As demographic shifts and technological advancements reshape the global workforce, the gap between the skills people have and the skills they need continues to widen. This "skills chasm" is particularly evident in language learning, where traditional education systems often fail to keep pace with the demands of the modern economy.
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The aging population and declining birth rates mean fewer young people are entering the workforce, including roles that require multilingual capabilities. , highlighting the need for lifelong language learning to keep older workers engaged and productive.
Also, advancements in AI are reshaping the learning and usage of languages in professional settings. Tools like language translation services and learning applications are increasing the demand for employees who can utilize these technologies and adapt to evolving linguistic tools.
By 2030, i, including language capabilities, which will require ongoing improvements in language proficiency. In our report, How English empowers your tomorrow, 40% of survey participants expressed concern that AI could replace their jobs within the next five years. Mastery of English is considered essential for securing careers in a landscape heavily influenced by new technologies and AI.
Enhanced language skills can significantly contribute to economic growth. For instance, a one-standard-deviation increase in cognitive skills, which includes language proficiency, is in a country’s annual economic growth. This highlights the economic value of investing in language education.
In language learning, transition losses refer to delays in acquiring essential language skills for employment. Bridging these gaps can lessen economic losses and enhance job readiness.
, with a considerable amount stemming from skills gaps, including language proficiency. Our survey results show that those employees who work for a company that offers language training are more than twice as likely to say that they are very satisfied with their job than those working for companies that do not offer any language training.
However, only 33% of learners indicate that their employer provides language training. Happier employees are more inclined to remain with their company longer, thereby reducing overall turnover costs
Emphasizing learning-to-learn skills in corporate training for HR professionals can enhance efficiency in employee development. Metacognitive strategies, such as self-assessment and goal setting, help employees retain and apply new concepts and skills more effectively. By investing in and implementing solutions that address these needs, businesses can cultivate a more competent and adaptable workforce. Tools like 'Mondly by app' can support their learning.
Language learning pathways should be aligned with labor market needs. Industries such as international business, tourism, and diplomacy require specific language skills that should be integrated into educational programs. Creating adaptive and transparent pathways for language learning can help individuals navigate their careers more effectively. For help on aligning language skills with jobs, make sure to look at our GSE Job Profiles.
Establishing adaptable and clear pathways for language acquisition is crucial. This involves providing modular courses, certifications, and opportunities for real-world language practice. For instance, virtual reality training can create realistic language-use scenarios, guiding learners in determining if they should change their course. For example, app has an AI-driven language training tool named Digital Language Tutor, designed to assist learners in realistic language environments.
For HR professionals and decision-makers, the message is clear. Investing in language learning is a strategic economic imperative.Bridging language learning can enhance employee potential while driving significant economic growth and reducing transition losses.
The future of work demands a proactive approach to language learning, ensuring that individuals and organizations are equipped with the skills they need to thrive in a globalized economy. and find out how to close it with language learning.
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.
