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TEACHING LANGUAGE TO ECONOMICS STUDENTS WITH THE AID OF
LITERATURE: AN INTERDISCIPLINARY LEARNING EXPERIENCE
WITH WHY NATIONS FAIL: THE ORIGINS OF POWER, PROSPERITY,
AND POVERTY
Gul ukh Usmano a Shoki jono na,
Senio lec u e a O ien al Uni e si y
gul ukhusmano [email protected]
Abs ac . This a icle explains how li e a u e can be u ilized as a pedagogical ool
o aid language lea ning among Economics s uden s, u ilizing Why Na ions Fail: The
O igins o Powe , P ospe i y, and Po e y by Da on Acemoglu and James A. Robinson.
Wi h he in eg a ion o language ins uc ion and sophis ica ed economic concep s, he
p esen pape p oposes a sequence o ins uc ional ac i i ies designed o imp o e
s uden sʼ academic English p o iciency, c i ical hinking, eading, ocabula y
acquisi ion, and academic w i ing. Ac i i ies in ol ing he unde s anding o mas e
concep s in economics such as "inclusi e" and "ex ac i e" ins i u ions and language
compe ence a e ou lined. The app oach emphasizes in e disciplina y eaching in
b idging he oid be ween lea ning Economics and languages, p epa ing s uden s o
academic success and p o essional communica ion. The a icle ends by p oposing
p ac ical ecommenda ions on inco po a ing li e a u e in o s udying Economics o
boos s uden sʼ linguis ic and in ellec ual capaci ies.
Keywo ds:Teaching languages, Teaching Economics, Why Na ions Fail,
Vocabula y lea ning, C i ical hinking, Pedagogy, Academic w i ing, O al
communica ion
1.In oduc ion. The abili y o exp ess complex economic concep s in wo ds and
in w i ing is c ucial o Economics s uden s. While Economics s udies ha e long
concen a ed on heo y and quan i a i e analysis, he language abili ies o s uden s,
which a e pa amoun o p o essional and academic success, a e o en gi en less
a en ion. Among he main challenges is o help s uden s mas e and apply he echnical
ocabula y o Economics, as well as o de elop hei c i ical hinking and w i ing
abili ies. Li e a u e o e s an in e disciplina y pa h o add ess hese language skills in
he economics ield. In pa icula , Why Na ions Fail: The O igins o Powe , P ospe i y,
and Po e y by Da on Acemoglu and James A. Robinson is a eadable bu se ious
ea men o he e ec o ins i u ions on na ional de elopmen . By s udying his ex ,
s uden s can imp o e language p o iciency while gaining knowledge o undamen al
economic concep s like he ole o poli ical ins i u ions, economic inequali y, and
de elopmen o e ime. This piece p oposes ha Why Na ions Fail be adop ed as a
cen al ex book in Economics classes o s udy bo h economic ma e ial and language.
The p emise is o es ablish a sys em o lea ning ocabula y, c i ical hinking, eading,
academic w i ing, and o al communica ion. Wi h ac i i ies speci ically a ound he ex ,
s uden s can acqui e key economic ideas while also enhancing hei language.
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2. Li e a u e Re iew. The applica ion o li e a u e o eaching Economics is mo e
isible as ins uc o s disco e mo e in eg a ed means o educa ing lea ne s. While
no els, plays, and his o y ex s ha e been u ilized ex ensi ely o each humani ies and
social science his o ically, he e has been less desc ip ion o he po en ial o li e a y
educa ion o each echnical disciplines like Economics.
Language and Economics Educa ion. Language abili y comes in o play in
gaining success in Economics, pa icula ly since s uden s will need o ead complex
ex s, p esen concep s in o mal academic gen es, and w i e plainly in p o essional
se ings. S udies e eal ha s uden s o Economics a e inclined o ace di icul y wi h
comp ehension and p oducing he dis inc i e language equi ed in hei discipline
(Go i, 2014). These a e added o h ough he u ilisa ion o echnical ocabula y, o mal
s uc u e, and abs ac ness o concep s o he discipline (Hyland, 2006). G owing
e idence sugges s ha he inco po a ion o in e disciplina i y—e.g., using li e a u e
and case s udies—can suppo he language and cogni i e abili ies o s uden s s udying
Economics. Li e a u e in oduces s uden s o a wide ocabula y and discou se and
allows s uden s o acqui e economic wo ds in con ex , as well as unde s and he
na a i e behind economic heo ies (Sil a & Kleen, 2019).
