11 ways you can avoid English jargon at work

Steffanie Zazulak
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¡¯ ¨C 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 ¨C?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 ¨C 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 ¨C a bit like a flow chart ¨C? 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 ¨C or ¡°lanes¡± ¨C 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 ɫèAV

  • A group of students stood around a teacher on a laptop

    The ethical challenges of AI in education

    By Billie Jago
    Reading time: 5 minutes

    AI is revolutionising every industry, and language learning is no exception. AI tools can provide students with unprecedented access to things like real-time feedback, instant translation and AI-generated texts, to name but a few.

    AI can be highly beneficial to language education by enhancing our students¡¯ process of learning, rather than simply being used by students to ¡®demonstrate¡¯ a product of learning. However, this is easier said than done, and given that AI is an innovative tool in the classroom, it is crucial that educators help students to maintain authenticity in their work and prevent AI-assisted ¡®cheating¡¯. With this in mind, striking a balance between AI integration and academic integrity is critical.

    How AI impacts language learning

    Generative AI tools such as ChatGPT and Gemini have made it easier than ever for students to refine and develop their writing. However, these tools also raise concerns about whether submitted texts are student-produced, and if so, to what extent. If students rely on text generation tools instead of their own skills, our understanding of our students¡¯ abilities may not reflect their true proficiency.

    Another issue is that if students continue to use AI for a skill they are capable of doing on their own, they¡¯re likely to eventually lose that skill or become significantly worse at it.

    These points create a significant ethical dilemma:

    • How does AI support learning, or does it (have the potential to) replace the learning process?
    • How can educators differentiate between genuine student ability and AI-assisted responses?

    AI-integration strategies

    There are many ways in which educators can integrate AI responsibly, while encouraging our learners to do so too.

    1.?Redesign tasks to make them more ¡®AI-resistant¡¯

    No task can be completely ¡®AI-resistant¡¯, but there are ways in which teachers can adapt coursebook tasks or take inspiration from activities in order to make them less susceptible to being completed using AI.

    For example:

    • Adapt writing tasks to be hyperlocal or context-specific. Generative AI is less likely to be able to generate texts that are context-bound. Focus on local issues and developments, as well as school or classroom-related topics. A great example is having students write a report on current facilities in their classroom and suggestions for improving the learning environment.
    • Focus on the process of writing rather than the final product. Have students use mind maps to make plans for their writing, have them highlight notes from this that they use in their text and then reflect on the steps they took once they¡¯ve written their piece.
    • Use multimodal learning. Begin a writing task with a class survey, debate or discussion, then have students write up their findings into a report, essay, article or other task type.
    • Design tasks with skill-building at the core. Have students use their critical thinking skills to analyse what AI produces, creatively adapt its output and problem solve by fact-checking AI-generated text.

    2.?Use AI so that students understand you know how to use it

    Depending on the policies in your institution, if you can use AI in the classroom with your students, they will see that you know about different AI tools and their output. A useful idea is to generate a text as a class, and have students critically analyse the AI-generated text. What do they think was done well? What could be improved? What would they have done differently?

    You can also discuss the ethical implications of AI in education (and other industries) with your students, to understand their view on it and better see in what situations they might see AI as a help or a hindrance.

    3.?Use the GSE Learning Objectives to build confidence in language abilities

    Sometimes, students might turn to AI if they don¡¯t know where to start with a task or lack confidence in their language abilities. With this in mind, it¡¯s important to help your students understand where their language abilities are and what they¡¯re working towards, with tangible evidence of learning. This is where the GSE Learning Objectives can help.

    The Global Scale of English (GSE) provides detailed, skill-specific objectives at every proficiency level, from 10 to 90. These can be used to break down complex skills into achievable steps, allowing students to see exactly what they need to do to improve their language abilities at a granular level.

    • Start by sharing the GSE Learning Objectives with students at the start of class to ensure they know what the expectations and language goals are for the lesson. At the end of the lesson, you can then have students reflect on their learning and find evidence of their achievement through their in-class work and what they¡¯ve produced or demonstrated.
    • Set short-term GSE Learning Objectives for the four key skills ¨C speaking, listening, reading and writing. That way, students will know what they¡¯re working towards and have a clear idea of their language progression.
  • A teacher stood by a long wooden desk where her students are sat smiling at her

    What¡¯s it like to teach English in France?

    By Steffanie Zazulak
    Reading time: 3 minutes

    Kirsty Murray taught English for a year at a coll¨¨ge (the French equivalent of a secondary school) in Villers-Cotter¨ºts: a town in the north of France known for being the birthplace of Alexandre Dumas. She taught mixed-ability groups of 11- to 16-year-olds, with classes ranging in size from 10 to 35 students. Here, she shares the five lessons she learned from the experience.

