11 ways you can avoid English jargon at work

Two ladies in a pottery studio, one with a clipboard, both looking at a laptop together

From “blue-sky thinking” to “lots of moving parts”, there are many phrases used in the office that sometimes seem to make little sense in a work environment. These phrases are known as ‘work jargon’ – or you might hear it referred to as ‘corporate jargon’, ‘business jargon’ or ‘management speak’. It’s a type of language generally used by a profession or group in the workplace, and has been created and evolved over time. And whether people use this work jargon to sound impressive or to disguise the fact that they are unsure about the subject they are talking about, it’s much simpler and clearer to use plain English. This will mean that more people understand what they are saying –both fluent and second-language English speakers.

The preference for plain English stems from the desire for communication to be clear and concise. This not only helps fluent English speakers to understand things better, but it also means that those learning English pick up a clearer vocabulary. This is particularly important in business, where it’s important that all colleagues feel included as part of the team and can understand what is being said. This, in turn, helps every colleague feel equipped with the information they need to do their jobs better, in the language they choose to use.

Here, we explore some of the most common examples of English jargon at work that you might hear and suggest alternatives you can use…

Blue-sky thinking

This refers to ideas that are not limited by current thinking or beliefs. It’s used to encourage people to be more creative with their thinking. The phrase could be confusing as co-workers may wonder why you’re discussing the sky in a business environment.

Instead of: “This is a new client, so we want to see some blue-sky thinking.”

Try saying: “This is a new client, so don’t limit your creativity.”

Helicopter view

This phrase is often used to mean a broad overview of the business. It comes from the idea of being a passenger in a helicopter and being able to see a bigger view of a city or landscape than if you were simply viewing it from the ground.Second-language English speakers might take the phrase literally, and be puzzled as to why someone in the office is talking about taking a helicopter ride.

Instead of: “Here’s a helicopter view of the business.”

Try saying: “This is a broad view of the business.”

Get all your ducks in a row

This is nothing to do with actual ducks; it simply means to be organized. While we don’t exactly know the origin of this phrase, it probably stems from actual ducklings that walk in a neat row behind their parents.

Instead of: “This is a busy time for the company, so make sure you get all your ducks in a row.”

Try saying: “This is a busy time for the company, so make sure you’re as organized as possible.”

Thinking outside the box

Often used to encourage people to use novel or creative thinking. The phrase is commonly used when solving problems or thinking of a new concept. The idea is that, if you’re inside a box, you can only see those walls and that might block you from coming up with the best solution.

Instead of: “The client is looking for something extra special, so try thinking outside the box.”

Try saying: “The client is looking for something extra special, so try thinking of something a bit different to the usual work we do for them.”

IGUs (Income Generating Units)

A college principal alerted us to this one – it refers to his students. This is a classic example of jargon when many more words are used than necessary.

Instead of: “This year, we have 300 new IGUs.”

Try saying: “This year, we have 300 new students.”

Run it up the flagpole

Often followed by “…and see if it flies” or “…and see if anyone salutes it”, this phrase is a way of asking someone to suggest an idea and see what the reaction is.

Instead of: “I love your idea, run it up the flagpole and see if it flies.”

Try saying: “I love your idea, see what the others think about it.”

Swim lane

A visual element – a bit like a flow chart –  that distinguishes a specific responsibility in a business organization. The name for a swim lane diagram comes from the fact that the information is broken up into different sections – or “lanes” – a bit like in our picture above.

Instead of: “Refer to the swim lanes to find out what your responsibilities are.”

Try saying: “Refer to the diagram/chart to find out what your responsibilities are.”

Bleeding edge

A way to describe something that is innovative or cutting edge. It tends to imply an even greater advancement of technology that is almost so clever that it is unbelievable in its current state.

Instead of: “The new technology we have purchased is bleeding edge.”

Try saying: “The new technology we have purchased is innovative.”

Tiger team

A tiger team is a group of experts brought together for a single project or event. They’re often assembled to assure management that everything is under control, and the term suggests strength.

Instead of: “The tiger team will solve the problem.” 

Try saying: “The experts will solve the problem.” 

Lots of moving parts

When a project is complicated, this phrase is sometimes used to indicate lots is going on.

