Relevant bibliographies by topics / English in the Workplace

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'English in the Workplace'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2022

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Journal articles on the topic "English in the Workplace"

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Gunnarsson, Britt-Louise. "Multilingualism in the Workplace." Annual Review of Applied Linguistics 33 (March 2013): 162–89. http://dx.doi.org/10.1017/s0267190513000123.

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This survey article presents studies on multilingualism in the workplace carried out in different regions. One aim is to give a cross-cultural picture of workplace studies on different languages, and another is to discuss both positive and problem-based accounts of multilingualism at work. The conditions for workplace discourse have been influenced by a series of changes taking place in recent decades. Technological advances have led to new types of networks and workplaces, making linguistic issues salient, at the same time as many low-paid workers are found in traditional jobs, for which the face-to face interaction is central. A model is presented, the aim of which is to grasp the complex and dynamic interplay between workplace discourse and its various contextual frames. Overviews of studies on multilingualism at work are discussed with a focus on workplaces in the inner, outer, and expanding English circles; in transnational companies; and in multilingual regions and English lingua franca workplaces in Europe. Workplaces with workforce diversity are also dealt with. In the discussion section, the scope is enlarged and workplace discourse is related to various contextual frameworks. Finally, some key topics for future studies are sketched.
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Bernhardt, Stephen A. "Teaching English: Workplace Literacy." Clearing House: A Journal of Educational Strategies, Issues and Ideas 65, no. 3 (February 1992): 132–33. http://dx.doi.org/10.1080/00098655.1992.10114180.

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Ekkens, Kristin, and Paula Winke. "Evaluating Workplace English Language Programs." Language Assessment Quarterly 6, no. 4 (October 21, 2009): 265–87. http://dx.doi.org/10.1080/15434300903063038.

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Duval‐Couetil, Nathalie, and Larry Mikulecky. "Immigrants, English, and the workplace." Journal of Workplace Learning 23, no. 3 (April 5, 2011): 209–23. http://dx.doi.org/10.1108/13665621111117233.

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Yinghong, Xu. "Workplace English Teaching and College English Test Band 4." Education Study 1, no. 1 (2019): 30–36. http://dx.doi.org/10.35534/es.0101003.

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Moron, Veronique, and Bahaudin G. Mujtaba. "Helping Non-English Speakers Speak English in the Workplace." American Journal of Education and Learning 3, no. 1 (2018): 14–26. http://dx.doi.org/10.20448/804.3.1.14.26.

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van der Worp, Karin, Jasone Cenoz, and Durk Gorter. "Multilingual professionals in internationally operating companies: tensions in their linguistic repertoire?" Multilingua 37, no. 4 (June 26, 2018): 353–75. http://dx.doi.org/10.1515/multi-2017-0074.

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AbstractSeveral studies on multilingualism in the workplace have emphasized the role of English as a lingua franca. Other studies have paid attention to the interaction between English and local languages in workplaces where global orientations and local languages co-occur. The present study focuses on internationally oriented workplaces in the bilingual Basque Autonomous Community (BAC). The study aims to analyze the use of the minority language Basque in the workplace and the challenges it faces in an emerging multilingual global context. The promotion and use of the minority language in internationally oriented workplaces is related to language policies of the regional government, the role of ‘new speakers’ of Basque, and the possible tensions between the efforts to revitalize Basque and the use of English as a global language, mediated by the position of Spanish as a strong international language. Our conclusion is that there is a need to establish new policies that are truly multilingual as well as to raise awareness in companies about the importance of adequate language management practices.
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Botan, Carl, and Geneva Smitherman. "Black English in the Integrated Workplace." Journal of Black Studies 22, no. 2 (December 1991): 168–85. http://dx.doi.org/10.1177/002193479102200202.

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Skinner, Elizabeth F., Nancy A. Siefer, and Barbara A. Shovers. "English-language training for the workplace." New Directions for Adult and Continuing Education 1987, no. 33 (1987): 17–25. http://dx.doi.org/10.1002/ace.36719873304.

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Nair-Venugopal, Shanta. "English, identity and the Malaysian workplace." World Englishes 19, no. 2 (July 2000): 205–13. http://dx.doi.org/10.1111/1467-971x.00169.

