The corporate world can often feel like an echo chamber of confusing phrases. Terms like "blue-sky thinking" and "tiger teams" might dominate conversation in boardrooms and email chains, but what do they actually mean in practice and are they the best way to communicate?
This blog post simplifies workplace English by offering straightforward business English alternatives to common corporate jargon. These replacements will resonate with fluent English language speakers and ease communication with non-fluent English speakers who are vital contributors to the workplace. Plus, a clearer form of communication can help foster inclusivity, improve understanding and ultimately enhance productivity.
Corporate jargon refers to the very specialized vocabulary and language used within the business world, often characterized by buzzwords, acronyms, jargon and phrases that are usually unknown to outsiders.
Jargon often acts as a barrier to clear communication, creating an environment where messages are misunderstood or misinterpreted. This misunderstanding can lead to inefficiencies, errors and frustrations among team members, particularly those who may not be fluent English speakers or are new to the corporate environment.
Furthermore, overusing complex language can unintentionally exclude or push away parts of the workforce, undermining efforts to build an inclusive and collaborative team culture. In essence, simplifying language and avoiding unnecessary jargon can make available information more accessible to a wider audience and ensure that all team members have the necessary information to contribute effectively to their roles.
For example, let's look at "think outside the box." It means to think in new ways, but it's said so much that it doesn't really grab attention anymore. A better way to say this might be "think creatively" or "come up with new ideas." Also, the word "synergize" really just means to work well together for better results. Saying "work together effectively" is much clearer and easier for everyone to understand, no matter if they're used to business terms or not. Using simple words helps everyone get the idea faster, making the workplace more welcoming and efficient.
Jargon functions as a shorthand among professionals, representing complex concepts among those in the know. Slang is less formal than jargon, often coming from cultural or societal trends and used more in casual conversations.
An example of jargon and slang could be comparing "low-hanging fruit" to "no-brainer." "Low-hanging fruit" is a piece of jargon that refers to tasks, projects or targets that are easily achievable and do not require much effort.
On the other hand, "no-brainer" is slang that implies something is an obvious or easy decision, often used in more informal settings. While both terms convey the idea of simplicity and ease, "low-hanging fruit" is more likely to be used in strategic meetings or project planning sessions, whereas "no-brainer" might be used in informal discussions or brainstorming sessions.
Avoid saying, "We need some blue-sky thinking." Instead, use,"Approach this problem with unlimited creativity."
Avoid saying,"Give me a helicopter view of the situation." Instead, use,"Provide a broad overview of the situation."
Avoid saying, "Before the busy season, get all your ducks in a row." Instead, use,"Ensure you're well-organized before the busy period begins."
Avoid saying, "This client expects us to think outside the box." Instead, use,"The client expects unique and unconventional ideas from us."
Avoid saying,"Our goal is to increase our IGUs this quarter." Instead, use,"Our goal is to increase our student enrolments this quarter."
Avoid saying,"That's a great idea. Run it up the flagpole." Instead, use,"That's a great idea. Share it with the team for their input."
Avoid saying, "To understand your tasks, refer to the swim lanes." Instead, use,"Refer to the job responsibility diagram to understand your tasks."
Avoid saying, "This new software is bleeding edge." Instead, use,"This new software represents the latest in research and technological innovation."
Avoid saying,"We'll need a tiger team to tackle this project." Instead, use,"We'll assemble a specialized task force for this project."
While some professionals may use jargon to appear more knowledgeable, the truth is that simplicity is key. Clear and straightforward language not only levels the playing field for everyone but also cuts through possible misunderstandings.
In today's global business environment, where interactions occur across diverse linguistic backgrounds and languages, it's paramount to ensure that our words are as clear and simple as possible. By favoring plain English vocabulary over opaque jargon, we promote an inclusive and efficient workplace where every member, fluent or not, understands and contributes to their fullest potential.
Continue to seek clarity in your communications. Remember that the true mark of expertise is not using complex language but making complex concepts understandable for everyone. Keep challenging yourself to simplify your language without diluting the meaning of your message. Remember, whether you're a seasoned professional or a new recruit, clear communication will always be your strongest asset.
If you or your team are looking to improve their business English skills, check out our business English courses and blog posts for up-to-date tips.
