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22대 대한민국 국회 국회정보길라잡이 국회의원검색
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정보검색

소장정보 검색

국회도서관 홈으로 정보검색 소장정보 검색
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Title page

Contents

Abstract 3

1. Introduction 4

2. Background 7

3. Data 9

3.1. Language Class Attendance and Language Proficiency 9

3.2. Distance to Language Training 11

3.3. Sample 12

3.4. Outcomes 13

4. Empirical Strategy 14

4.1. The Production of Language Skills 14

4.2. Estimating Equations 15

4.3. Identification 17

5. The Impact on Language Proficiency 19

6. The Impact on Socio-Economic Integration 20

6.1. Mobility 20

6.2. Employment and Education 21

7. Further Robustness Checks and Placebo Tests 22

8. Persistence 23

9. Conclusion 23

10. Tables and Figures 25

References 34

A. Appendix 37

Tables

Table 1. State-Approved Language Training Centers 12

Table 2. Descriptive Statistics and Quasi-Random Assignment to Distance 27

Table 3. The Impact of Hours of Class on Language Proficiency 29

Table 4. The Impact of Hours of Class on Integration Into the Local Community 30

Table 5. The Impact of Hours of Class on Economic Integration 31

Figures

Figure 1. Economic Integration and Language Proficiency 26

Figure 2. First Stage Graph of Hours of Language Training on Distance 28

Figure 3. Placebo and Robustness Checks 32

Figure 4. Persistence 33

Appendix Tables

Table A.1. Description of CEFR Levels 39

Table A.2. Compliance by Age 40

Table A.3. Hours of Class and Language Skills During the Integration Program 43

Table A.4. The Impact of Hours of Class on Language Proficiency by Years Since Asylum 44

Appendix Figures

Figure A.1. Mapping Between Modules and CEFR Levels 38

Figure A.2. Language Proficiency by hours of class 41

Figure A.3/Figure A.4. Spatial Distribution of Language Training Centers (continued) 46

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