International Colloquium "Language Skills for Economic and Social Inclusion"

octubre 12, 8:00 am

Humboldt-Universität zu Berlin, Main Building
Unter den Linden 6 - 10117 Berlin



Humboldt-Universität zu Berlin, Main Building
Unter den Linden 6 - 10117 Berlin


General goals

This conference aims at exploring the relationship between individual language skills and people’s integration in the economy and in society in general with a special focus on the labour market. Language skills can be viewed as human capital having a positive influence on people’s income, employability and social inclusion. This holds for immigrants, refugees and mobile people who can benefit from the knowledge of the official language(s) of the host country, but also for citizens learning foreign languages and using them in the workplace.



Learning foreign or second languages has for a long time been associated with openness to other cultures. In recent decades, nevertheless, the discourse on language learning has gradually changed. Language skills are viewed as part of individuals’ human capital that can contribute to their economic welfare, increase productivity and foster growth. At the same time, language learning can promote social inclusion. As a result of recent massive migration flows to Europe both the Council of Europe and the EU have emphasised the importance of language skills for the economic and social integration of migrants and refugees.

There are some sound economic reasons behind these claims. Being a particular form of human capital, language skills may have a positive effect of the economic and social inclusion of individuals in different ways. Language skills in the official language of the host country may have a positive impact on immigrants’ income, measured in terms of earning differentials; foreign language skills may be associated with a higher employability, and with a lower probability of being dismissed when the costs of the workforce increase. Language skills, therefore, may facilitate the participation and the inclusion in the labour market, higher earnings and the possibilities of finding a job or holding it. Language skills can also promote a better inclusion in society. Employment, in fact, is one central aspect of inclusion.

Languages are necessary (although not sufficient) for social inclusion and cohesion. The Social Policy and Development Division of the United Nations defines Social inclusion as the process by which people resident in a given territory, regardless of their background, can achieve their full potential in life. This, of course, includes the economic life of individuals, without neglecting other social and political aspects. Social cohesion is a related concept that can be defined as a feature of a society in which all groups have a sense of belonging, participation, inclusion, recognition and legitimacy. This requires, among other things, avoiding the emergence of “parallel communities” that are divided (or even segregated) by language barriers within a given society.

Language policy can contribute to avoiding exclusion and segregation by promoting the linguistic integration of refugees and migrants, also in the labour market, and by fostering foreign language learning for mobile people who wish to spend a shorter or longer period of their lives abroad (e.g. international students). Language skills facilitate inclusion and cohesion because, among other things, they increase the capability of citizens and migrants to understand and communicate with the other members of society. It facilitates the access to (higher) education, which plays a key role in the development of an individual’s human capital.


Research questions

The number of potential research questions that are relevant for the conference is large. Here we present a non-exhaustive list that can help orienting prospective participants:

  1. Do language skills significantly contribute to the participation of individuals in the labour market?
  2. Which languages are more rewarded in the labour market and at which level of fluency? What differences among countries or regions can be observed in this respect?
  3. Do language skills improve international economic integration and trade?
  4. How does language competence affect the social inclusion of migrants and refugees? Which sociolinguistic barriers can hinder inclusion?
  5. Are language skills an important variable in employers’ recruiting decisions?
  6. Do some economic sectors make a more intensive use of language skills than other?
  7. What is the role of language policy in facilitating social inclusion and social cohesion?
  8. How do language education policies affect individuals’ migration decisions? Do foreign language skills significantly facilitate international labour mobility and therefore the economic integration of the European and the global labour market as a whole?
  9. What is the relationship between language skills in a lingua franca (e.g. English) and social integration in the host country where the lingua franca is not the locally dominant language? What differences can be found among low-skilled migrants and high-skilled (or “expats”) in this respect?
  10. Does a lingua franca increase social inclusion, or does it promote the emergence of separate networks of communication? What are the sociological implications of this?


Keynote speakers

  • Amado Alarcón: “Measuring Occupational Language Skills” (Universitat Rovira i Virgili, Spain)

  • François Vaillancourt : “ Language policies and labour market earnings : plausible impacts and evidence from Québec ” (Université de Montréal, Canada)

  • Antonio Di Paolo: “The economic and social consequences of language-in-education policies” (AQR-IREA, Universitat de Barcelona, Spain)

  • Sebastian Otten: "Linguistic Distance, Migrants' Location Choice, and Their Labor Market Integration" (University College London, United Kingdom)


Working languages

You can send abstracts in English, Esperanto, French, German, Italian, Spanish, or Swedish.


Scientific committee

Agresti, Giovanni (Università di Teramo, Italy)

Chiswick, Barry (George Washington University, USA)

De Schutter, Helder (University of Leuven, Belgium)

Dunbar, Rob (University of Edinburgh, United Kingdom)

Dustmann, Christian (University College London, United Kingdom)

Gazzola, Michele (Humboldt-Universität zu Berlin, Germany)

Ginsburgh, Victor (ECARES, Université Libre de Bruxelles, Belgium)

Grenier, Gilles (Université d'Ottawa, Canada)

Grin, François (Université de Genève, Switzerland)

Kraus, Peter (Universität Augsburg, Germany)

Marácz, Laszlo (Universiteit van Amsterdam, Netherlands)

Medda-Windischer, Roberta (European Academy of Bozen/Bolzano, Italy)

Shorten, Andrew (University of Limerick, Ireland)

Spitz-Oener, Alexandra (Humboldt-Universität zu Berlin, Germany)

Templin, Torsten (Humboldt-Universität zu Berlin, Germany)

Trabant, Jürgen (Freie Universität Berlin, Germany)

Van Buer, Jürgen (Humboldt-Universität zu Berlin, Germany)

Von Busekist, Astrid (Sciences-Po, Paris, France)

Wickström, Bengt-Arne (Andrássy University Budapest, Hungary)

Wolf, Nikolaus (Humboldt-Universität zu Berlin, Germany)


In cooperation with

  • Institute for Ethnic Studies, Ljubljana, Slovenia
  • ILT project (CSO2015-64247-P) - Spanish Ministry of Economy and Competitiveness
  • Andrássy University Budapest
  • The MIME Project (