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 couldn’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.And 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.

Read our blog posts "Internships: how they improve language skills"and "How adult learners navigate English language learning".

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    What is Content and Language Integrated Learning?

    By Joanna Wiseman
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    Content and Language Integrated Learning (CLIL) is an approach where students learn a subject and a second language at the same time. A science course, for example, can be taught to students in English and they will not only learn about science, but they will also gain relevant vocabulary and language skills.

    It’s important to note that CLIL is not a means of simplifying content or reteaching something students already know in a new language. CLIL courses should truly integrate the language and content in order to be successful – and success is determined when both the subject matter and language is learned.

    Who is CLIL for?

    CLIL can work for students of any age, all the way from primary level to university and beyond. So long as the course content and language aims are designed with the students’ needs in mind, there is no limit as to who can benefit from this teaching approach. However, it is most commonly found in primary and secondary school contexts.

    What are the main benefits of CLIL?

    Many teachers see CLIL as a more natural way to learn a language; when a subject is taught in that language there is a concrete reason to learn both at the same time. And as students have a real context to learn the language in, they are often more motivated to do so, as they can only get the most of the content if they understand the language around it.

    Moreover, being content focused, CLIL classes add an extra dimension to the class and engage students, which is especially advantageous in situations where students are unenthusiastic about learning a language.

    CLIL also promotes a deeper level of assimilation, as students are repeatedly exposed to similar language and language functions, and they need to produce and recall information in their second language.

    Furthermore, it has the advantage that multiple subjects can be taught in English, so that students’ exposure to the language is increased and their language acquisition is faster.

    CLIL also encourages students to develop 21st century skills, including the ability to think critically, be creative, communicate and collaborate.

    What are the challenges of CLIL?

    As CLIL is subject-focused, language teachers may also have to develop their own knowledge of new subjects in order to teach effectively.

    They must also structure classes carefully so that the students understand the content of the lesson, as well as the language through which the information is being conveyed.

    And when it comes to classroom management, educators need to be very aware of individual student understanding and progress.

    It’s therefore important to consistently concept check and scaffold the materials to be sure both the language and content are being learned.

    How can you apply CLIL to your class?

    It’s important to have a strategy in place when applying CLIL in your courses. One of the key things to remember is that the language and subject content are given equal weight and that it shouldn’t be treated as a language class nor a subject class simply taught in a foreign language.

    According to Coyle’s 4Cs curriculum (1999), a successful CLIL class should include the following four elements:

    • Content – Progression in knowledge, skills and understanding related to specific elements of a defined curriculum
    • Communication – Using language to learn whilst learning to use language
    • Cognition – Developing thinking skills which link concept formation (abstract and concrete), understanding and language
    • Culture – Exposure to alternative perspectives and shared understandings, which deepen awareness of otherness and self

    Using a number of frameworks can help you prepare your lessons and make sure activities are challenging yet achievable for your learners.

    Bloom’s Taxonomy, for example, classifies learning objectives in education and puts skills in a hierarchy, from Lower Order Thinking Skills (LOTS) to Higher Order Thinking Skills (HOTS).

    In the diagram below, you can see the levels increasing in complexity from the base up to the triangle’s peak.

  • A teacher stood helping a student in a large classroomw with other students sat working

    How do different motivations change how students learn English?

    By Steffanie Zazulak
    Reading time: 4 minutes

    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.

    Teaching English to 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.

    1. Adult learners

    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.

    2. Professional learners

    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.

    3. Academic learners

    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.