Li e a u e as a Tool o Teaching C i ical Thinking and Vocabula y. C i ical
hinking is a co ne s one o Economics lea ning, and e idence is s ong ha links
e lec i e w i ing and c i ical eading wi h imp o ed p oblem-sol ing abili ies (Paul &
Elde , 2014). Why Na ions Fail is pa icula ly sui ed o exe cise c i ical hinking since
i pushes s uden s o conside he ole o ins i u ions, poli ics, and legacy h ough
his o y on economic pe o mance. By eading and s udying he case s udies and
heo e ical models p esen ed in he book, s uden s a e able o analyze complex
a gumen s and see hings om mul iple pe spec i es. Mo eo e , ocabula y acqui ed
h ough Why Na ions Fail in oduces s uden s o uppe -le el ocabula y ela ed o
de elopmen s udies and poli ical economy. I is ound ha lea ning ocabula y wo ks
bes whe e wo ds a e used in con ex (Na ion, 2001), as is he case wi h he na a i e
and empi ical s yle o Acemoglu and Robinsonʼs book. Con ex ual lea ning does no
only inc ease he e en ion o ocabula y bu also how o use new wo ds app op ia ely
in w i ing and speaking.
Reading and W i ing Skills. E ec i e w i ing and eading a e a he o e on o
success in Economics s udies. Economic w i ing in Economics equi es ha s uden s
p esen a gumen s ha a e clea and cohe en , suppo ed by e idence and heo e ical
models. The abili y o ead and comp ehend complex ex s and iden i y cen al
a gumen s is also in ol ed in eading comp ehension, and his migh be os e ed
h ough li e a y-based ac i i ies. S udies ha e shown ha in eg a ing c i ical eading
exe cises wi h w i ing exe cises helps s uden s enhance hei abili y o syn hesize
in o ma ion and de elop a ional a gumen s (Swales & Feak, 2012). Using Why
Na ions Fail as he cen al ex , s uden s will be in a posi ion o unde ake close eading,
summa izing a gumen s, and c i icizing he au ho sʼ posi ion while imp o ing hei
w i ing and analy ical skill. While w i ing o mal essays, he s uden s a e o ced o
o mula e and de end hei own a gumen s on he basis o academic ocabula y ha
hey a e lea ning.
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3. Me hods. This s udy uses a mixed-me hods design o de elop and pilo a se ies
o ac i i ies o ins uc Economics s uden s in bo h he language skills and economic
concep s o Why Na ions Fail. The ac i i ies a e designed o enhance ocabula y
acquisi ion, c i ical hinking, academic w i ing, and spoken communica ion.
Tex Selec ion. Why Na ions Fail was selec ed as he p ima y ex due o i s
p esen a ion o main economic concep s h ough engaging anecdo es and simple
language. I co e s se e al opics o ele ance in he Economics s udy, such as
inclusi e and ex ac i e ins i u ions, poli ical powe ʼs con ibu ion o economic
g ow h, and he causes o po e y and inequali y. The book is ideal o s uden s
s udying Economics a a uni e si y le el and p esen s a pe ec blend o dep h and
simplici y.
Ac i i y Design. Ac i i ies a e designed o connec wi h s uden s h ough he ex
in such a way ha i kindles language lea ning and economic consciousness
simul aneously. Each ac i i y is cen e ed on a speci ic language skill and aligns wi h a
signi ican concep o he book.
Ac i i y 1: Vocabula y Acquisi ion h ough Con ex ual Lea ning
Objec i e: To amilia ize s uden s and solidi y key economic e ms om Why
Na ions Fail h ough con ex ual lea ning.
Ins uc ions:
1. Selec a eading om he book ha explains such e ms as "inclusi e
ins i u ions," "ex ac i e ins i u ions," " en -seeking," and "ins i u ional pe sis ence."
2. Ha e s uden s ead he eading and unde line he new ocabula y.
3. S uden s, in pai s, use con ex clues o in e he meanings o hese e ms.
4. As a class, discuss he meanings and applica ions o hese e ms as hey a e
used in he bookʼs a gumen .
5. Ask s uden s o w i e sho pa ag aphs using a minimum o i e o he new
wo ds in an economic con ex .
Follow-up: Pee e iew o ensu e ha he wo ds a e being used app op ia ely in
con ex .
Ac i i y 2: C i ical Thinking h ough Deba e
Objec i e: To encou age s uden s o examine and c i ically hink abou he
a gumen s in Why Na ions Fail.
Ins uc ions:
1. Di ide he class in o wo se s. One se will a gue o Acemoglu and Robinsonʼs
hesis o inclusi e s. ex ac i e ins i u ions, and he o he will a gue agains i .
2. Bo h se s mus ha e e idence om he book, as well as eal-li e examples, o
suppo hei a gumen .
3. S uden s will hen compa e he a gumen s p esen ed and w i e a sho c i ique
o he au ho sʼ hesis.
Follow-up: Pee eac ion o a gumen and idea cla i y.
Ac i i y 3: Compa a i e Analysis Academic W i ing
Pu pose: To enhance he w i ing abili y o s uden s by compa ing di e en
na ionsʼ economic expe iences.
Ins uc ions:
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1. S uden s choose wo na ions add essed in Why Na ions Fail wi h di e en
ins i u ional ypes (e.g., No h Ko ea and Sou h Ko ea, o Zimbabwe and Bo swana).
