Why should I learn English?

teenage boy studying with headphones on and  with a laptop

English is the second most widely spoken language – it is estimated that nearly two billion people worldwide can speak English at a useful level. That means they can hold a conversation with other English-speaking people.

A report by the attests the importance of the English language to the world, and says thatsecond-language English speakers far outnumber fluent English speakers. It also recognizes how being able to speak English can give individuals a competitive edge over others. If you're asking the question, "Why should I learn English?", read on to find out more...

Why should I learn English?
Reproducir
Privacy and cookies

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

Gaining a competitive edge can be particularly appealingfor people seeking new jobs or looking to advance in their careers. Because of the number of English speakers in the world, many international companies choose English as their language for business use.

Well-known companies such as Renault, Samsung and Airbus are using English in the workplace and it’s not a moment too soon. Using the language is helping them to facilitate communication and make their businesses more efficient.

In emerging markets like China, India, Brazil, Indonesia, and Vietnam, or low-income countries striving to climb the ladder of economic development, it is the urgent priority of governments and non-government organizations to ensure that the surging population of global youth has economic opportunities and upward mobility.

The idea of learning English has widely been accepted as best practice and programs are in place to facilitate this, such as the in India. Students sit in state-of-the-art computer labs to learn how to master the English language. They listen to a voice with an Indian accent read from their textbook, and every spoken word is displayed on a large screen.

There are many other reasons why studying English today is a smart choice. Because the language is understood in many parts of the world, being able to speak English can give travelers confidence and help them integrate into the culture.

Imagine visiting The Shard in London, or the Chrysler Building in New York and being able to find out more about these impressive structures in the native language. Interacting with the locals in their native language – or a language that is common to both speakers – provides learners with interesting experiences, while the satisfaction of the accomplishment boosts motivation for further learning.

As well as learning the language for pleasant conversations, there are more benefits than just experiencing a confidence boost. Medical research has shown that there are several to learning another language, and these include:

  • Being a better listener: Being bilingual requires your brain to discern between two sets of very distinctive sounds and to identify them accurately.
  • Being less distracted: Speaking in a foreign tongue requires the active suppression of the other language(s) that one knows, shown to better inhibit overall distractions.
  • Becoming a better multitasker: For someone who knows multiple languages, it’s a common occurrence to switch rapidly between tongues, effectively an exercise in quickly and efficiently switching between different tasks.
  • Better ability to problem-solve and be creative: Speaking in a foreign language inevitably requires creativity when faced with unfamiliar words or phrases in order to communicate effectively. Studies have shown that bilinguals have an advantage in overall problem-solving and creativity.

There are also health benefits associated with mastering English. found that those who spoke two or more languages had significantly better cognitive abilities in later life and had effectively slowed the brain’s aging process, with the potential to even delay the onset of dementia. The same researchers found that bilingual people are twice as likely to recover from a stroke than those who speak just one language. Dr Thomas Bak, one of the researchers, said that switching languages “offers practically constant brain training, which may be a factor in helping stroke patients recover”.

, a professor of psychology at Vita-Salute San Raffaele University in Milan, found that people who speak two or more languages seem to weather the ravages of Alzheimer’s disease better compared to people who have only mastered one language. Alzheimer’s is a progressive mental deterioration (dementia) that can begin in middle or old age, due to generalized degeneration of the brain.

We looked into this more closely in our blog post, How being bilingual can keep your brain in good condition, and were pleased to say that the theory that being bilingual can be a buffer against aging and dementia is backed up by a further study conducted by a team led by Professor Ana Inés Ansaldo at the University of Montréal. The results suggested bilingual people have stronger and more efficient brains compared to those who only speak one language.

More blogs from app

  • Students sat ina library studying with laptops in front of them chatting to eachother

    Teaching engaging exam classes for teenagers

    Por Billie Jago
    Reading time: 4 minutes

    Teachers all over the world know just how challenging it can be to catch their students’ interest and keep them engaged - and it’s true whether you’re teaching online or in a real-world classroom.

    Students have different learning motivations; some may be working towards their exam because they want to, and some because they have to, and the repetitiveness of going over exam tasks can often lead to boredom and a lack of interest in the lesson.

    So, what can we do to increase students’ motivation and add variation to our classes to maintain interest?

    Engage students by adding differentiation to task types

    We first need to consider the four main skills and consider how to differentiate how we deliver exam tasks and how we have students complete them.