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Dissertations / Theses on the topic "English in the Workplace"

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Franklin, Kim Roth. "English in the Workplace: Case Study of a Pilot Program." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/5018.

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This study is participant observational research focused on a description of an United States Department of Education grant-funded English in the Workplace pilot program. The survey of the literature shows that there is an increasing need to provide educational opportunities for workers who, for various reasons, are not currently being served by traditional education providers. The study presented here describes a pilot program and asks "How is an English in the Workplace program developed and implemented? What do those characteristics of workplace education programs, as identified in the literature, 'look like' once such a program has been implemented?" The researcher collected data from on-site observation of the classes and staff meetings, interviews, and program final reports and records. The elements that characterize this particular pilot program are common to those described or proscribed in the literature on workplace education. These elements include needs assessment, the physical setting, the participants, the instructional schedule and materials, as well as final evaluation. This study suggests that employers, by working together with educators, strive to meet the educational needs of employees, specifically, English language instruction, by providing and supporting English as a Second Language (ESL) instruction in the workplace. This study recommends that (1) workplace ESL instructors balance employer and employee needs by considering what the employer and the employees consider the program's purpose to be, (2) instructors supplement a general life-skills curriculum with workplace materials, (3) instructors be trained how to implement an English in the Workplace program, (4) instructors meet with the employees, management, supervisors, and trainers on a regular basis to assess whether the program is meeting the goals of everyone involved in the program. This study adds to the understanding of workplace education programs by specifically describing the characteristics of a particular English in the Workplace pilot program. However, additional research is needed to better understand the effects of workplace education, not just characteristics. The researcher concludes that future research is needed that examines the potential impact of workplace education programs.
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Cheung, Ching Yi. "A comparison of business correspondence writing conducted in two contexts : the classroom and the workplace." HKBU Institutional Repository, 1995. http://repository.hkbu.edu.hk/etd_ra/88.

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Lohrová, Helena. "Internal meetings : the process of decision-making in workplace discourse." Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3490/.

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The thesis argues that by mapping three selected discursive practices – Explanations, Accounts, and Formulations – and by interpreting their respective roles and interrelations, it is possible to assess how, through talk, decisions are developed and implemented in meetings. Drawing on a longitudinal, year-long observation of business meetings undertaken by managerial teams in a large UK Chamber of Commerce and on analyses of authentic audio data, the thesis investigates how decision making is enacted in meetings discourse in the context of organisational change. A structured, Conversation-analytical approach is employed to examine the transcribed data and develops a macro-/micro- matrix within which to understand the behaviour and influences of the practices on decision-making. The research specifically expands the role of Explanations and furthers the established communicative properties of Accounts and Formulations proposed in the ground-breaking work of Scott and Lyman (1968) and Heritage and Watson (1979), respectively. Most importantly, the analysis identifies the significance of long turns in the meetings data, and documents the link between decision-making and the recurrence and clustering of the three practices in or around these.
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Herbert, Jill, and n/a. "English in the workplace: meeting the need of the non English-speaking background staff at the University of Canberra." University of Canberra. Education, 1994. http://erl.canberra.edu.au./public/adt-AUC20050809.120042.

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Limited English proficiency (LEP) amongst non-English-speaking background (NESB) employees is a major concern for the Government, employers and unions in Australia. Due to their low levels of English proficiency, NESB employees are often unable to carry out effectively the required workplace tasks. In the current climate of rapid change in workplaces, as a result of Award Restructuring, NESB employees may also lack the communication skills necessary to undertake skill-based training and, therefore, be further disadvantaged. In light of these concerns, this study investigated the English learning needs of a group of NESB non-academic staff at the University of Canberra (UC). It established that there was a gap between their present levels of English proficiency and the levels required in their current positions. As a result, these employees are unable to engage effectively in all communication tasks required in the workplace. Following a detailed analysis of the current literature on the provision of workplace English training it is recommended that an English in the Workplace (EWP) program be provided at the UC for NESB non-academic employees. Specific recommendations are made regarding the design and implementation of the learning program.
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Taylor-Henry, Amy. "Learning work in the ESL classroom : an evaluation of textbooks designed to teach ESL in the workplace." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/3604.

