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.

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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

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    Writing your own English language materials with the GSE

    By Billie Jago

    Being an English language teacher means you’re also probably (definitely) a materials writer. You likely tailor or create language materials for your students that are suited to their needs and interests, either as supplements to your course materials or for communicative lessons. Alternatively, you might be a teacher who creates paid, published materials available for students worldwide to enjoy.

    With this in mind, think of the materials you’ve developed and ask yourself the following:

    • How do you level your grammar or vocabulary for the content you write?
    • How do you find topic-related vocabulary to extend your students’ knowledge of language?
    • How do you contextualize new grammar or vocabulary?

    You can use many different resources, from online dictionaries to course workbooks to a Google search. Still, the Global Scale of English is a reference that provides everything you need to write great learning materials, all in one place. It can help save you valuable time as a teacher and materials writer.

    For me, the GSE was a game changer as an English teacher, and it continues to be as I write materials. The GSE is not just a tool; it’s a companion in the complex journey of material development, offering clarity and direction at every step. It can guide you in creating effective, engaging learning resources.

    How to use the GSE toolkit to create your own materials

    1. Establishing clear Learning Objectives

    helps you start with a clear roadmap. It provides detailed descriptors for language proficiency at every level, ensuring your materials align with specific learning objectives. For instance, if you’re creating a beginner-level reading comprehension activity, the GSE descriptors will guide you on the appropriate complexity of vocabulary and sentence structures.

    Take a look at the Learning Objectives tab in the GSE Toolkit to learn more.

    2. Designing level-appropriate content

    Once objectives are set, the GSE assists in tailoring the content difficulty to the targeted proficiency level. Its numerical scale, ranging from 10 to 90, allows you to pinpoint the exact level of language skills required and design your materials accordingly. This precision ensures that learners are neither overwhelmed nor under-challenged.

    You can set the level you are looking for by sliding the bar along the scale, so it corresponds to the appropriate CEFR level or GSE range.