Instead of: “This project will run for several months and there are lots of moving parts to it.”

Try saying: “This project will run for several months and it will be complicated.”

A paradigm shift

Technically, this is a valid way to describe changing how you do something and the model you use. The word “paradigm” (pronounced “para-dime”) is an accepted way or pattern of doing something. So the “shift” part means that a possible new way has been discovered. Second-language English speakers however, might not be familiar with the meaning and might be confused about what it actually means.

Instead of: “To solve this problem, we need a paradigm shift.”

Try saying: To solve this problem; we need to think differently.”

Looking to improve your Business English?

Check out our courses

More blogs from app

  • A woman teaching adults stood in front of a interactive board pointing at it

    A decade with the GSE: Reflections and insights

    Por Belgin Elmas
    Reading time: 3 minutes

    Prof. Dr.Belgin Elmas is the Head of the Department of Foreign Languages at TED University Faculty of Education and app GSE Ambassador for Turkey. In this post, Belgin discusses her teaching journey with the GSE over the last ten years, including the key lessons and experiences from this remarkable journey.

    In 2014, our rector presented me with the opportunity to be the director of the School of Foreign Languages at Anadolu University. Overwhelmed by the prospect of managing a thriving school with 3,500 students, 220 teachers and 220 staff members, I was hesitant. Despite the challenges I would face from training pre-service teachers at the Education Faculty, I was persuaded to take on the position.

  • A woman teaching in front of a laptop with a noteboard behind her

    Implications for educators on fostering student success

    Por Belgin Elmas
    Reading time: 5 minutes

    app’s recent report, “How English empowers your tomorrow,” carries significant implications for educators. It underlines that increased English proficiency correlates with improved economic and social outcomes. Educational institutions play a crucial role in preparing students for professional success, employing various pedagogical approaches and teaching methods to meet the diverse needs of learners across universities, colleges and schools. However, the main unfortunate result of the report for educators is the argument that learners are leaving formal education without the essential skills required to achieve these better outcomes.

    Furthermore, as stated in the report, many of them are not lucky enough to be adequately equipped for the demands of their professional roles as they continue their careers. This emphasizes educators’ underlying responsibility to critically evaluate their teaching and assessment methods to ensure their students are effectively prepared for real-world challenges, especially as they transition into higher education where the stakes for academic and professional success are significantly elevated.

    The data of the report comes from five countries, and while Turkey is not one of them, many of the findings are still relevant to the English language education system in Turkey. Given the significant investment of time and effort, with foreign language education starting in the second grade for the majority of students in the Ministry of National Education schools, better outcomes would be expected in mastering the global language.

    Numerous reasons contributing to this failure could be listed but I would put the perception of how language is defined, taught and assessed within the education system in first place. English language classes are generally approached as “subjects to be taught” at schools, and rather than focusing on finding ways of improving learners’ skills in the foreign language, the curriculum includes “topics to be covered” with a heavy focus on grammar and vocabulary.

    This, of course, extends to assessment practices, and the cycle continues primarily with teaching and assessing grammar and vocabulary proficiency. Participants in app’s report claim the heavy emphasis on teaching grammar and vocabulary, and not having enough opportunities to practice the language both inside and outside the classroom, as the three primary factors contributing to their lack of communication skills. If this was asked to Turkish learners, it’s highly likely that we would get the exact same three top reasons. The implication for educators here is very explicit: we must first revisit the definition of what “knowing a language is” and align our definition with our teaching and assessment methodology. What use is knowing a language without being able to communicate with it?

    New opportunities needed for practice

    Another clear implication for learners’ lack of opportunities to use the target language both in and outside the classroom is evident; teachers must refrain from dominating classroom discourse and instead create opportunities for learners to actively engage with the language. Recognizing common learning barriers in this context is crucial, as these barriers can significantly hinder students' ability to practice language skills effectively in corporate settings, professional development, and adult learning environments. Especially in a foreign language context, like in Turkey, this would gain even more importance for the students who lack opportunities to practice their target language in their daily lives.