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A growing number of American businesses are offering ESL courses at the work site; likewise, more and more textbooks designed specifically for teaching ESL in the Workplace (EWP), are being written and published. The need for an evaluation of these new texts with regard to current teaching methodology, the particularities of EWP, and the social implications of EWP is a vital one. A good EWP text, besides serving as a guide and resource for learners, can also facilitate intercultural understanding, increase awareness of workers' rights and unions, and promote participation in training programs for job flexibility and promotion. Most importantly, a good EWP textbook can develop the skills necessary for learners, not simply to fit into the American world of work, but to become active participants in their workplaces. This study was intended to determine what EWP texts are currently available, and to evaluate them in light of three primary concerns: the social implications of their contents, their portrayal of workplace culture and relationships, and their effectiveness in exploring issues of conflict and unfairness at work.
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Taylor, Pimsiri. "Identity and participation in a workplace English language training classroom in Thailand : a community of practice perspective." Thesis, University of Nottingham, 2014. http://eprints.nottingham.ac.uk/14462/.

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This ethnographic study investigates identity and participation in a workplace English language training classroom in Thailand. As a practitioner’s enquiry, the research methods of participation observation, interviews and questionnaires were employed in exploring a 40-hour training classroom which acts as a workplace community of practice for both the teacher and the student participants. Through the lens of communities of practice (Lave and Wenger, 1991), the research shows the significance, despite common assumptions of shared interests and choice to participate in communities of practice, of gatekeeping and legitimacy defined by the Human Resources department. As a formal corporate training classroom with an outside language instructor, there is evidence of multiple identities and forms of participation. The identities of expert newcomers, semi-expert newcomers as well as non-expert old-timers pose questions about forms of participation, especially legitimate peripheral participation and full participation, in the communities of practice model. Reversal of identities in the classroom between teacher and students emphasise pedagogical roles in the community. Identities are negotiated and constructed amongst the interrelationships of legitimacy, power relations, and social structures of the community of practice. Within the different layers of social practice (classroom, organisation and Thai cultural and social norms), legitimation conflicts arise. English language proficiency, and skills and knowledge regarding the organisation and engineering, coupled with the role of ‘seniority’ in peer relationships expressed in the pseudo-sibling relationship in Thai culture, are common causes of tension. Individual participants must exercise their agency to negotiate their identities and power among these conflicts and tensions. Using both verbal and non-verbal language, language-related identities contribute to identity negotiation and construction. ‘Joker’ and ‘silent member’ identities suggest the use of humour and silence as a discursive practice. Code-switching from English to Thai enables language to be used as a shared repertoire in the community. Specific use of pronouns in Thai represents the identities of classroom participants. The research shows that language use and culture should be central to the analysis of identity and participation in communities of practice. The thesis concludes by discussing implications for researchers on communities of practice, and practitioners in English language corporate training and English for Specific Purposes.
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Tanner, Lindsay Elizabeth. "Testing the Test: Expanding the Dialogue on Workplace Writing Assessment." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6616.

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This project is a case study of writing assessment practices in a particular workplace called "High Hits," a local search engine optimization (SEO) company. The writing tests given to new hires serve a parallel purpose to academic placement exams, in that they are a high-stress, high-risk situation that aims to evaluate writer ability rather than the quality of the completed task (Haswell 242, Elbow 83, Moss 110). However, while academic assessment measures ability with the aim to improve the students' learning, workplace assessment is driven by market forces and is seen in terms of return on investment. This case study used qualitative and quantitative measurements to examine the writing tests of employees; this examination was followed by analyzing a random sampling of subsequent writing tasks of copywriters to determine whether the assessment methods being used by the company to assess the writing tests adequately predicted the writing ability of the copywriters.
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Hamid, Rohani Abdul. "The teaching of English in secondary schools in Malaysia with specific reference to workplace needs." Thesis, University of Southampton, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.259993.

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Stewart, Mary Amanda. "Social Networking, Workplace, and Entertainment Literacies: the Out-of-school Literate Lives of Newcomer Latina/o Adolescents." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc149668/.

