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In today��s fast-paced business landscape, proactive succession planning is essential for HR professionals. Preparing the next generation of leaders is a business-critical initiative, to ensure organizational continuity, agility and long-term success.

Succession planning is often high up on the HR agenda, as it also promotes progression, reduces business disruption, and attracts top talent. There are many components to effective succession planning, including skills development, but one skill that��s often overlooked in this process is communication. One often overlooked yet highly influential component of effective succession planning is language proficiency.

At ����app ELL, we believe strongly in the power of language and have designed our succession planning strategy with this in mind. The focus is on creating multilingual leaders who are not only proficient in their respective fields but also have a deep understanding of global culture and market dynamics.

In this blog post, we explore how communication skills and specifically language proficiency plays a pivotal role in succession planning and the development of future leaders. We��ll also provide actionable insights for HR professionals and managers on integrating language development into their succession strategies. As well as some insights from our very own ELL HR team.

Of the 1.5 billion English speakers in the world, over half learned it as a second or additional language.

The ��language of business��, English has become a foundational skill for anyone looking to work in an international business or at a leadership level, and many English as a Second Language (ESL) speakers find themselves working in English on a daily basis.

But working in your second or third language comes with a unique set of challenges and opportunities.

We spoke to five global leaders about the role English has played in their careers, the challenges of being an ESL speaker, and how businesses can create a culture where everyone has a voice.

Learning English can be a rewarding yet challenging journey. Whether you're aiming to improve your language skills for travel, work, or personal growth, using the right resources will make all the difference.?

Types of English exercises you should try

Grammar exercises

Grammar is the backbone of any language. Worksheets focusing on grammar can help you understand sentence structure, verb tenses and other essential rules. Look for exercises that cover:

• Verb conjugation: Practice different verb forms and understand when to use each.
• Sentence structure: Learn how to construct sentences correctly.
• Punctuation: Understand the importance of punctuation marks and how to use them properly.

Vocabulary building

Expanding your vocabulary is crucial for effective communication. Worksheets can help you learn new words and phrases, as well as their meanings and usage. Try exercises like:

• Word matching: Match words with their definitions.
• Fill-in-the-blanks: Complete sentences using appropriate vocabulary.
• Synonyms and antonyms: Identify words with similar or opposite meanings.

Reading comprehension

Improving your reading skills involves understanding and interpreting written texts. Worksheets designed for reading comprehension can help you practice:

• Short stories: Read short passages and answer questions about the content.
• Articles: Analyze articles to identify main ideas and supporting details.
• Inference: Draw conclusions based on the information provided in the text.

Writing practice

Writing exercises help you articulate your thoughts clearly and coherently. Worksheets can guide you through different writing styles and formats:

• Essay writing: Practice writing essays on various topics.
• Letter writing: Learn how to write formal and informal letters.
• Storytelling: Create your own stories using prompts or randomly selected features.?

Artificial Intelligence (AI) is no longer a futuristic concept confined to science fiction. It has become an integral part of various sectors, including education. As educators, integrating AI into your classroom practices can enhance teaching and learning experiences, making them more personalized, efficient and engaging. Here��s how you can make the most of AI in your classroom.

Learning a new language is an exciting and rewarding journey, but it can also come with its fair share of challenges. As English learners, it's important to recognize and overcome the common pitfalls that could hinder your progress. Here, we provide advice and guidance on what not to do to make your English learning experience as smooth and successful as possible.

Last year, I contributed to a national research project with an article titled ��?��. The title originated from a concern expressed by a language teacher involved in the project, highlighting a common challenge faced by numerous language teachers. The difficulty of developing learners�� production and interaction skills is a well-known issue in language education.

Large and increasingly diverse classes, limited time, and learners�� reluctance to speak in class are significant hurdles. During pair and group work, students often revert to their first language (L1), they lack confidence in speaking activities and end up avoiding all interaction in English. These observations are consistent with recent Global Scale of English (GSE) research findings, which indicate that 52% of English learners leave formal education without confidence in their speaking skills.

