Educators worldwide are faced with a vital challenge: closing the language education gap between traditional schooling and the practical language requirements of the modern workplace. With English established as the language of international business and in light of our ground-breaking new research, the need for education to address this disparity has never been more critical.
In this blog post, we'll explore why teaching English through a lens of real-world application is necessary, what our research shows about the current gap in language education, and some ideas for how English teachers can integrate employability-focused lessons into their own English teaching curriculum.
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Almost 20% of the world's population as a first, second, or additional language, and many use it in their jobs. For many, English proficiency means more than communication alone; it is also tied to career advancement, job opportunities, salary scales and job satisfaction.
Our research shows that a staggering 80% of professionals believe that fluency in English correlates with earning potential, and employees who are confident in their English language skills and abilities often report greater satisfaction with their jobs and income.
A significant barrier to bridging the gap between educational English and workplace-ready skills lies in learners' confidence levels. Many students, despite years of studying the language, feel unprepared and anxious about using English in a professional setting. This lack of confidence can lead to missed opportunities and a reluctance to pursue certain career paths where English proficiency is paramount.
app's research highlights a worrying reality—many feel self-esteem issues due to limited language skills, with 19% saying they felt stupid because of their English.
Belgin Elmas,Head of the English Language Teaching Department, TED University, Turkey
A paradigm shift is crucial for teacher training
"Teacher education must rethink the way it prepares future teachers. Unless teacher training focuses more on the skills needed for real-world communication, the gap between theoretical knowledge and practical application is likely to persist, leaving today's learners and tomorrow's workers frustrated with knowing the rules but being unable to use them when they need to communicate."
In our report, 54% of English learners said that they did not feel that their formal education had equipped them with adequate English proficiency. The data revealed significant differences between individual countries. For instance, only 17% of learners in Japan felt that their formal education had provided them with a good level of English proficiency, whereas in the US, this figure rose to 64%.
Despite the clear benefits of English proficiency, a considerable divide remains between what students learn in school and the skills needed in the corporate arena.
Only a quarter of learners feel fully equipped to utilize the four key language skills – listening, reading, speaking and writing – in their jobs. Out of all four skills, learners had the least confidence in speaking and writing.
What's more, the anticipated impact of AI on white-collar jobs over the next decade underscores the need for not only English proficiency but also "human skills" such as teamwork, leadership and collaboration—capabilities where proficient English is a key component.
These issues are not limited to preparing students for work. It was found that teacher confidence in speaking and writing, along with class size, can also limit the amount of time spent on developing these productive skills. Adequate support for educators and professional development also needs to be a focus in order for students to find success.
The question, then, is how educators can bridge this gap, ensuring that students are not just learning English but are becoming proficient in its application within a professional context.
Survey participants were asked about their perceived lack of relevant skills in English. The reasons they pointed out were related to the practical use of the language and can be narrowed down to three main factors:
Employers face a skills gap in speaking and writing. Unfortunately, education systems don't focus enough resources on developing these skills.
Here are a few suggestions for incorporating more skills-based learning to better meet today's language learners' needs.
Highlight English that students can use in real-life scenarios, particularly in professional contexts; Role-play exercises (e.g., job interviews, email writing) can make learning more relevant and engaging. For example, check out our Global Scale of English (GSE) learning objectives, which integrate these kinds of scenarios.
Leverage the appeal of online resources and games to motivate students and provide opportunities for practice beyond the classroom, mirroring the preferences of your learners. Many language learners now incorporate some form of social media into their study routines. This trend underscores the growing importance of digital platforms in facilitating not only language learning but also cultural immersion.
Place a stronger emphasis on speaking and listening exercises to build confidence in these areas. Encourage debates, presentations and group discussions. Our language learning app Mondly by app puts 560 minutes of speaking practice in your learners' pockets, supplementing your teaching with even more opportunities to use English inside and outside of the classroom.
Customize lesson plans and courses to include terminology related to various fields, from IT to marketing, so students develop a specialized lexicon that will benefit them in the workplace. The can help you find topic-related vocabulary and give you helpful tips on when to teach it.
Keeping your own English skills fresh and well-practiced is important to ensure you're teaching your learners to a good standard. Look into courses and professional development, such as our to improve your teaching with the Global Scale of English.
Partnerships between educational institutions and businesses can provide students with valuable insights into the workplace and the specific language skills required.
Such collaborations can take the form of guest lectures, classes, internships (for older and adult students), or mentorship programs, offering students first-hand experience of the professional environment.
Encourage the use of authentic materials in the classroom, such as business English journals, podcasts, news articles and blog posts. This not only enriches vocabulary but also acquaints learners with the language's contextual nuances, preparing them for real-world communication challenges.
Provide your students with information and access to language testing platforms and resources, such as theapp English International Certificatefor valuable certification in the job market while continuing with an effective learning program.
Recommend flexible options for continued language development, like ourapp English Journey or , which cater to different learning styles and schedules. Also remember to use the GSE as a helpful tool for your lessons.
By reorienting our educational strategies to close the language gap, we empower students not just to succeed academically but to thrive professionally. It's a commitment to lifelong learning that begins in the classroom and extends into every facet of their working lives.
Employers and educational institutions must collaborate to ensure that language proficiency is aligned with industry and student needs. By doing this, you as English teachers and educators both enhance the employability of graduates and contribute to a more interconnected and understanding global community.
Letizia Cinganotto, Professor at the University for Foreigners of Perugia, Italy, says:
"In our interconnected world teachers and educators need to consider innovative teaching trajectories that actively shape the evolving role of English, in order to guide learners to face the challenges of the knowledge society and to travel the global world in a lifelong fascinating journey."
For teachers looking to make a tangible difference in their students' futures, the task is clear: teach English not just as a subject, but as a versatile tool for global opportunity.
Curious to learn more about how to implement these changes in your classroom or educational institution? Read the full report here.
Discover in-depth insights and further information that can help bridge the educational-employment language gap.
Don't miss out on this valuable resource – click through to start transforming the way the English language is taught and applied in the modern workplace.
The world is constantly evolving, as are the global workplace demands. Arm your students with the English proficiency they need to excel in their careers by integrating the GSE into your curriculum. With a detailed framework and a wealth of resources at your disposal, the GSE offers an unparalleled tool for assessing and improving English language skills in a targeted, efficient manner.
Don't miss the opportunity to make a real difference in your students' professional futures. Explore the Global Scale of English now and start the journey towards bridging the educational-employment language gap. Together, we can prepare learners not just for the exams, but for the world.
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.