2. They compose a 1,000-wo d compa a i e essay discussing how inclusi e and
ex ac i e ins i u ions ha e in luenced he economic g ow h o hese na ions.
3. The essay mus ha e an in oduc ion, a hesis s a emen , e idence om he ex
o suppo he a gumen s, and a conclusion.
Follow-up: Pee e iew o essays on he s uc u e, cohe ence, and use o
app op ia e ocabula y.
Ac i i y 4: O al Communica ion h ough G oup P esen a ions
Objec i e: To imp o e s uden sʼ speaking abili y by deli e ing complex
economic ideas clea ly and con incingly.
Ins uc ions:
1. Di ide s uden s in o g oups and assign each g oup a case s udy om Why
Na ions Fail (e.g., he colonial pas o A ica, Englandʼs Indus ial Re olu ion).
2. Ha e each g oup p esen hei case s udy in a 10-minu e p esen a ion,
explaining how ins i u ions in luenced he economic g ow h o he egion o coun y.
3. Use economic ja gon and heo e ical ideas in s uden p esen a ions.
Follow-up: Class discussion and Q&A o de e mine he p esen a ionsʼ cla i y and
dep h.
4. Resul s. The expe ience o ca ying ou hese ac i i ies p o ed o be use ul in
bo h language acquisi ion and economic comp ehension.
Vocabula y Acquisi ion
S uden s showed be e unde s anding and use o signi ican economic
ocabula y. Vocabula y exe cises helped s uden s o up ake wo ds such as "inclusi e
ins i u ions," "poli ical cen aliza ion," and "economic di e gence." Tes s conduc ed
a e he ac i i ies showed a 20% imp o emen in pe o mance by he s uden s in
de ining and applying he e ms in con ex .
C i ical Thinking
Deba e sessions imp o ed c i ical hinking skills. S uden s we e able o c i ically
examine he a gumen s o he book, p esen ing e idence o suppo and oppose
Acemoglu and Robinsonʼs claims. Assessmen o p e- and pos -c i ical hinking skills
showed a 15% inc ease in he s uden sʼ abili y o c i ically analyze economic heo y.
Academic W i ing
The compa a i e analysis essays allowed he s uden s o enhance hei academic
w i ing abili ies, wi h mos o he s uden s showing imp o emen in o ganiza ion,
cohe ence, and a gumen dep h. Feedback om pee e iews showed ha s uden s
we e mo e con iden when w i ing on complex economic ma e s.
O al Communica ion
G oup p esen a ions p o ided s uden s wi h he oppo uni y o p ac ice speaking
be o e a g oup. S uden s we e able o a icula e complex ideas mo e accu a ely and
b ie ly, wi h he majo i y o s uden s employing economic ja gon e ec i ely.
Discussion
The esul s o his s udy con i m ha he in eg a ion o li e a u e in o Economics
lea ning no only enhances language lea ning bu also enhances s uden sʼ
unde s andings o complex economic concep s. Ac i i ies based on Why Na ions Fail
255
success ully in ol ed s uden s in bo h Economics ocabula y and heo e ical
ounda ions o de elopmen economics. Such ac i i ies p omo ed lea ning ocabula y,
c i ical hinking, academic w i ing, and communica ion, all o which a e essen ial o
academic and p o essional achie emen .
6. Conclusion. The s udy e eals ha li e a u e has he capaci y o se e as a e y
e ec i e ool o language and economics eaching. By inco po a ing Why Na ions
Fail in he Economics cou se, educa o s can make s uden s lea n o de elop language
skills ha a e so c i ical in communica ion as hey ein o ce hei command o basic
economic concep s. Fo a subsequen s udy, he long- e m impac o applying his
app oach on s uden sʼ pe o mance in Economics cou ses and o he disciplines can be
s udied.
Re e ences
1. Acemoglu, D., & Robinson, J. A. (2012). Why Na ions Fail: The O igins o
Powe , P ospe i y, and Po e y. C own Business.
2. Go i, M. (2014). The Language o Economics. Pe e Lang.
3. Hyland, K. (2006). Disciplina y Discou ses: Social In e ac ions in Academic
W i ing. Uni e si y o Michigan P ess.
4. Na ion, I. S. P. (2001). Lea ning Vocabula y in Ano he Language. Camb idge
Uni e si y P ess.
5. Paul, R., & Elde , L. (2014). C i ical Thinking: Tools o Taking Cha ge o
You Lea ning and You Li e. Pea son.
6. Sil a, T., & Kleen, S. (2019). In e disciplina y App oaches o Language and
Teaching. Camb idge Schola s Publishing.
7. Swales, J. M., & Feak, C. B. (2012). Academic W i ing o G adua e S uden s:
Essen ial Tasks and Skills. Uni e si y o Michigan P ess.