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Studies indicate that Latina/o immigrant youth engage in a wide range of sophisticated literacy practices outside of school that are often transnational, crossing various linguistic, cultural, and social spaces. Technology has further afforded immigrant youth the opportunity to develop transnational capabilities which are rare in the mainstream population, yet needed in the 21st century of global connectedness. However, Latino immigrant youth drop out of school at disproportional rates, suggesting that their literacy practices are not recognized or valued by the educational system. Using a New Literacy Studies perspective that recognizes multiple literacies that are meaningful within their sociocultural traditions, this collective case study investigated the range, form, and purpose of the out-of-school literacies of four Latina/o adolescent English Learners who are new arrivals. The qualitative methodology employed constructivist interviews, digital and actual artifacts, and observations. Findings demonstrated that the most prevalent out-of-school literacies the participants practice take place on the social networking site of Facebook, in their workplaces, and through the entertainment media sources of music and television. A cross-case analysis suggests that the literacy practices in these spaces have unique and purposeful roles for the individuals that allow them to connect to their home countries and maintain their Latina/o identities. Additionally, the participants use their out-of-school literacy practices to acquire English, support themselves, and establish a place to succeed. The five aforementioned spaces that their Facebook, workplace, and entertainment literacy practices fill are virtually absent from their in-school literacies. This study suggests literacy pedagogy and research must not continue to impose a narrow monolingual, monocultural, monoliterate, and monomodal view of Latina/o immigrant students which essentially divests them of their greatest resources. Their literacy practices demonstrate that they are transnational, transcultural, emergent bilinguals who competently engage in multimodal means of communication across multiple linguistic, cultural, social, and geographic borders. Educators must reconceptualize school-based literacy to account for the ways immigrant youth make meaning outside of school to provide them a more equitable education that will nurture their transnational skills needed in modern society.
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Nygren, Josefin. "Using English as a Lingua Franca at an International Company : A Study of the Communication Between Non-native English Speakers in a Swedish Workplace." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-36582.

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This essay examines the communication in English and use of English at a Swedish company with employees from all over the world. The aim is to investigate how the employees experience speaking English with their colleagues and if they believe that misunderstandings can occur owing to their language differences.  The linguistic focus of this study is towards sociolinguistics, including lingua franca, language use and communication as well as a small portion of language acquisition, considering that the majority of employees do not speak English as their native language.   The results of the study have shown that all employees at the company speak English daily, but the experiences and opinions of it vary, mostly depending on which department they work in and what kind of education they have had previous to them working at the company.
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Books on the topic "English in the Workplace"

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1950-, Adams Keith, ed. Workplace English: Office file. Harlow: Longman, 1995.

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Elwert, Barbara. English in the workplace. [Thunder Bay, Ont: Thunder Bay Multicultural Association, 1986.

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Deng, Yan Long. English for the workplace. Hong Kong: Shi She, 1995.

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Workplace discourse. London: Continuum, 2010.

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Ceil, Lucas, ed. Improve your English: English in the workplace. Chicago, IL: McGraw-Hill, 2009.

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Searles, George J. Workplace communications--the basics. Boston: Allyn and Bacon, 1999.

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Workplace communications-- the basics. 3rd ed. New York: Pearson Longman, 2006.

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Workplace communications-- the basics. 2nd ed. New York: Longman, 2003.

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Workplace Communications: The Basics. Boston: Pearson, 2014.

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Searles, George J. Workplace communications: The basics. 4th ed. New York: Pearson Longman, 2009.

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Book chapters on the topic "English in the Workplace"

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Marra, Meredith. "English in the Workplace." In The Handbook of English for Specific Purposes, 175–92. Chichester, UK: John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781118339855.ch9.

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Jaidev, Radhika, and Brad Blackstone. "Facilitating Workplace Communicative Competence." In English Language Teaching Today, 293–307. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-38834-2_20.

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Murray, Denise E., and MaryAnn Christison. "Workplace Literacy." In What English Language Teachers Need To Know Volume II, 171–91. 2nd edition. | New York : Routledge, 2019. | Series: ESL & applied linguistics professional series: Routledge, 2020. http://dx.doi.org/10.4324/9780429275739-11.

