|
Upward sloping supply
curves for language competence (graph | index)
For the purpose of simplifcation and better
understanding we consider only two levels of English language
competence -- high and low. High level competence is that of a native
or near native speaker. He can be specially trained in a particular
area of the language, and/or have good familiarity across a broad range
of topics. His writing and speaking ability are in good balance, and he
demonstrates competence in more formal written and oral presentation.
Like most other goods and services we would expect that the
cost of providing English language rises with increasing numbers. Three
important points can be made in this regard:
- Classroom training - Although it is possible to
learn a second or foreign language on one's own, few people do so. In
East Asia, where there is a dearth of native talent relative to perceived
need, this is especially true. One cannot simply strike up a
conversation with one's neighbor in the language of one's study.
Moreover, it is difficult to find someone, who can readily proofread
that which one has written. In order to exploit this native talent both
efficiently and profitably schools are established, where interested
students gather and native speakers teach, As each new student is added
to a classroom, the average time spent one-on-one with all students
necessarily diminishes. Thus, the cost of acquisition to each student
rises - each must struggle harder. In order to compensate for this loss
and to insure minimum quality standards additional resources, such as
better quality instructional materials, more advanced teaching
techniques, and expensive laboratory equipment are employed. These
addtional expenditures are reflected in
higher variable costs and rising marginal cost curves for all
suppliers.
- Out of class training - A similar phenomenon
occurs outside of the classroom. There is only so much time and effort
that one can put into the mastery of any subject before other interests
that bring greater personal utility enter in. Thus, devoting more time
to language study outside of class, does not simply mean greater
personal sacrifice, it means greater sacrifice at an increasing rate.
Of course, not everyone who acquires a second language acquires it
because they must. On the other hand, the number of people truly
interested in mastering a language beyond rudimentary skills sufficient
for tourism, travel, and the like, are small. In the end, learning a
second language, even for those who are inclined toward language
learning, requires significant drilliing, memorization, and stamina.
This effort is made doubly difficult to muster, when one can find
little or no readily apparent use for a language (see discussion paper under Developmental
state approach - pdf document, opens to new window).
- Absence of synergistic effects - Because few
students of the English language have an opportunity to utilize their
classroom training outside of class, there are few positive external
economies associated with second language learning (see discussion paper under Cultivating
the soil for further understanding - pdf
document, opens to new window).
Thus, under normal conditions we can expect the supply
curves for both low-level and high-level language competence to be
upward sloping.
|