1.Anthony Fitzpatrick 2012 TESOL ConventionPhiladelphia, PA 29 March 2012

2. TIRFTHE INTERNATIONAL RESEARCHFOUNDATIONfor English Language Education 3. English language= de factolingua franca for global cooperation 4. Key questions1. What English-related skills are needed for the 21st century workforce?2. How are English language training programs designed to help prepare workers and future members of the workforce for their areas of employment? 5. Literature Review: 100+ recent books, articles, reports andwebsites about English language training forbusiness, vocational and professionalpurposes reviewed 6. Research reports and case studies: English language needs of immigrantworkers in English speaking countries(e.g. UK, USA and Australia) English language training for business,vocational and professional purposes(VOLL)= basis for findings andrecommendations of study 7. First key question ?11. What English-related skills are needed for the 21st century workforce?Major shift of paradigm in course designand methodologies in ELT to achieve newaims and objectives defined as essential inthe modern world. 8. Role of English No longer seen as something to be taughtseparately from other subjects and skills,but rather as a tool to help peopleimplement other skills in their dailypractice. 9. Workers are not developing English communication skills fortheir own sake, but as a way to communicate in the contextof business. The opportunities to develop English skillsshould be relevant and contextual: Beyond providingexercises for core skill improvement they should focus onreal-life business situations, reference commoncommunication vehicles such as email, and include tools tosupport employees ongoing communication needs duringthe work day (2011, p. 5).Report by GlobalEnglish (2011) 10. ELT and other applied skills ELT and other applied skills needed inthe 21st century workplace 21st century skills complementspecific job-related expertise Mastery of transversalcompetences Wide range of elements: innovation, technology, and career skills 11. Case reports show how organisations meet new challenges language teachers are designingtraining materials to meet immediateand long-term needs of their learners 12. Key competencesas seen in Europe (EU)ability to communicate in foreign languagesdigital competencesocial and civic competencescultural awareness and expressionAll of these found (through English) in manyworking contexts in the case reportspresented 13. Present day emphasis in English language methodologies andcourse design for the workplace1. Learner mobility2. Interdisciplinarity between language and business and cultural content 14. Present day emphasis (continued)3. CLIL - Content and Language Integrated Learning (BE) = CBI Content Based Instruction(AE)4. Increase in project-based approaches5. The use of online tools and resources 15. Future EL communicative needs of the 21st century workforceShift from Business English and English forSpecific Purposes courses emphasisingdevelopment of future workers skills(e.g. classic business tasks of formalpresentations, letter and emailwriting, formal negotiations) to 16. Future EL communicative needs of the 21st century workforce English for informal interaction and socialising o communicative strategies for establishing relationships and maintaining rapport in the workplace o taking part in discussions more common than formal presentations 17. Sophisticated skills of argumentation and persuasionmay not readily emerge from the syntactic syllabi orbasic functional syllabi evident in most Englishclasses. Instead, new project-based approaches willhave to be found that give students the opportunityto learn and practice the kinds of analytic problem-solving and argumentation that they will need inEnglish if they are to compete for the better jobs insociety .(Warschauer, 2000, p. 516) 18. Future EL communicative needs of the 21st century workforce(continued)o participation in team work seenas vital for job successo building relationships andtaking part in informalconversation= most frequently used forms ofcommunication 19. Future EL communicative needs of the 21st century workforce o awareness of cultural differences in workplace communication essential in the contemporary workplace (personnel = different ages and different national, ethnic, and social backgrounds) 20. Second key question?2How are English language training programsdesigned to help prepare workers and futuremembers of the workforce for their areas ofemployment? 21. Case reports Wide range of professional fields(e.g. dentistry, nursing, the military,diplomatic services, engineering, financeand general business, among others) Many different geographical backgrounds(Australia, Japan, Latin America, Europe,the Gulf region, China, the Near East,Hong Kong and the USA) 22. Case reports (continued) Practical portraits showing howprinciples, aims and methods describedin literature review are being put intopractice around the world.o20 cameo sketches help decide which are important for individual readers.oFull version of reports on the TIRF website. 23. Principal trends and developments A move towards specialisation andpersonalisation of English languagetraining Consolidation of online technologiesas tools for learning and teaching Increased recognition given to culturalaspects of language and communication 24. Principal trends and developments (continued) The rise of project-based learning and authentic materials Recognition of the importance of autonomy and developing the skills of learner independence The vital importance of company support (by higher management) of English programs 25. Checklist for ESP/VOLL courses 26. English at WorkAn Analysis of Case Reports about English Language Trainingfor the 21st Century Workforce 27. Resources Available The report will be available as a freedownloadable PDF on TIRFs website:www.tirfonline.org 28. Resources AvailableFor a reference list on language inbusiness, industry and the professions,go to www.tirfonline.org.Click on Resourcesand then on References.Scroll down. 29. Thank you for your attention I hope you found it interesting 30. The International Research Foundation for English Language Education (TIRF) www.tirfonline.orginfo@tirfonline.org 31. Important contribution by the authors through their: Review of extant literature, and by their Collection and analysis of 20 broadlysampled case studies 32. Sample Healthcare professionals Teachers Japanese executives Diverse military personnel Sales & marketing executives Diplomats Visually & hearing impaired 33. Whats My Take-Away? Significant improvements in business process efficiency can be achieved by removing language barriers between business units Borderless workplaces increase needs for workerswith communicative proficiency in English 34. Reece Ducas presentation in Boston (2010 )Percent of NNS in Global 1000 companies 199630% 2006 50% 2011 70% 35. Jun Lius presentation in New Orleans (2011)40,000 companies being set up in China annuallywith a total (in 2007) of 25 M employees 36. EF English Proficiency Index (2011) Two billion people will be learning English in the next decade Private English instruction is a $50 B/yearindustry 37. Today Globally connected Human Network English Proficiency imperative for the entireworkforce English spreads innovation 38. Global English Special Report (2011) Current business English skills are not sufficientto meet the demands of global business in the21st century 91% of Employers say English proficiency is critical or important 9% say the level of proficiency of their staff is sufficient for their job 39. This mornings presentation highlighted Tremendous & increasing needs exist for communicative proficiency in English Move toward CLIL (or CBI) in what amounts to aparadigm shift in ELT [language & professionalcontent] 40. Highlights contd . Need ability to communicate in English, digital competence, & cultural awareness communicate & collaborate with others organize & analyze information make informed decisions take appropriate action Need higher management support 41. Highlights contd . Need to learn how to combine both foreign language skills and e-skills to be able to work and collaborate in new contexts where the borders between the virtual and the real, and between the distant and the proximate, are increasingly blurred 42. Tomorrows Challenge We need to prepare our students to collaboratevirtually with people of differing ethnicities,religions, and gender across time and space tosolve problems tomorrow that did not existyesterday! 43. Sincere Thanks toA sincere thank you to Tony &Robert!Dick Tuckergrtucker@andrew.cmu.edu