    Understanding different learning styles is essential in this process, as it allows teachers to design engagement strategies that accommodate visual, kinaesthetic, or auditory learning preferences, thus addressing the limitations and specific needs of individual learners. Teachers, who are reported to dominate 80% of class time with their own talk, have the primary responsibility for this issue. These teachers, which refers to the majority, should monitor themselves to ensure they are creating opportunities for active participation and language practice for their students.

    Encouraging the learning process as an everyday habit

    Students seem to need guidance for practicing the language not only inside but also outside the classroom to improve their proficiency, where external factors such as limited access to resources and environmental distractions can significantly hinder their ability to learn. Integrating technology into education and guiding students to continue their learning beyond classroom settings would undoubtedly be valuable advice. Language learning apps and especially social media can empower students to engage with the language in creative and meaningful ways, addressing extrinsic barriers by providing access to resources and support that overcome the lack of support from teachers or peers and environmental distractions.

    Being able to function in a foreign language, such as negotiating, giving opinions, and making suggestions, were indicated as areas where the gap exists between what is needed and what students possess in language skills. Such a result would again require a shift towards more communicative and task-based language teaching approaches, giving opportunities for students to exercise these skills not only in professional but also in academic and social contexts.

    Raising awareness among students about the benefits of language proficiency can be suggested as another implication that will also inspire them. Aligning educational curricula with real-life needs and raising awareness of both students and teachers about the rationale behind it is crucial for helping students set their own goals more accurately while their teachers guide them with realistic expectations.

    Understanding motivational learning barriers

    "I didn’t feel as if I was making progress" was one of the barriers participants indicated was stopping them from achieving greater proficiency, highlighting an emotional learning barrier that stems from internal challenges such as peer pressure and resistance to change. This gives another implication for assisting students to recognize and appreciate how much they have achieved in their learning process and how much more there is to achieve. Additionally, motivational barriers play a significant role, as they reflect the obstacles that arise from losing curiosity and desire for learning, leading to students missing classes or refusing to take courses. The Global Scale of English (GSE) is definitely a valuable tool to track learner progress by providing a concrete framework and by improving their confidence, thereby helping to overcome both emotional and motivational barriers.

    In conclusion, while the list of implications for educators might be enhanced, the most significant suggestion lies in reconsidering our perception of language learning and proficiency. This shift in perspective will have a great impact on all aspects of language education, particularly teaching and assessment methodologies. Embracing this new understanding of language teaching will not only enhance the effectiveness of language education but also better prepare learners for real-world language use and interaction and better life conditions.

  • A teacher helping students at a table.

    Empowering future educators: Integrating the GSE into pre-service teacher training

    Por Belgin Elmas
    Reading time: 6 minutes

    When we used to go somewhere by car, my son, who was just three years old, would repeatedly ask me, "How far do we need to go?" every five minutes. He was curious to know where we were and how close we were to our destination. Even though the answer was just a number, it would satisfy him and relieve his curiosity.

    For language learners, it is important to maintain a high level of curiosity about progress and the distance needed to cover in their language learning journey. This can help identify areas for improvement and help them stay motivated. For teachers, it is also important to have a tool that can assist their students in visualizing their language learning goals more concretely.The Global Scale of English (GSE) is a valuable resource for this purpose. It not only indicates learners' current proficiency levels but also provides learning outcomes to help them progress in their abilities. The scale ranges from 10 to 90 and offers a personalized pathway for improvement in each individual skill based on global research. By using the GSE, both learners and teachers can work together to achieve language learning success.

    I believe the GSE is one of the most valuable resources a language teacher needs in teaching English; the learning outcomes provide clear guidance on what to teach, tailored to the specific needs of learner groups. With five options designed for pre-primary, young, general adult, professional and academic English learner groups, the GSE offers educators clear paths to customize their teaching strategies effectively. It also assists teachers in motivating their students by showing their progress regularly, which provides precious support throughout their learning journey.

    I also believe that the sooner we introduce teachers to this valuable tool in their teaching careers, the better equipped they will be to help their learners. With this belief in mind, we integrated the GSE into our pre-service teacher education program, making it the cornerstone for lesson planning and assessment. This blog aims to explain our implementation process at TED University's Education Faculty English Language Teaching Department, hoping to provide a model for other programs interested in adopting a similar approach.

