To what extent is employment driving the demand for English?

Many employers now view language proficiency as an essential skill. Globalisation and technology
have enabled many companies to increasingly operate across borders.
English often becomes an organisation’s common language even if most employees are from the same, non-English-speaking country. Whether they’re remote or in person, teams can use English as a lingua franca to facilitate communication. Sometimes, multinational companies even adopt English as their official language, as in the case of Nokia and Renault.

So, there is a renewed demand for workers who can thrive in a diverse, multilingual environment.
Traditional notions of Business English and English for Specific Purposes (ESP) are no longer adequate, when English proficiency requirements differ from role to role and across industries. For example, many roles require employees to have a degree of fluency, and this has become an expectation across most job levels. Even lower-skilled positions in the retail and tourism sectors call for workers who can speak the language proficiently. Some businesses make English one of their criteria and have candidates sit tests to demonstrate their proficiency. It’s also common to find companies offering in-house language lessons or offering classes as a benefit.

However, it’s not just businesses driving the demand. Individuals recognise how English proficiency will boost their employability and improve their career advancement prospects. Increasingly, they pursue English education independently of their employer to achieve their ambitions.

What does this mean for English teaching, learning and assessment?

Numerous employers now view language proficiency as an essential skill. Globalisation and technology have enabled many companies to increasingly operate across borders.

The national level

Education systems around the world are adapting to meet the growing demand for English. Some
European countries are introducing language lessons at younger ages in the school curriculum.
Other countries, such as Malaysia and Turkey, have implemented English as the medium of education (EME) in the hopes of improving proficiency.

Meeting future employer needs will require a change in teaching methods. Education systems must focus more on the quality and relevance of English language provision, rather than its quantity or spread. Learning should be connected to real-life situations, both on a national and international level. This will clearly involve shifting the focus of existing education systems, retraining practising teachers and realigning teacher education to these changing needs.

However, countries with fewer resources might struggle to reform their education systems, which is a costly and time-consuming undertaking. The modern global curriculum is focusing more and more on productive skills, which are harder and more expensive to teach and assess.

The institutional level

Further and higher education institutes are responding to the demand for more specific, job-related courses. There’s been substantial growth in English training for industries like tourism, oil and healthcare.

As mentioned, many global companies have made English their official workplace language. Businesses like Nissan and Sodexo have provided language classes to support their employees through this linguistic transition. Others have founded external language providers to develop content for their workforce and deliver classes. In some cases, the responsibility falls to the individual workers to find courses that fit their schedules and suit their budgets.

Whichever way people are learning English, it should be taught within the work context and not as a standalone subject. The modern white-collar workplace is a dynamic and multilingual environment. Language classes should incorporate intercultural competence and digital literacy, taught through project-based learning and rooted in problem solving.

The individual level

Even without input from employers, English is seen as a key skill which gives people an advantage
in a globalised world. As a result, parents often prioritise opportunities for their children to develop English proficiency, either through language classes or EME courses. In countries like China and Nepal where English is emphasised because of government policy, parents often invest in private lessons for their children.

Older learners also want to gain practical English skills that help them stand out in a competitive job market, and time is of the essence. Young people are busy with studies and working adults may have time-consuming jobs or family commitments. They need flexible, convenient learning options that allow them to progress at their own pace.

The pandemic accelerated a shift toward online learning, providing millions with more accessible and affordable ways to improve their English. Many private schools and other providers have adapted their way of working in order to capitalise on this new trend. However, the long-term impact of online learning on the quality of education remains to be seen.

What are some expert perspectives on English in the workplace?

Experts agree that employment will continue to be one of the key motivators to learn English worldwide. In many cases, employers have a significant influence on language education regardless of government policies. Simply put, if companies demand English skills, people will keep learning English.

Experts also stated the importance of adapting teaching, learning and assessment for the workplace to local needs, as countries and industries require different skills. For example, call centres prioritise speaking and listening, while legal positions might require more time spent on reading and writing in English. Even within industries, the skills required of workers can differ depending on their role, especially if some employees are customer-facing and others are in the back office.

What does the future of English in the workplace look like?

Proficiency standards may vary by location and industry but there’s a consensus that change is underway. There has been a shift away from the traditional ideal of ‘native speaker’ fluency. Now employers are adopting a more localised approach to training and assessment that addresses their specific business needs. Communication skills are seen as more useful than language knowledge, with an increased emphasis on productive language skills. Alongside this shift, personalised and context-specific learning has become more popular. These changes are clearly industry-led, but learners seem to have an awareness that as the expectations of the workplace evolve, their learning needs will also change.