Learning English and employability

Tas Viglatzis
Business people stood together around a laptop in a office
Reading time: 4 minutes

English not only opens up career opportunities beyond national borders; it is a key requirement for many jobs. It’s also no longer a case of just learning English for employability, but mastering English for business – and that means an on-going commitment to learn.

My experience is consistent with this trend. If I had to estimate the value that being fluent in English has had on my career, I'd say it was my entire life’s earnings. Learning English has offered me educational options beyond the borders of my own country and enabled me to develop the skills to work for global companies that operate across national boundaries. I have been privileged to work in different countries in roles that have spanned functions, geographies and markets – and my ability to learn and evolve my English skills has been an underlying factor throughout.

Mastering English for employability
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How I improved my English

I grew up in Greece, where – as is common in many European countries with languages that aren’t widely spoken – learning a second European language is part of the education system. As a result, my first encounter with English was through the Franklin approach, which focuses on grammar and writing rather than all the four core skills. This meant I could read and write very well, yet when I first arrived in the UK I ³¦´Ç³Ü±ô»å²Ô’t hold a simple conversation in the pub.

It’s a common problem with traditional educational approaches that don’t cover all the learning skills – something still evident in many countries globally. In Japan, for example, after years of focusing on reading and writing there’s now a strong desire to teach students to understand spoken English and speak fluently.

I was fortunate to complete my postgraduate studies in the UK. This was challenging because I had to raise my English to a much higher standard. I also had to improve my conversational English to enjoy a social life, which was a pretty powerful motivator. I surrounded myself with people who only spoke English, because hearing and using the language regularly are powerful tools in more easily understanding others, and making yourself understood.

Precision learning in the workplace

This approach, together with formal learning, eventually paid off for me. However, once I entered the workplace, I found that there were many new aspects of English to learn.

One of the main barriers to learning at different levels and applications of English – for university, for friendships, for work – is knowing precisely where you are at any stage of your learning journey, and knowing where you need to go next (and how best to get there). As I found, this is compounded when you enter the workplace where you also have new skills to learn in a second language, from IT to soft skills such as negotiation.

If I had been given a precise learning path to help me in my first job, or to get my second job and so on, then my end goals could have been reached more quickly and easily. Yes, I was highly motivated to learn, but what worked for me does not necessarily work for others – especially since professionals who learn English for work often have very little time.ÌýAnd with greater technology advances, we all now expect much faster results.

Crucially, whatever the learning methods and tools are, this points to two most challenging factors in English teaching and learning: making real progress and staying motivated.

In the past, progress in language learning has been measured in broad levels. Common scales, and the curriculum tied to them, are not always best designed to reflect the four skills or different applications, such as academic versus business.

These measures were increasingly being exposed as incomplete and no longer being fit for purpose. It is that need that led to the extensive global research and development into the Global Scale of English (GSE) – a precise, standardised measure of proficiency from 10 to 90 across the four skills.

The GSE extends the Common European Framework of Reference (CEFR); its steps are much more granular and it provides a powerful, focused motivator for further learning throughout your career. It includes sets of learning objectives as "can do" statements at each level; because these are tailored to the learning environment – for example, for work – learning goals and measures of progress are more relevant and accurate. That, in turn, leads to greater engagement and increased motivation.

The future of language learning in the workplace

The key trends of personalisation and adaptive learning are driving the future of English language learning. Online methods and the use of big data analytics and tools continues to expand and increase in sophistication, enabling English language learning to become more specific to individual needs, learning styles and capabilities while offering improved measurement of impact and results. This is vital because language learners learn at different rates and in different ways.

Technology is also helping us support another trend: increasing demand by learners for specific interventions and focus on micro-skills and competencies. As our ability to understand individual needs improves we will become better equipped to provide solutions that concentrate on what’s important for English learners and their careers, such as interviewing in English, running an effective meeting or being able to better express thoughts in writing.