    Implementing the GSE

    Our implementation process started with conducting in-service training sessions for the faculty members, many of whom were also unfamiliar with the GSE. To ensure comprehensive understanding, we organized meetings with the teacher trainers responsible for teaching the methodology courses. These sessions consisted of in-depth discussions on the nature of the GSE, its significance in language teaching and practical guidance on integrating it into the curriculum we were following.

    As the second step, we designed a lesson plan to be used for the first methodology course our pre-service teacher trainees would undertake for the same objective we had for in-service teacher training sessions. In this initial lesson, we started by discussing the aims of CEFR and GSE, highlighting their differences.

    Then, we facilitated discussions on how GSE helps to monitor the progress of learners, what the main features are that the GSE has been built upon, and most importantly, we focused on increasing our future teachers' consciousness on how learning objectives can help a teacher. The lesson proceeded with an introduction to the , clarifying its categories, contained skills, and the target language learners it caters to. After providing diverse samples across various skills and outcomes, we demonstrated how our pre-service teachers can find learning objectives within the scale and how they can use them.

    The lesson then transitioned into practical exercises designed to familiarize the teachers with the toolkit. Through guided instructions, such as selecting a target group, a skill, and a proficiency range, we prompted them to engage in activities aimed at perceiving the usefulness of the toolkit. We then asked them to report on some chosen parameters, such as the selected range, the number of objectives identified, and the potential text materials applicable to the chosen skill (e.g., reading comprehension). We followed a similar process for the other skills.

    The second part of the lesson illustrated how different teaching materials were mapped with the GSE framework, utilizing sample coursebooks like Speakout, Roadmap and Startup. The lesson concluded with getting reflections from the pre-service teachers on their perceptions of the GSE. We gathered their insights on its usefulness, including its impact on curriculum design, teaching methodologies, and skill assessment practices.

    After being introduced to the GSE, we asked our pre-service teachers to integrate it into all their teaching-related courses. They now plan their lessons based on the learning outcomes provided in the toolkit, benefitting from the additional resources it offers to enhance their instructional practices. Teaching Skills, Teaching English to Young Learners, and Material Development can be given as samples of the courses the GSE was integrated into; there is no need to mention that all teaching practicum-related courses are in the integration part as well.

    The benefits

    What did we gain by integrating the GSE into our pre-service teacher education program? Quite a few significant benefits, actually. Firstly, it standardized the language and terminology used throughout the department; when we refer to terms like 'learning outcomes', 'proficiency of language learners' or 'learner progress', everyone understands the set of terms uniformly across our department. No need to mention that our pre-service teachers gained the privilege of being introduced to a widely recognized toolkit in the field. While their peers may not yet be familiar with the GSE, our students gain early exposure to this valuable resource. Incorporating the GSE into our program also has allowed our pre-service teachers access to a range of valuable resources.

    In addition to the , resources such as Text Analyzer or instructional materials aligned with the GSE help our future teachers plan and deliver language instruction more effectively. As a result, our pre-service teachers enter the field with a deeper understanding of language assessment, proficiency levels, and learner needs.

    Next steps

    What's next? There's still much to accomplish and a considerable journey ahead of us. Currently, our primary focus is on making our initiatives more public, aiming to share our experiences with other pre-service teacher education programs considering integrating the GSE into their curriculum. In addition, introducing the GSE to in-service teacher programs in Turkey and globally could also be valuable for enhancing language teaching practices and the professional development of language teachers worldwide.

    Publishing articles, presenting at conferences, hosting workshops, or developing online resources might be some of the sources for sharing our practices. Increasing the awareness of policymakers, school administrators, and language teachers on the GSE and highlighting the benefits of using a standardized granular framework like the GSE can encourage broader adoption and implementation across educational settings. Collaboration opportunities with other institutions and stakeholders in language education will help all of us to reach our destination more quickly and efficiently. Finally, research on the impact of the GSE in language education is required to refine our approaches.

    As a result, we are very pleased with the integration of the GSE into our teacher education program, as it has paved the way for significant advances. While recognizing there's still a considerable journey ahead, we also celebrate the progress we've made thus far and are curious about the other possible opportunities that lie ahead.