Factors contributing to learners�� reluctance

Several factors contribute to students�� reluctance to speak English in class. Psychological barriers such as lack of motivation, shyness, low self-confidence, fear of making mistakes, anxiety and concerns about negative evaluation play a crucial role. Linguistic challenges, including limited vocabulary, poor pronunciation, and insufficient grammatical skills, further exacerbate the problem.

Task-related issues can also hinder speaking, especially when tasks are not well-matched to the learner��s proficiency level or focus more on accuracy than communication. Additionally, the classroom environment may not always be conducive to speaking, particularly for learners who need more time to formulate their thoughts before speaking.

Positive teacher impact

Fortunately, teachers can positively influence these intertwined factors. By creating a supportive classroom atmosphere and implementing well-designed tasks that prioritize communication over perfection, teachers can encourage reluctant students to participate more actively in speaking activities.

Leveraging technology: Mondly by ����app

One effective tool that can help address these challenges is Mondly by ����app. This learning companion is especially beneficial for learners who are hesitant to speak in class. Mondly by ����app offers over 500 minutes of speaking practice, encouraging learners to use English in real-life situations and tasks that prioritize action and communication over accuracy. This approach allows for mistakes - they are part of the game - thus fostering a positive mindset, which is essential if we want to enhance our learners�� speaking skills.

AI-powered conversations

A standout feature of Mondly by ����app is its AI-powered conversation capability, thanks to advanced speech recognition software. This flexibility helps build self-confidence and allows students to experiment with various production and interaction strategies.?

Comprehensive skill development

Mondly by ����app is designed not only for speaking but also to develop all four language skills��listening, reading, writing and speaking��and is aligned with the Global Scale of English. The vocabulary for each topic is selected from the GSE vocabulary database, ensuring that learners are exposed to level-appropriate words and phrases.

Integration into classroom teaching

To facilitate the integration of Mondly by ����app into classroom teaching, three GSE mapping booklets have recently been published. These booklets cater to different proficiency levels:

• Beginner (GSE range: 10-42 / CEFR level: A1-A2+)
• Intermediate (GSE range: 43-58 / CEFR level: B1-B1+)
• Advanced (GSE range: 59-75 / CEFR level: B2-B2+)

These resources provide practical guidance on how to incorporate Mondly by ����app into lesson plans effectively, ensuring that the tool complements classroom activities and enhances overall language learning.

Conclusion

Encouraging students to speak English in class is a multifaceted challenge, but it is not insurmountable. By understanding the various factors that contribute to learners�� reluctance and leveraging innovative tools like Mondly by ����app, teachers can create a more engaging and supportive learning environment. This approach not only boosts students�� confidence in their speaking abilities but also fosters a more inclusive and interactive classroom atmosphere.

Embracing technology and aligning teaching practices with modern educational standards, such as the Global Scale of English, can lead to significant improvements in language proficiency and student engagement.

So, you��re thinking about brushing up on your business English and learning new business vocabulary. In today��s corporate world, having a good handle on basic business terms and business lingo can really set you apart. It��s not just about sounding smart in meetings or crafting the perfect email, though that��s part of it. It��s about feeling more confident and fitting in seamlessly with your colleagues and clients from around the globe. Plus, knowing the right words and phrases can help you navigate tricky situations, negotiate better deals, and make a great impression on customers.

Whether you��re attending business meetings, writing emails, or networking with colleagues, a strong grasp of business English vocabulary can set you apart and open doors to new opportunities.

So, let��s dive in and explore some ways to improve your business English vocabulary.

Imagine a class of English language students aged 8?�C 9 taught by a dynamic teacher they love. The young learners sit together for two hours, three times a week to learn English as a Foreign Language (EFL). The vibe they bring with them to the class, plus the dynamic teacher and the creativity she develops in her lesson plans, is fantastic.