There is a big opportunity for English language learning to embrace those trends, which is why we’re so excited with what we’re doing with the GSE: it gives us the necessary framework to offer flexibility of learning and increased levels of personalisation to English language learners, while ensuring that our products and solutions complement each other. Crucially, it also allows us to measure and show our learners their actual progress.

Finally, it’s important to remember that we never stop learning. Even after living in the UK for 20 years, I still find new words and expressions that open up new possibilities – both in and out of the workplace.

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    Lesser-known differences between British and American English

    By Heath Pulliam
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    Heath Pulliam is an independent education writer with a focus on the language learning space. He’s taught English in South Korea and various subjects in the United States to a variety of ages. He’s also a language learning enthusiast and studies Spanish in his free time.

    British and American English are two well-known varieties of the English language. While the accent is often the first difference people notice, there are also subtle distinctions in vocabulary, grammar and even style. Many know about how Brits say boot and lift, while Americans would say trunk and elevator, but what about a few lesser-known differences?

    Here, we take a look at a few of the more obscure differences between British English (BrE) and American English (AmE).

    Note: British English is underlined and American English isÌýitalicized.

    1.ÌýFootballerÌýandÌýfootball player

    Along with the well-known difference of how in the U.S., football refers to American football, while football in Britain is what Americans like me call soccer, Americans also use player after the sport to denote someone who plays the sport. In British English, the sport with an added -er suffix is more common, like footballer and cricketer, not football player or cricket player.

    This is not universal, though. For some sports, the -er suffix is used in both dialects. Both Brits and Americans use the term golfer, not golf player. There are also sports where the -er suffix is never used, like for tennis, cycling and gymnastics. Nobody says tenniser, tennis player is used instead.

    People who cycle are cyclists and people who do gymnastics are gymnasts. Sometimes, badminton players are even called badmintonists. Overall, there aren’t really any concrete rules for what to call each player of a sport. Each sport has its own way of calling someone who participates in that sport.

    2.ÌýI ³¦´Ç³Ü±ô»å²Ô’t care lessÌýandÌýI could care less

    The American version (I could care less) means the same thing. Although technically incorrect, it is still widely used in North America as an idiom and will be interpreted as not caring at all about something. Although popular, both variations can be heard in North America. Regardless, miscommunications do happen surrounding this phrase.

    “I could care less about who Harry Styles is dating right now.â€

    “Oh, I didn’t know you were interested in tabloid news.â€

    “I’m not! I just said I didn’t care about it.â€

    “No, you said that you could care less, meaning that it is possible for you to care less about who he’s dating.â€

    “Ugh! What I mean is that I ³¦´Ç³Ü±ô»å²Ô’t care less. Happy?â€

    3. American simplification

    Both British and American dialects are filled with many minuscule differences in spelling and phrasing. For example, the words plough (BrE) and plow (AmE) mean the same thing, but are spelled differently.

    When two words differ, American English generally favors the simpler, more phonetic spelling. Hey, there’s another one! Favour (BrE) and favor (AmE). It’s apparent in pairs like analyse (BrE) and analyze (AmE), and neighbour (BrE) and neighbor (AmE).

    Many of these small spelling differences can be attributed to Noah Webster, author of Webster’s Dictionary, who sought to distinguish American from British English by simplifying many of the words.

    Some of his simplifications to American English are swapping the s for z, (specialised to specialized), dropping the u in words ending in our, (colour to color), and changing words ending in -tre to -ter (theatre to theater).

    4. Courgette and zucchini

    The history of this vegetable, whatever you may call it, tells us why zucchini is used in American English and courgette is used in British English. If you’ve studied languages, you can probably guess what country each name originated from. England was introduced to this cylinder-shaped vegetable in the 19th century by its French neighbors, while Americans were introduced to it in the early 20th century by the large influx of Italian immigrants.

    The word zucchini is something of a mistranslation from Italian, however. What Americans use (zucchini) is the plural masculine form of the proper Italian word, (zucchino).

    5.ÌýAnticlockwiseÌýand counterclockwise

    These terms mean the same thing, the rotation against the way a clock runs. In British English, this movement would be called anticlockwise, and in the U.S., they use counterclockwise.ÌýThe prefixesÌýanti- andÌýcounter- mean similar things.ÌýAnti- means against, andÌýcounter- means contrary or opposite to.

