English for employability: Why teaching general English is not enough

Ehsan Gorji
Ehsan Gorji
A teacher stood at the front of the class talking to her class
Reading time: 4 minutes

Many English language learners are studying English with the aim of getting down to the nitty-gritty of the language they need for their profession. Whether the learner is an engineer, a lawyer, a nanny, a nurse, a police officer, a cook, or a salesperson, simply teaching general English or even English for specific purposes is not enough. We need to improve our learners’ skills for employability.

The four maxims of conversation

In his article Logic and Conversation, Paul Grice, a philosopher of language, proposes that every conversation is based on four maxims: quantity, quality, relation and manner. He believes that if these maxims combine successfully, then the best conversation will take place and the right message will be delivered to the right person at the right time.

The four maxims take on a deeper significance when it comes to the workplace, where things are often more formal and more urgent. Many human resources (HR) managers have spent hours fine-tuning workplace conversations simply because a job candidate or employee has not been adequately educated to the level of English language that a job role demands. This, coupled with the fact that many companies across the globe are adopting English as their official corporate language, has resulted in a new requirement in the world of business: mastery of the English language.

It would not be satisfactory for an employee to be turned down for a job vacancy, to be disqualified after a while; or fail to fulfil his or her assigned tasks, because their English language profile either does not correlate with what the job fully expects or does not possess even the essential must-have can-dos of the job role.

How the GSE Job Profiles can help

The Job Profiles within the can help target those ‘must-have can-dos’ related to various job roles. The ‘Choose Learner’ drop-down menu offers the opportunity to view GSE Learning Objectives for four learner types: in this case, select ‘Professional Learners’. You can then click on the ‘Choose Job Role’ button to narrow down the objectives specific for a particular job role – for example, ‘Office and Administrative Support’ and then ‘Hotel, Motel and Resort Desk Clerks’.

Then, I can choose the GSE/CEFR range I want to apply to my results. In this example, I would like to know what English language skills a hotel desk clerk is expected to master for B1-B1+/GSE: 43-58.

Screenshot of gse toolkit

When I click ‘Show Results’, I am presented with a list of 13 learning objectives in the four skills of reading, listening, speaking and writing. For example:

  • Speaking:Can suggest a resolution to a conflict in a simple negotiation using fixed expressions.(B1+/GSE 53)
  • Reading:Can understand clearly written, straightforward instructions on how to use a piece of equipment. (B1/GSE 46)

Concentrating on specific skills

The Professional section of the GSE Teacher Toolkit also has the option to select learning objectives according to a specific business skill. Consider this scenario: Ms. Lahm is an HR manager at the imaginary LydoApps company, which designs and sells computer programs and apps in Germany. She already knows her team has the following English language profile:

Team 1

English language profile: GSE 10-42 / <A1-A2+

Number of employees: 15

Nationality: German

Department: Print programs

Team 2

English language profile: GSE 10-42 / <A1-A2+

Number of employees: 12

Nationality: German

Department: Packages

Team 3

English language profile: GSE 10-50 / B1

Number of employees: 9

Nationality: German

Department: Customer care

Team 4

English language profile: GSE 10-50 / B1

Number of employees: 5

Nationality: German

Department: Design engineering

Team 5

English language profile: GSE 10-58 / B1+

Number of employees: 3

Nationality: German

Department: Overseas

Ms. Lahm wishes to critically check what skills her Customer Care employees need to answer telephone calls in English. She selects ‘Business Skills’ and then ‘Telephoning’, with a GSE/CEFR range of 10-50.

Ms Lahm now has 28 GSE Learning Objectives related to English telephoning, for example:

  • Can introduce themselves on the phone and close a simple call. (A2/GSE 33)
  • Can ask for repetition or clarification on the phone in a simple way. (A2/GSE 35)
  • Can answer simple work-related questions on the phone using fixed expressions. (A2+/GSE 40)
  • Can use simple appropriate language to check that information has been understood on the phone.(B1/GSE 45)

Ms. Lahm can now use these GSE Learning Objectives to help organize her current team and recruit new colleagues with the appropriate skills for the job.

Try out the GSE Teacher Toolkit today

The GSE Teacher Toolkit is a fantastic resource when it comes to teaching English. General English is often not enough – and it can be daunting for teachers when they are faced with the whole of the language to teach.

Both teachers and HR managers can use the Job Profiles feature of the GSE Teacher Toolkit to examine more than 200 jobs for their English language profile and, by targeting these specific language functions, can prepare students for their chosen careers and recruit candidates with the level of English required to successfully perform a given job.

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  • A suitcase with flag stickers on sat on a map of the world

    How do English phrases travel across countries?

    By David Crystal

    All living languages change. It’s a fact of life that some people find uncomfortable, but that no one can prevent. The only languages that don’t change are dead ones.

    How does change happen? The chief way is through mutual influence, when languages – which means people – come into contact with each other. An immediate effect is that words and phrases begin to be exchanged.