    Speaking - A communicative, freer practice activity to encourage peer feedback.

    Put students into pairs and assign them as A and B. Set up the classroom so pairs of chairs are facing each other - if you’re teaching online, put students in individual breakaway rooms.

    Hand out (or digitally distribute) the first part of a speaking exam, which is often about ‘getting to know you’. Have student A’s act as the examiner and B’s as the candidate.

    Set a visible timer according to the exam timings and have students work their way through the questions, simulating a real-life exam. Have ‘the examiners’ think of something their partner does well and something they think they could improve. You can even distribute the marking scheme and allow them to use this as a basis for their peer feedback. Once time is up, ask student B’s to move to the next ‘examiner’ for the next part of the speaking test. Continue this way, then ask students to switch roles.

    Note: If you teach online and your teaching platforms allow it, you can record the conversations and have students review their own performances. However, for privacy reasons, do not save these videos.

    Listening – A student-centered, online activity to practice listening for detail or summarising.

    Ask pairs of students to set up individual online conference call accounts on a platform like Teams or Zoom.

    Have pairs call each other without the video on and tell each other a story or a description of something that has happened for their partner to listen to. This could be a show they’ve watched, an album they’ve listened to, or a holiday they’ve been on, for example. Ask students to write a summary of what their partner has said, or get them to write specific information (numbers, or correctly spelt words) such as character or song names or stats, for example. Begin the next class by sharing what students heard. Students can also record the conversations without video for further review and reflection afterwards.

    Writing –A story-writing group activity to encourage peer learning.

    Give each student a piece of paper and have them draw a face at the top of the page. Ask them to give a name to the face, then write five adjectives about their appearance and five about their personality. You could also have them write five adjectives to describe where the story is set (place).

    Give the story’s opening sentence to the class, e.g. It was a cold, dark night and… then ask students to write their character’s name + was, and then have them finish the sentence. Pass the stories around the class so that each student can add a sentence each time, using the vocabulary at the top of the page to help them.

    Reading –A timed, keyword-based activity to help students with gist.

    Distribute a copy of a text to students. Ask them to scan the text to find specific words that you give them, related to the topic. For example, if the text is about the world of work, ask students to find as many jobs or workplace words as they can in the set amount of time. Have students raise their hands or stand up when they have their answers, award points, and have a whole class discussion on where the words are and how they relate to the comprehension questions or the understanding of the text as a whole.

    All 4 skills –A dynamic activity to get students moving.

    Set up a circuit-style activity with different ‘stations’ around the classroom, for example:

    • Listening
    • Reading
    • Writing (1 paragraph)
    • Use of English (or grammar/vocabulary).

    Set a timer for students to attempt one part from this exam paper, then have them move round to the next station. This activity can be used to introduce students to certain exam tasks, or a way to challenge students once they’ve built their confidence in certain areas.

  • Students sat at a desk looking at a textbook together, with a teacher pointing to it

    Real-world English: How GSE Job Profiles bridge learning and work

    Por Sara Davila
    Reading time: 5 minutes

    Did you know that improving your English proficiency can increase earning potential by up to 50% and safeguard your career against AI? Recent research by app highlights that English is not just a skill but a career-defining advantage in today’s globalized workplace. For millions of adult learners, the journey from the classroom to the workplace requires more than general conversational abilities—it’s about gaining targeted, job-ready skills as quickly as possible. For English language educators, understanding what “jDz-𲹻” English is and how to identify “jDz-𲹻” skills can provide a significant advantage in ensuring learners are prepared to communicate effectively and collaborate with their future coworkers.

    That’s where the Global Scale of English (GSE) Job Profiles comes in. For educators and program developers, it offers a bridge between real-world job skills and the English learners need to perform them. Whether you’re creating programs for nursing assistants, hospitality workers, or IT professionals, this tool ensures that learners build the precise English skills they need to thrive in their roles.

    Let’s walk through how to create a GSE Job Profile and explore its practical use for building programs that align with today’s professional realities.

  • A older techer sat with students, in particular looking at a laptop with one of the students

    Teacher technology adoption: What’s age got to do with it?

    Por Jennifer Williams
    Reading time: 4 minutes

    Educators, by design, are innovators. Living and working in a constant state of beta, teachers bring to the classroom a natural desire to explore and better understand new practices and methodologies to support students in their search for knowledge.

