English for employability: Why teaching general English is not enough

Ehsan Gorji
Ehsan Gorji
A teacher stood at the front of the class talking to her class
Reading time: 4 minutes

Many English language learners are studying English with the aim of getting down to the nitty-gritty of the language they need for their profession. Whether the learner is an engineer, a lawyer, a nanny, a nurse, a police officer, a cook, or a salesperson, simply teaching general English or even English for specific purposes is not enough. We need to improve our learners’ skills for employability.

The four maxims of conversation

In his article Logic and Conversation, Paul Grice, a philosopher of language, proposes that every conversation is based on four maxims: quantity, quality, relation and manner. He believes that if these maxims combine successfully, then the best conversation will take place and the right message will be delivered to the right person at the right time.

The four maxims take on a deeper significance when it comes to the workplace, where things are often more formal and more urgent. Many human resources (HR) managers have spent hours fine-tuning workplace conversations simply because a job candidate or employee has not been adequately educated to the level of English language that a job role demands. This, coupled with the fact that many companies across the globe are adopting English as their official corporate language, has resulted in a new requirement in the world of business: mastery of the English language.

It would not be satisfactory for an employee to be turned down for a job vacancy, to be disqualified after a while; or fail to fulfil his or her assigned tasks, because their English language profile either does not correlate with what the job fully expects or does not possess even the essential must-have can-dos of the job role.

How the GSE Job Profiles can help

The Job Profiles within the can help target those ‘must-have can-dos’ related to various job roles. The ‘Choose Learner’ drop-down menu offers the opportunity to view GSE Learning Objectives for four learner types: in this case, select ‘Professional Learners’. You can then click on the ‘Choose Job Role’ button to narrow down the objectives specific for a particular job role – for example, ‘Office and Administrative Support’ and then ‘Hotel, Motel and Resort Desk Clerks’.

Then, I can choose the GSE/CEFR range I want to apply to my results. In this example, I would like to know what English language skills a hotel desk clerk is expected to master for B1-B1+/GSE: 43-58.

Contact us to learn about how we can help support your language teaching

Screenshot of gse toolkit

When I click ‘Show Results’, I am presented with a list of 13 learning objectives in the four skills of reading, listening, speaking and writing. For example:

  • Speaking:ÌýCan suggest a resolution to a conflict in a simple negotiation using fixed expressions.Ìý(B1+/GSE 53)
  • Reading:ÌýCan understand clearly written, straightforward instructions on how to use a piece of equipment. (B1/GSE 46)

Concentrating on specific skills

The Professional section of the GSE Teacher Toolkit also has the option to select learning objectives according to a specific business skill. Consider this scenario: Ms. Lahm is an HR manager at the imaginary LydoApps company, which designs and sells computer programs and apps in Germany. She already knows her team has the following English language profile:

Team 1

English language profile: GSE 10-42 / <A1-A2+

Number of employees: 15

Nationality: German

Department: Print programs

Team 2

English language profile: GSE 10-42 / <A1-A2+

Number of employees: 12

Nationality: German

Department: Packages

Team 3

English language profile: GSE 10-50 / B1

Number of employees: 9

Nationality: German

Department: Customer care

Team 4

English language profile: GSE 10-50 / B1

Number of employees: 5

Nationality: German

Department: Design engineering Ìý

Team 5

English language profile: GSE 10-58 / B1+

Number of employees: 3

Nationality: German

Department: OverseasÌýÌý

Ms. Lahm wishes to critically check what skills her Customer Care employees need to answer telephone calls in English. She selects ‘Business Skills’ and then ‘Telephoning’, with a GSE/CEFR range of 10-50.

Ms Lahm now has 28 GSE Learning Objectives related to English telephoning, for example:

  • Can introduce themselves on the phone and close a simple call. (A2/GSE 33)
  • Can ask for repetition or clarification on the phone in a simple way. (A2/GSE 35)
  • Can answer simple work-related questions on the phone using fixed expressions. (A2+/GSE 40)
  • Can use simple appropriate language to check that information has been understood on the phone.Ìý(B1/GSE 45)

Ms. Lahm can now use these GSE Learning Objectives to help organize her current team and recruit new colleagues with the appropriate skills for the job.

