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This paper uses two recent UK surveys to investigate labour market performance, the determinants of language proficiency, and the effect of language on earnings and employment probabilities of non-white immigrants. Our results show that language acquisition, employment probabilities, as well as earnings differ widely across non-white immigrants, according to their ethnic origin. Language has a strong and positive effects on employment probabilities. Furthermore, lack of English fluency leads to substantial earnings losses of immigrants. While earnings of white and ethnic minority natives develop in a similar manner, there is a large earnings gap between these two groups, and ethnic minority immigrants. English fluency contributes considerably to reducing these differences. Addressing the problems of measurement error and unobserved heterogeneity in language variables, our results indicate that measurement error in the language variable leads to underestimation of the importance of language for employment probabilities and earnings in straightforward regressions. In comparison with results found for other countries, language proficiency seems to be more important for labour market outcomes of UK immigrants.

This paper uses two recent UK surveys to investigate labour market performance, the determinants of language proficiency, and the effect of language on earnings and employment probabilities of non-white immigrants. Our results show that language acquisition, employment probabilities, as well as earnings differ widely across non-white immigrants, according to their ethnic origin. Language has a strong and positive effects on employment probabilities. Furthermore, lack of English fluency leads to substantial earnings losses of immigrants. While earnings of white and ethnic minority natives develop in a similar manner, there is a large earnings gap between these two groups, and ethnic minority immigrants. English fluency contributes considerably to reducing these differences. Addressing the problems of measurement error and unobserved heterogeneity in language variables, our results indicate that measurement error in the language variable leads to underestimation of the importance of language for employment probabilities and earnings in straightforward regressions. In comparison with results found for other countries, language proficiency seems to be more important for labour market outcomes of UK immigrants.

The context of this study is Malta, the smallest but most densely-populated country in the European Union and one of a handful of officially-bilingual member states. The focus of this study is the student population at the University of Malta, often viewed as Malta's elite and the country's future leaders. It seeks to discover three main aspects: (i) their self-assessed proficiency in Maltese and English; (ii) their declared language use in different domains, and (iii) their attitudes towards Maltese and English, Malta's official languages. This study's findings evidence unequal proficiency levels in the two languages, particularly in speaking and writing. They also reveal that spoken use of Maltese language is prevalent in the family while English dominates communication with university lecturers and to a lesser extent with the university's administrative staff. Furthermore, of note are students' attitudes towards the official languages and of a selection of foreign languages (Italian, French, German, Spanish and Arabic) taught in Maltese schools: their perceptions differ from Sciriha and Vassallo (2006). Though university students still rank Maltese as the most important language for a citizen of Malta, yet from a global perspective, English and other languages are all ranked higher than Maltese. ; peer-reviewed

English language, as an international language has been used in North Macedonia as a foreign language in schools for a considerable amount of time now. English teachers have tried to convey new ways of teaching this language, furthermore adapting to the main four skills in a meticulous manner.
However recently, all of the teachers, were confronted with a worldwide pandemic situation which shaped a different scenario of teaching. A different mechanism that all of the teachers are getting used to, which is online education. The purpose of this study is to analyze how effective was teaching English online for the pupils oral proficiency, whilst communication in English language was limited. Videoconferencing and converting lessons into videos and send them as documented evidence, were two of the main tools mostly used from teachers in schools in Gostivar. The methodology used for this research was qualitative, and it uses two instruments, an observation, and an interview.
The overall study results show that, even though pupils showed improvement in EFL (English as a foreign language) oral proficiency, since the materials used to lecture online where persuasive; some students also had difficulties learning autonomously, without depending on the teachers help. Furthermore, according to the interview responses, the appropriate and detailed lesson planning, helps in combining activities which would emphasize speaking more in online teaching classes.

This article attempts to review in brief a need for English lan-guage proficiency for diplomats in today's fast moving world and the need of the diplomatic English to communicate effectively and unambiguously to create and maintain successful diplomatic rela-tions.In this paper we would like to introduce some innovative usage of expressions and words commonly used in politics and analyze their usage in the political discourse and to answer the following questions: What language should one use when speaking to diplo-mats? What language should diplomats use to be more precise? What language/languages should a young diplomat try to learn to be more successful in his profession?

In this article, the authors evaluate a Swedish pilot scheme that targeted immigrants with weak Swedish-language skills registered as unemployed at public employment offices. By sandwiching work-oriented language teaching and practical workplace training, the project aimed at enhancing the employability of project participants but also at alerting them to and preparing them for available training and further education opportunities. For the evaluation, a comparison group of nonparticipants was selected using a propensity score methodology. The results show that participation in the pilot scheme project resulted in much speedier transfers from open unemployment to employment, training, and education.

Abstract
In this paper, we address gender differences in the host language proficiency of humanitarian migrants. Prior research has produced inconclusive results with regard to women's host language proficiency relative to that of men: sometimes women's proficiency exceeds that of men, sometimes women lag behind men, and sometimes there are no substantial differences. Using data on recent humanitarian migrants in Germany, we investigate factors contributing to similarities and differences in men's and women's language proficiency. We consider gender differences with respect to the family-related factors: marital status, children's ages and children's childcare situations are important for women but not for men. These findings point to the continued relevance of a gendered division of work. It also becomes clear that gendered role expectations are particularly consequential for mothers and wives. Moreover, we find evidence that women are more efficient learners than men are, while they have fewer learning opportunities than men.