    Guided by an internal drive to make the world a better place and powered by the rewards of working daily with the youth that can create that positive change, teachers collectively are part of a profession different from any other. Within one classroom on any single day, a teacher can become a scientist, a historian, an inventor, or a scholar. Over time, whether in a one-room schoolhouse a century ago or in a technology enhanced classroom of the digital age, these defining characteristics of “teacher” have seemed to stay constant.

    Bridging the generational and digital divide

    Today, as citizens of our digital and global world, we are in an extraordinary time where divides are closing and collaboration becomes standard – where differences are truly celebrated and associations are surpassing separations in society.As educators, this change reflects what we have consistently asserted in our classrooms.

    Yet, terms like 'generational gap” and “digital divide” suggest a significant separation between us as teachers and our students. In truth, teachers and students are increasingly using asharedlanguage of innovation and exploration. Rather than sticking to notions of a technology-based generational divide, many are transcending the labels of “digital immigrants” and “digital natives”.

    This is further reinforced by current research demonstrating that technology adoption in education has less to do with age and instead is based more on exposure and experience (Bennett & Maton, 2010; Bullen, Morgan, & Qayyum, 2011; Guo, Dobson, & Petrina, 2008; Helsper & Eynon, 2010). As opposed to a focus on divides, this new evidence offers supportive pathways of possibilities to bring together older and younger generations in the process of learning in our world through exploration and wonder.

    Embracing skill development

    Moving attention away from a fixed age factor to emphasizing a continuum of proficiency based on exposure and experience enables teachers of all ages to identify as part of this digital age of education. Though digital technologies are fixtures in the daily lives of many (if not most) of our students, the ways students use technologies are not always consistent.

    Students of today – like students of previous generations – continue to need the guidance of teachers in finding ways to take and apply their understanding of technology to effectively convey perspectives with the world, influence the opinions of others, and contextualize and synthesize information in meaningful ways.

    Timeless lessons from teachers

    Teachers as innovators – young and old, tech-savvy and tech-novice – have extraordinary gifts to bring to their students, who are also navigating through digital environments. Though there are countless lessons teachers bring to students, here are several timeless ones that transcend any generation of teaching. Teachers guide students to use advanced technologies so that they can be...

    Critical consumers

    Today, students in our classrooms are bombarded with information at nearly every moment in time. With basic searches for information often leading students in multiple directions, research at every level has now become a highly complex and sophisticated process. The result is that we now see learning practices shifting from finding answers to discovering more questions.

    Teachers can guide students to evaluate and consume information critically. By promoting transparency and sharing, they help learners consider context and sources, reason with evidence and build knowledge.

    Creators of rich content

    As classrooms advance as blended learning environments, seamless integration of technologies and innovative teaching practices offers students opportunities to transform from passive learners to active content creators. With countless digital tools available for content creation, students can seek guidance from teachers on matching the best tool to a particular communicative purpose.

    Teachers who are skillful in creating synthesized messages can show students ways to comprehend and compose with combinations of digital technologies. Less in the role of directing lessons, the teacher becomes a catalyst for learning, inspiring students to work creatively and collaboratively to solve problems and respond to instructional lessons as producers of information.

    Centered on relationships

    A defining quality of a master teacher is the ability to create a positive learning community built on empathy and understanding. The focus on relationships in these classrooms models the continued importance of valuing alliances and friendships.

    Soft skills, such as joy, honesty, trust and respect, become even more essential as our students continue to interact in a highly networked and diverse world. Balance, too, becomes a critical area for discussion as students look to divide attention, time and social-emotional reserves between onscreen and in-person experiences.

    Within responsive classrooms and digital learning spaces that keep emphasis on the formation of relationships, teachers can offer opportunities for students to develop through collaboration, teamwork, solidarity and conflict resolution.

    Resilient in endeavors

    Our students are looking out onto a world where anything is possible. Digital age technologies are empowering students to believe: “if you can dream it, you can do it”. The impossible is within reach, and a mindset of grit and determination moves sparked ideas to a place of accomplishment and excellence.

    Through the creation of learner-driven classrooms centered on the student, teachers can help guide students to narrow their interests and ultimately find their passions. With relevance and authentic purpose, teachers can connect students in the process of learning through design thinking and trial and error – shifting the outlook from fear of failure to resilience and 'stick-to-itiveness' to advance learning to a place of discovery and invention.

    And it is this mindset – a position of inquiry and exploration – held by students and teachers, young and old, that can show that great will come from risk. We all just need to be ready to try.