Try out the GSE Teacher Toolkit today

The GSE Teacher Toolkit is a fantastic resource when it comes to teaching English. General English is often not enough – and it can be daunting for teachers when they are faced with the whole of the language to teach.

Both teachers and HR managers can use the Job Profiles feature of the GSE Teacher Toolkit to examine more than 200 jobs for their English language profile and, by targeting these specific language functions, can prepare students for their chosen careers and recruit candidates with the level of English required to successfully perform a given job.

Learn more about the GSE

More blogs from ɫèAV

  • Children sat at desks in a classroom with their hands all raised smiling

    Back to school: Inclusive strategies to welcome and support students from day one

    By
    Reading time: 3 minutes

    As the new school year begins, teachers have an opportunity to set the tone for inclusion, belonging and respect. With the right strategies and activities, you can ensure every student feels seen, heard and valued from the very first day. Embracing diversity isn’t just morally essential: it’s a proven pathway to deeper learning, greater engagement and a more equitable society (Gay, 2018).

    Research consistently shows that inclusive classrooms foster higher academic achievement, improved social skills and increased self-esteem for all students (Banks, 2015). When students feel safe and respected, they are more likely to take risks, collaborate and reach their full potential.

  • A girl sat at a laptop with headphones on in a library

    5 myths about online language learning

    By Steffanie Zazulak
    Reading time: 3 minutes

    Technology has radically changed the way people are able to access information and learn. As a result, there are a great number of tools to facilitate online language learning – an area that’s been the subject of many myths. Here we highlight (and debunk) some of the bigger ones…

    Myth #1: You will learn more quickly

    Although online learning tools are designed to provide ways to teach and support the learner, they won’t provide you with a shortcut to proficiency or bypass any of the key stages of learning.ÌýAlthough you may well be absorbing lots of vocabulary and grammar rules while studying in isolation, this isn’t a replacement for an environment in which you can immerse yourself in the language with English speakers. Such settings help you improve your speaking and listening skills and increase precision, because the key is to find opportunities to practise both – widening your use of the language rather than simply building up your knowledge of it.

    Myth #2: It replaces learning in the classroom

    With big data and AI increasingly providing a more accurate idea of their level, as well as a quantifiable idea of how much they need to learn to advance to the next level of proficiency, classroom learning is vital for supplementing classroom learning. And with the Global Scale of English providing an accurate measurement of progress, students can personalise their learning and decide how they’re going to divide their time between classroom learning and private study.

    Myth #3: It can’t be incorporated into classroom learning

    There are a huge number of ways that students and teachers can use the Internet in the classroom. Meanwhile, ɫèAV’s online courses and apps have a positive, measurable impact on your learning outcomes.

    Myth #4:ÌýYou can't learn in the workplace

    Online language learning is ideally suited to the workplace and we must create the need to use the language and opportunities to practise it. A job offers one of the most effective learning environments: where communication is key and you’re frequently exposed to specialized vocabulary. Online language learning tools can flexibly support your busy schedule.

    Myth #5: Online language learning is impersonal and isolating

    A common misconception is that online language learning is a solitary journey, lacking the personal connection and support found in traditional classrooms. In reality, today’s digital platforms are designed to foster community and real interaction. With features like live virtual classrooms, discussion forums and instant feedback, learners can connect with peers and educators around the world, building skills together.

  • Two teenagers sat at a desk in a classroom working together in front of a laptop

    My lifelong learning journey: Why learning English never stops

    By Zarela Cruz
    Reading time: 4 minutes

    My journey with English began in the unlikeliest of places: a mining camp in southern Peru. As a child, I was fascinated by American culture – the movies, the music, the seemingly limitless world that English opened up. For me, the language was a gateway leading to a deeper understanding and feeling of belonging, making me part of their culture.