    Origins of English

    The history of English shows this taking place from the very beginning. When the Germanic tribes first arrived in Britain, bringing with them the dialects that would become English, their vocabulary already contained words and phrases borrowed from Latin, a consequence of the interaction with the soldiers of the Roman Empire.

    Today we think of such words as 'butter', 'cup', 'kitchen', 'mile', and 'street' as true English words, but they are all Latin in origin ('butyrum', 'cuppa', 'coquina', 'mille', 'strata'), taken into Germanic while the tribes were still on the European mainland.

    The process continued over the centuries. An everyday word like 'take' reminds us of the Viking invasions, for this came from Old Norse 'tacan'. So did 'knife' (from 'knifr'). Even basic grammatical items were affected: 'they', 'them', and 'their' are all from Old Norse.

    When the French arrived, in the eleventh century, the borrowing became a flood, with thousands of French words expanding the vocabulary to an unprecedented size, in such domains as law, religion, politics, food, and the arts – 'duke', 'abbot', 'war', 'peace', 'pork' and 'beauty'. During the Renaissance, Latin added tens of thousands more.

    In all cases, the words traveled because cultural contact – in its broadest sense – made them do so.

    The history of contact

    This history of contact is one of the reasons that English has so many near-synonyms: we can 'ask' (from Old English), 'question' (from French), and 'interrogate' (from Latin). We can talk about a 'fire', 'flame', and 'conflagration'; 'kingly', 'royal', and 'regal'. But although French and Latin are the dominant voices, they are put in the shade by the accumulated impact of the many languages that English has since encountered as its speakers moved around the globe, especially in the days of the British Empire.

    Today, a search through the files of any major dictionary shows the presence of hundreds of languages, from 'aardvark' (Afrikaans) to 'zygote' (Greek).

    It’s been estimated that around 80 percent of present-day English vocabulary comes from languages other than the original Anglo-Saxon Germanic. English seems to always be a vacuum cleaner of a language, sucking in words from whichever culture it was in contact with. The process continues. In recent years, dictionary writers have been considering such new borrowings of words from other languages.

    But not everything in language change is due to borrowing. When we look at recent lists of updates in the dictionary world, we find hundreds of phrasal expressions, such as 'solar farm', 'travel card', 'skill set', 'cold caller', 'air punch', and 'set menu'.

    Blends of existing words form an increasingly large component of modern vocabulary, such as 'glamping' (glamorous + camping) and 'Pokemon' (pocket + monster), as do internet abbreviations, such as 'GTG' (got to go) and 'BRB' (be right back).

    And it’s here that we see the most noticeable phenomenon of the last few decades: the impact of English on other languages. The traveling is now going in both directions.

    Over a decade ago, Manfred Görlach published his Dictionary of European Anglicisms, showing English to be "the world’s biggest lexical exporter”. The book lists hundreds of words and phrases that have entered the languages of Europe. A small selection from letter 'A' shows 'ace' (from tennis), 'aerobics', 'aftershave', and 'aqualung', as well as phrases such as 'acid house' and 'air bag'.

    The factors are exactly the same as those that brought foreign words into English in the first place, such as business, culture, medicine, sport, the arts, popular music, science and technology. The difference is that these expressions come from all over the English-speaking world, with American English the primary supplier, thanks chiefly to its presence in the media.

    The impact of media

    It is the media that provides the main answer to the question “How?”. In the old days, face-to-face contact caused expressions to be shared, and it would take time for words to travel – a generation before a word would become widely used. Today, the use of English in film, television, and especially the internet allows 'word travel' to take place at a faster rate than ever before.

    A new word or phrase invented today can be around the globe by tomorrow, and if it appeals it will spread on social media and become part of daily use in no time at all. Even an everyday phrase can receive a new lease of life in this way.

    Many countries try to resist the borrowing process, thinking that an uncontrolled influx of English expressions will destroy their language.

    The evidence from the history of English shows that this does not happen. Because of its global spread, English has borrowed more words than any other language – and has this caused its destruction? On the contrary, in terms of numbers of users, English is the most successful language the world has ever seen.

    Borrowing does change the character of a language, and this too is something that causes concern. But again, I ask: is this inevitably a bad thing? Shakespeare would have been unable to write his characters in such an effective way without all those borrowings from French and Latin.

    Much of his linguistic playfulness and creativity relies on how everyday words are contrasted with their scholarly or aristocratic counterparts. In Love’s Labour’s Lost, Don Armado gives Costard a coin as a tip, calling it a "remuneration".

    Costard has no idea what the word means, but when he looks at his coin he realizes he’s been given a tiny amount. “Oh, that’s the Latin word for three farthings”, he reflects. “I will never buy and sell out of this word”. It always gets a laugh from an audience.

    Today's challenges

    Keeping up-to-date with language change is probably the greatest challenge facing foreign language learners because there is so much of it.

    Textbooks and teachers face a daily risk of falling behind the times. But the risk can be reduced if we build an awareness of change into the way we present a language. And understanding the natural processes that underlie linguistic change is the essential first step.