Transnational linguistic capital: Explaining English proficiency in 27 European countries

Abstract

Foreign language proficiency in general and proficiency in the world’s most widely spoken language, English, are central resources to participate in the globalisation process. Drawing on a survey conducted in 27 European countries the article attempts to explain the huge differences in English proficiency that exist between and within countries. The author presents a general explanatory model for foreign language proficiency, creates hypotheses from this model and tests them empirically by using multilevel techniques. The findings show that the prevalence of a respondent’s native language, the linguistic difference between one’s mother tongue and English, and age affect language acquisition negatively, whereas a country’s level of education has a positive influence. Using Bourdieu’s theory of social class, the author shows that besides other factors a respondent’s social class position and the level of education are important micro-level factors that help to increase a person’s transnational linguistic capital.