The article examines bilingual economics education as a factor in the development of human capital at the junction of pedagogical theory and economic analysis. Based on the study of international experience – a study of Tatarstan (1995-2015) with a sample of 4,577 respondents, the Catalan reform of 1983 using the difference of differences method, as well as empirical data on the impact of bilingualism on wages in the United States – the pedagogical approaches of CLIL and EMI, the investment theory of language skills and a human-centered approach are considered. Special attention is paid to quantifying the economic effects of bilingual education and the institutional conditions of its success (teaching quality, resource provision, social context). Based on empirical data, two tables are presented that characterize the economic effects of bilingual education and the factors of its effectiveness. It is concluded that bilingual economics education forms "bilingual cognitive competence" as a specific form of human capital, but its economic impact depends on the quality of the educational environment, and not only on the formal status of the language.
bilingual education, human capital, economic education, CLIL, return on language skills, investment in education
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