English is one of the most widely-spoken languages in the world, but how much do you know about the language? Here are 11 facts about Englishthat you might not know.
Students all over the globe learn English for many reasons. Some of these motivations may come from the students themselves – perhaps they are learning because they are travelling to an English-speaking area, or they want to be able to converse with English-speaking friends and colleagues. Other reasons for learning could include meeting school requirements, studying abroad, or progressing their careers.
As well as different reasons to learn English, there are also different goals. Many students are still focused on becoming fluent in English, and we are seeing an increase in people who want to learn the language for specific reasons. For example, immersing themselves in a particular culture or simply being able to order from a menu while travelling abroad.
Teachers are focusing on these personal needs to help students achieve their actual goals. It’s likely you’ve already spoken to your students about why they want to learn English. Understanding this is important as different motivations can influence a student’s attitude towards learning the language – and it may be necessary for you to adapt your teaching strategies for different groups of learners.
Let’s meet some different groups of students, learn a little more about their motivations and explore whether different motivations alter how students learn English. You may recognise some of these learners in your classes.
These students are learning English for pleasure or personal reasons. It might be because of travel, social or family reasons or perhaps because a better grasp of English might assist them with their careers. There are also adult learners who could be learning English as an immigration requirement.
For example, 23-year-old Alice decided to learn English so she could meet people and have more meaningful interactions with her English-speaking neighbours. She says: “I was very shy and not very confident in speaking to people, but learning English helped me connect with others and meet new people. I have changed a lot.”
A motivation like Alice’s requires strong teacher support and peer motivation woven into structured learning. Alice can set her goals and with the GSE Learning Objectives map out what she needs to do to achieve them. Teacher encouragement and personal support – and easy access to digital coursework, a social community of others all learning English, and small classes that emphasise conversation – keep people like Alice engaged and motivated to achieve her language goals. “I cannot do it without them”, she says.
These learners are typically in a more formal type of English programme and are learning the language to achieve specific career milestones, such as a promotion. Their employer might even be paying for their learning or they might be reimbursed for the cost of their lessons.
Vincenzo is 33 and works as a Product Manager in Milan for an international organization with offices around the world. He says: “I asked to take English classes as part of my professional development. My company chose an English provider and gave me a choice of group or one-to-one classes. I chose one-to-one classes as I’m easily distracted.”
Professional learners like Vincenzo succeed using a blended learning model of learning in class and at home that they can tailor around their lives. They have a strong motivation to succeed – that’s why learning at home works for them – but step-by-step progress provided by the GSE Learning Objectives is also important to keep this motivation alive. “I met with my teacher once a week where we would work on mistakes I would make while speaking English. He would also give me extra practice materials, like interesting games and videos to listen to in my own time, to help me really get a better understanding of the language,” Vincenzo says.
Learning English is a requirement for many school programmes and students will continue this at college or university. Many of these students will be learning English with a formal course that offers practice tests for high-stakes exams.
Seventeen-year-old Subra is from Malaysia and learns English at school. Some of her family live in Australia and she is considering studying abroad to attend a University that specializes in health care. When she was young, she learned in a traditional classroom backed with tests that helped her see how she was progressing. Now she uses technology, such as her Android Huawei phone to practise her English but still needs the validation of regular testing to know she is on track.
Subrasays: “I am used to studying for tests as I prepared hard for exams to get into middle school and senior school, which was totally determined by test results.”
Academic learners like Subra need to see demonstrable results to help them stay motivated and guide them to the level of English they need to achieve to get the required score on high-stakes tests. With the clear GSE Learning Objectives and a placement test, academic learners can map out where they are right now and where they need to be in order to reach their academic goals. These learners need encouragement and validation of their progress from their teachers to help keep them on track.
Understanding student motivations will help you teach to their specific needs, thus helping them to stay focused and motivated in achieving their goals.
Kirsty Murray taught English for a year at a collège (the French equivalent of a secondary school) in Villers-Cotterêts: a town in the north of France known for being the birthplace of Alexandre Dumas. She taught mixed-ability groups of 11- to 16-year-olds, with classes ranging in size from 10 to 35 students. Here, she shares the five lessons she learned from the experience.