    You should use antibacterial soap in order to stop the spread of germs.ÌýBuying cheap clothes that only last you a few months is counterproductive in the long term.

    Can you guess how they described this movement before the invention of clocks with hands and circular faces? English speakers this long ago used sunwise. This direction at the time was considered auspicious and the opposite of the other direction.

    6.ÌýHaveÌýand take

    Have and take are used often before nouns like shower, break, bath, rest and nap.ÌýIn the U.S., peopleÌýtakeÌýshowers andÌýtakeÌýnaps, while in the U.K., peopleÌýhaveÌýshowers andÌýhaveÌýnaps. Another example of this is how AmericansÌýtakeÌýa swim and BritsÌýhaveÌýa swim. These are called delexical verbs and we use them all the time in English, both British and American.

    Although often different, both groups of English speakers have arguments, make decisions and take breaks.

    7.ÌýQuite

    This word is spelled the same in both American and British English, but means something different. In the U.S.,ÌýquiteÌýis typically used as an intensifier, like the wordÌývery.ÌýIn the U.K., it’s normally used as a mitigator, like the wordÌýsomewhat.

    It can also mean completely if it modifies certain adjectives. (e.g., It’s quite impossible to learn a language in one month.)

    American English: That Mexican food we had yesterday was quite spicy.

    Translation: That Mexican food we had yesterday was very spicy.

    In British English, quite means something more on the lines of kind of, or a bit.

    British English: Thank you for the meal, it was quite good.

    Translation: Thank you for the meal, it was somewhat good.

    8. Clothing differences

    The category of clothes is one of the richest, with differences between the two English variants.ÌýHow about those pants that people used to only wear at the gym and around the house, but now wear them everywhere?

    Brits call themÌýtracksuit bottomsÌýand Americans call themÌýsweatpants. What about a lightweight jacket that protects from wind and rain?ÌýBrits might call this anÌýanorakÌý(derived from the Greenlandic word), but Americans would call it aÌýwindbreaker. Both variants also useÌýraincoatÌýfor this article of clothing.

    9.ÌýTorchÌýandÌýflashlight

    As an American, I’ve been confused before when coming across the word torch while reading the work of an English author.

    To Americans, a torch is a piece of wood with the end lit on fire for light.ÌýWhat Brits are referring to when they use the wordÌýtorchÌýis aÌýflashlight (AmE), a small, battery-run electric lamp.

    10.Ìý±·±ð±ð»å²Ô’t and don’t need to

    Ah, the English contraction. Many English learners don’t particularly love learning these, but they are an essential and everyday part of the language. ±·±ð±ð»å²Ô’t, however, is one that I don’t think I’ve ever heard another American say.

    In the U.K., this contraction is fairly common. ±·±ð±ð»å²Ô’t, when separated, becomes need not.

    British English: “You needn’t come until Tuesday night.â€

    Americans would say the relatively simpler don’t need to.

    American English: “You don’t need to come until Tuesday night.â€

    Don’t be fooled into thinking British English has necessarily more difficult contractions than the U.S., though. Just come to the American South and prepare to hear famous (or infamous) contractions like y’all (you all) and ain’t (am not, is not, are not)!

    Conclusion

    There are hundreds of differences between British and American dialects, we’re only scratching the surface here.ÌýSome of these make more sense than others, but luckily, both Brits and Americans can usually understand the meaning of any English word through context.

    Some people would even say that Brits speak English while Americans speak American.ÌýAlthough each dialect from across the pond seems very different, they have far more similarities than differences.

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    The GSE Job Profiles utilizes ÃÛÌÒapp’s Global Scale of English and the Faethm by ÃÛÌÒapp skills ontology to provide a detailed analysis of the language requirements for nearly 1,400 job roles. This precise mapping allows HR professionals to make informed talent management decisions, including hiring, training and development, and ensuring that employees are adequately prepared for their roles now and in the future.