Caribbean: The Curse of the Black Pearl?(Level 2)

    If your teenagers are looking for more adventure than romance, this Reader has both. Follow crazy Jack Sparrow, handsome Will and brave Elizabeth as they fight pirates and uncover the curse of the Black Pearl. But will Elizabeth and Will survive the dangerous life on the seven seas?

    How to use this Reader in class:

    After reading the story, why not ask your students to write a review of it? Its a great way for them to summarize the plot and share their opinion.

    4.?Pride and Prejudice?(Level 5)

    A timeless classic,?Pride and Prejudice?tells the story of young Elizabeth Bennett. As the oldest daughters in a family of five, she and her sister Jane are both expected to find good husbands and marry soon. But will Elizabeth find love, or will no man be good enough for her?

    How to use this Reader in class:

    While reading the story, learners can keep a diary, writing entries in the voice of Elizabeth Bennett. This helps them to demonstrate their understanding of the novel and encourages them to have a more empathetic reaction to the storys heroine. They can either write the diary entries using typical language from Jane Austens day, or updating it to more modern language.

    Heres an example:

    I had the pleasure of meeting Mr Darcy today and found him rather rude and reserved. I imagine he feels this country life is inferior and that the locals are uncultured simpletons!

    or

    Met Mr Darcy today C what a stuck-up dork! He just stood there, looking down his nose at everyone you can see he thinks hes better than us locals.

    If you think your teenage learners would enjoy a different modern or classic tale of romance, check out our readers?. There are plenty to choose from, including?Romeo and Juliet?(Level 3),?Love Actually?(Level 4) and?Madame Bovary?(Level 6).

    5.?Tales from the Arabian Nights?(Level 2)?

    What would you do if you needed to fascinate a king to save your life? This is the problem Sheherezade faces when she marries a king who has killed all his previous wives. So she tells her new husband exciting, mesmerizing stories every night and always ends the tale with the king wanting to hear more. She tells him stories of adventure, love and mystery and you can read her stories too in this Level 2 Reader.

    How to use this reader in class:

    After reading the book, have students vote on their favorite story from Sheherezade. They can then work in groups to present a short play of one of the stories, working together to write a short script.

    6.?Wuthering Heights?(Level 5)?

    Unfortunately, the path of true love isnt always easy. Set in 19th Century Yorkshire, this tragic romance follows the story of Catherine and Heathcliff. The two childhood friends grow up together very closely. However, although she loves him deeply, Catherine cant marry Heathcliff because of his lower social status. Instead, she marries another man, Edgar. How will Heathcliff react to this news? Will Catherine and Edgar be happy together?

    How to use this reader in class:

    At one point in?Wuthering Heights, Heathcliff runs away from home because he thinks Catherine is embarrassed by him and doesnt love him. Have the learners write a letter from Catherine to Heathcliff at that point, expressing her regrets about why they cant be together. It provides students with the opportunity to use phrases such as?If only,?I wish?and?I should have?whilst demonstrating their understanding of the novel so far.

    If Yorkshire moors and Arabian nights arent quite what your students are looking for, there are more tales of romance on our site. Choose from modern-day love stories such as?Notting Hill?(Level 3) and?Lisa in London?(Level 1) or classics like?Anna Karenina?(Level 6) and?Persuasion?(Level 2).

    If you enjoyed this post here are some more practical posts to get your students engaged in reading, 'How to bring Shakespeare to life in the classroom'?and 'How to motivate reluctant readers'.