I have been observing trends in teaching EFL to young learners, and it is clear to me that school directors, syllabus generators, teachers, parents and learners are all satisfied with this image�� ��Hooray! Young learners sit together for two hours, three times a week to learn English as a Foreign Language. And the teacher is able to manage the class. Bravo!�� But is it enough?

What causes the lack of focus?

It all begins with the coursebooks. If you take a coursebook for young learners and thumb through the ��Scope and Sequence�� pages, you��ll see holistic definitions of language input in each unit. The school authorities then design a course based on the coursebook, and the snowball effect happens, whereby they design a course without specific details on what exactly to focus on.

It is the teacher��s turn now. The creative and dynamic teacher provides an excellent classroom experience through which young learners can learn English together. She also assigns a piece of homework: write an email to a friend and tell her about your last holiday.

When the teacher reviews the emails, she smiles as she finds many uses of the simple past tense��both in affirmative and negative forms. She then drafts an email thanking everyone and praising them generously. She includes a link to a PDF of other exercises to reinforce the grammar (the next day in class, they will review the completed handouts).

This hardworking teacher tries to blend her style with digital literacy and applies creativity along the way. Everything seems perfect in her class, and she regularly receives emails from parents thanking her. Nevertheless, some questions remain: What was the task? What was the learning outcome? Which learning objective should have been tracked?

Let��s reconsider the task �C this time with our critic��s hat on �C and analyze what has been taking place in this class. It is very nice that young learners sit together to learn English, and the teacher is able to manage the class successfully, but having fun and ease alone is not enough. We should aim for ��fun, ease and outcomes��.*

*Assessing Young Learners of English: Global and Local Perspectives,?Dr Marianne Nikolov, 2016.

Which important dynamics should be considered?

The assigned piece of homework said: write an email to a friend and tell her about your last holiday. However, what actually occurred was a shift from this task to the students�� best performance in producing simple past-tense sentences. There are other important dynamics that have migrated out of the teacher��s focus. Did the students begin their emails appropriately? Was the tone appropriate? Did they pay attention to organizing their thoughts into sentences and paragraphs? Was the punctuation correct? Did they end their emails in the right way?

If the coursebook had been equipped with clear and concrete learning objectives, the course directors would have employed them while designing study syllabuses, and the teacher would have used them when lesson planning. Consequently, the student��s formative and summative progress would have been evaluated against those detailed learning objectives rather than according to what some did better than the average.

How can learning objectives be applied to tasks?

With the Global Scale of English (GSE), publishers, course designers, teachers, and even parents can access a new world of English language teaching and testing. This global English language standard provides specific learning objectives for young learners that can be applied to tasks.

For example, for our task, the GSE suggests the following learning objectives:

• Can write short, simple personal?emails/letters about familiar topics, given prompts or a model.?(GSE 40/A2+)
• Can use appropriate standard greetings and closings in simple, informal personal messages (e.g., postcards or emails). (GSE: 37/A2+)

By applying language learning chunks �C learning objectives, grammar and vocabulary �C and identifying the can-do mission each one is supposed to accomplish, teaching and testing become more tangible, practical and measurable. Going back to my original scenario, it is excellent that young learners sit together for two hours, three times a week to learn English as a Foreign Language �C provided that we know in detail which learning objectives to focus on, which skills to grow and what learning outcomes to expect.

The ways we approach employee engagement are rapidly evolving and changing. For HR professionals and global business leaders, understanding these trends is essential to encourage a motivated, productive, and loyal workforce. A key yet often overlooked aspect of this engagement is the role of language learning and cultural understanding. Failure to adapt to the international market doesn��t just hinder growth��it can lead to significant financial losses.

This blog post will delve into current employee engagement trends, provide suggestions for improvement, and talk about the importance of language learning and company culture in fostering a thriving global workforce through an effective employee engagement strategy.