  • A teacher helping a teenage student working at her desk in a library

    How teachers can use the GSE for professional development

    By Fajarudin Akbar
    Reading time: 4.5 minutes

    As English teachers, we¡¯re usually the ones helping others grow. We guide learners through challenges, celebrate their progress and push them to reach new heights. But what about our own growth? How do we, as educators, continue to develop and refine our practice?

    The Global Scale of English (GSE) is often seen as a tool for assessing students. However, in my experience, it can also be a powerful guide for teachers who want to become more intentional, reflective, and confident in their teaching. Here's how the GSE has helped me in my own journey as an English teacher and how it can support yours too.

    About the GSE

    The GSE is a proficiency scale developed by ɫèAV. It measures English ability across four skills ¨C listening, speaking, reading and writing ¨C on a scale from 10 to 90. It¡¯s aligned with the CEFR but offers more detailed learning objectives, which can be incredibly useful in diverse teaching contexts.

    I first encountered the GSE while exploring ways to better personalize learning objectives in my Business English classes. As a teacher in a non-formal education setting in Indonesia, I often work with students who don¡¯t fit neatly into one CEFR level. I needed something more precise, more flexible, and more connected to real classroom practice. That¡¯s when the GSE became a turning point.

    Reflecting on our teaching practice

    The GSE helped me pause and reflect. I started reading through the learning objectives and asking myself important questions. Were my lessons really aligned with what learners at this level needed? Was I challenging them just enough or too much?

    By using the GSE as a mirror, I began to see areas where I could improve. For example, I realized that, although I was confident teaching speaking skills, I wasn¡¯t always giving enough attention to writing development. The GSE didn¡¯t judge me. It simply showed me where I could grow.

    Planning with purpose

    One of the best things about the GSE is that it brings clarity to lesson planning. Instead of guessing whether an activity is suitable for a student¡¯s level, I now check the GSE objectives. If I know a learner is at GSE 50 in speaking, I can design a role-play that matches that level of complexity. If another learner is at GSE 60, I can challenge them with more open-ended tasks.

    Planning becomes easier and more purposeful. I don¡¯t just create lessons, I design learning experiences that truly meet students where they are.

    Collaborating with other teachers

    The GSE has also become a shared language for collaboration. When I run workshops or peer mentoring sessions, I often invite teachers to explore the GSE Toolkit together. We look at learning objectives, discuss how they apply to our learners, and brainstorm ways to adapt materials.

    These sessions are not just about theory: they¡¯re energizing. Teachers leave with new ideas, renewed motivation and a clearer sense of how to bring their teaching to the next level.

    Getting started with the GSE

    If you¡¯re curious about how to start using the GSE for your own growth, here are a few simple steps:

    • Visit the GSE Teacher Toolkit and explore the learning objectives for the skills and levels you teach.
    • Choose one or two objectives that resonate with you and reflect on whether your current lessons address them.
    • Try adapting a familiar activity to better align with a specific GSE range.
    • Use the GSE when planning peer observations or professional learning communities. It gives your discussions a clear focus.

    Case study from my classroom

    I once had a private Business English student preparing for a job interview. Her speaking skills were solid ¨C around GSE 55 ¨C but her writing was more limited, probably around GSE 45. Instead of giving her the same tasks across both skills, I personalized the lesson.

    For speaking, we practiced mock interviews using complex questions. For writing, I supported her with guided sentence frames for email writing. By targeting her actual levels, not just a general CEFR level, she improved faster and felt more confident.

    That experience reminded me that when we teach with clarity, learners respond with progress.

    Challenges and solutions

    Of course, using the GSE can feel overwhelming at first. There are many descriptors, and it can take time to get familiar with the scale. My advice is to start small: focus on one skill or one level. Also, use the Toolkit as a companion, not a checklist.

    Another challenge is integrating the GSE into existing materials, and this is where technology can help. I often use AI tools like ChatGPT to adjust or rewrite tasks so they better match specific GSE levels. This saves time and makes differentiation easier.

    Teachers deserve development too

    Teaching is a lifelong journey. The GSE doesn¡¯t just support our students, it also supports us. It helps us reflect, plan, and collaborate more meaningfully. Most of all, it reminds us that our growth as teachers is just as important as the progress of our learners.

    If you¡¯re looking for a simple, practical, and inspiring way to guide your professional development, give the GSE a try. It helped me grow, and I believe it can help you too.

    Additional resources