This paper highlights the impact of financial inclusion on individuals’ borrowing and saving decisions in the United States and the United Arab Emirates. It does so, using data from the 2014 Global Financial Inclusion database, and an empirical strategy consisting of first testing the significance of the joint bivariate model over its binary conterparts using the Lagrange multiplier test, followed by a contrast between the fully-parametric and semi-parametric specifications of the saving and borrowing equations. Based on model performance measures, the semi-parametric bivariate probit specification is identified as a better framework for describing the two processes of saving and borrowing, with a correlation coefficient of 12.3%. Although no significant difference exists between UAE and US residents in borrowing behavior, we find that US residents are 31.4% more likely to save than their UAE counterparts. In addition, and in line with the Permanent Income Hypothesis, the results reveal the absence of an income based saving or borrowing gradient in the two countries. Conversely, we found the prevalence of a gender based saving (12.4%) and borrowing (13.8%) inequality in favor of the male gender. Furthermore, access to a bank account and a debit card, companies policy of direct wage and salary transfer, and government transfer programs with direct deposit options are all financial inclusion strategies that are found to significantly raise the likelihood of saving and borrowing. As such, companies with payroll practices based on cash or physical paycheck issuing, especially in the US, should revise such policy to create more financial inclusion, and thereby more saving potential which in turn would contribute to further borrowing, investment and growth of the national economy.

Studies in the area of cross-linguistic influence (CLI) have attracted the focus of multi-linguistic learners. However, little research on CLI deals with Asian learners, particularly Chinese-speaker with knowledge of two or more foreign languages. The present study explores CLI in L1 Chinese learners with both English (L2) and Spanish (L3) as foreign languages who are studying in Madrid, a Spanish-speaking community; their studies coincided with data collection. English learners were instructed to speak for analysis purposes, with the following aims: (i) to observe the most frequent category (functional transfer, code-switching, borrowing and coinage) in the CLI instances; (ii) to determine the source language of CLI; (iii) to investigate whether CLI factors, including language distance, L2 status, proficiency and recency of use, intervene in the appearance of CLI instances in the participants. Data was gathered from 16 female Chinese students at Complutense University of Madrid (UCM). These were master students aged 22 to 26, who visited Spain for more than 5 months when they participated in the present study. The instrument used was an English semi-structured interview. Results primarily reveal that (a) borrowing is the most prevalent category, accounting for 70% of the CLI instances; (b) Spanish is the main source language of CLI while Chinese plays a functional role in the transfer process; (c) language distance proves to be the strongest predictor of CLI.