Found in translation: English as a decoder for financial education

Sarah Hansen; José Luis Ortega-Martín; Francisco Rodríguez Fernández

doi:10.30827/portalin.vi45.33718

Authors

Sarah Hansen University of Granada (Corresponding author)
José Luis Ortega-Martín Universidad de Granada
Francisco Rodríguez Fernández Universidad de Granada

DOI:

https://doi.org/10.30827/portalin.vi45.33718

Keywords:

financial literacy, English as a foreign language, machine learning in education, student over/underconfidence and risk-taking, interdisciplinary financial education

Abstract

Financial literacy is a vital life skill, yet its cultivation is often siloed from other educational disciplines. This study repositions the English language classroom as a transformative space where linguistic and mathematical competencies converge to enhance financial understanding. Employing survey data analysis and machine learning techniques, we reveal a robust positive correlation: students who excel in both English and quantitative reasoning demonstrate markedly higher financial literacy. Crucially, the study uncovers a metacognitive disconnect learners’ self-assessed financial confidence often misaligns with their actual performance, a phenomenon exacerbated by linguistic barriers. Students with advanced English skills demonstrate sharper critical awareness when navigating financial decisions, underscoring language’s role in fostering reflective economic agency. These insights advocate for a curricular redesign that integrates financial education within foreign language teaching. By embedding analytical and financial problem-solving activities into English language instruction, educators can equip students with the skills necessary to interpret complex financial texts and navigate real-world economic challenges. This interdisciplinary approach not only enriches language learning but also prepares students for the multifaceted demands of a globalized economy, offering valuable strategies for curriculum designers, educators, and policymakers alike.

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Author Biographies

Sarah Hansen, University of Granada (Corresponding author)

With over 26 years of classroom teaching experience in both the US and Spain, Sarah J. Hansen is currently a PhD student in Education at the University of Granada, researching the use of the foreign language classroom as a dynamic space for transversal curriculum teaching. My focus explores how language learning can serve as a vehicle to integrate multiple subject areas, fostering interdisciplinary understanding and enriching students' educational experiences across the curriculum, better preparing them for an increasingly more interconnected world.

José Luis Ortega-Martín, Universidad de Granada

Professor of Language and Literature Education at the University of Granada. Recipient of the Extraordinary Doctorate Award and the Excellence in Teaching Award, he has chaired over 20 international conferences and supervised 14 PhD theses. He is the author of more than 100 publications on bilingualism, TEFL, and motivation, and has led and participated in national projects with the British Council and the Ministry of Education as well as in different international projects.

Francisco Rodríguez Fernández, Universidad de Granada

Francisco Rodríguez holds a PhD in Economics and is Professor of Economic Analysis at the University of Granada. A senior economist at FUNCAS and coordinator of the Financial Digitalization Observatory, he has been a visiting researcher at NYU, Bangor University, and the Federal Reserve Bank of Chicago. He has authored over 200 academic publications on economics and finance in leading international journals.

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