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Lockwood, Jane. "What do we mean by ‘workplace English’?" In Specialised English, 22–35. Other titles: Specialized EnglishDescription: Abingdon, Oxon; New York, NY: Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429492082-3.

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Chan, Mable. "Written and spoken communication in the workplace." In English for Business Communication, 1–8. London ; New York : Taylor and Francis, 2020. | Series: Routledge applied English language introductions: Routledge, 2020. http://dx.doi.org/10.4324/9781351060035-1.

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Holmes, Janet. "Researching the impact of ‘the culture order’ in professional workplace contexts." In Specialised English, 135–48. Other titles: Specialized EnglishDescription: Abingdon, Oxon; New York, NY: Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429492082-11.

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Xie, Qing. "Erratum: English Language Training in the Workplace." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, E1. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-30157-0_12.

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McNamara, Olwen, Jean Murray, and Marion Jones. "Workplace Learning in Pre-service Teacher Education: An English Case Study." In Workplace Learning in Teacher Education, 183–205. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7826-9_11.

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Jeong, Hyeseung. "Global English in the Workplace: Introducing the Concepts of ‘Workplace English as a Lingua Franca’ (WELF), and ‘Successful WELF Users’." In Engaging with Work in English Studies, 197–220. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69720-4_9.

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Lockwood, Jane. "An Interdisciplinary Approach to Teaching Adults English in the Workplace." In International Handbook of English Language Teaching, 403–12. Boston, MA: Springer US, 2007. http://dx.doi.org/10.1007/978-0-387-46301-8_29.

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Conference papers on the topic "English in the Workplace"

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Kaneko, E., W. Rozycki, and T. Orr. "Survey of workplace english needs among computer science graduates." In 2009 IEEE International Professional Communication Conference (IPCC 2009). IEEE, 2009. http://dx.doi.org/10.1109/ipcc.2009.5208704.

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Ma, Rong. "Exploration on Workplace English Course Construction of Higher Vocational Education under ESP Framework." In International Conference on Education, Management and Information Technology. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icemit-15.2015.24.

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Jones, Carl. "CUTTING A SWATHE: ENGLISH LANGUAGE AND AUTHORITY IN THE RURAL SRI LANKAN WORKPLACE." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0924.

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Rahayu, Nurti. "Has English at Tourism and Hospitality Higher Education Met the Future Workplace Requirements?" In 4th International Conference on Language, Literature, Culture, and Education (ICOLLITE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201215.079.

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Hsiao, Yu-Chen, Yi-Tzone Shiao, and Ya-hui Yang. "The role of self-regulated learning in the workplace professional english e-learning course." In the 10th International Conference. New York, New York, USA: ACM Press, 2019. http://dx.doi.org/10.1145/3306500.3306531.

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"Blended Teaching of Workplace Theme-based English in Vocational Colleges Based on Production-oriented Approach." In 2020 International Conference on Educational Science. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000270.

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Simões, Anabela. "PREPARING STUDENTS FOR THE GLOBAL WORKPLACE: CLASSROOM STRATEGIES FOR DEVELOPING ENGLISH AND INTERCULTURAL COMMUNICATION SKILLS." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1765.

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Xia, Shan. "A Study on Ways to Improve the Communicative Competence of Workplace English for Vocational College Students." In Proceedings of the 2nd International Conference on Humanities Education and Social Sciences (ICHESS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/ichess-19.2019.122.

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Andaç, Faruk. "Strike is a Fundamental Right for Workers." In International Conference on Eurasian Economies. Eurasian Economists Association, 2013. http://dx.doi.org/10.36880/c04.00599.

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Strike is a temporary action for a mass refusal of employees to work in order to ensure that their demands are met. It is called “Strike” in English (which means to break, to burn, to attack) because the first strike events occurred in England as which involved breaking the machines using brake blocks. Workers used to show their reactions towards their employer as by breaking the machines. The same phenomenon existed also in France. Workers in France used to leave their working places all together and go to the Greve area next to River Seine and seek solution to their problems in the cafes. This is how the concept of going on strike, Aller à la Grève (in French), was adopted by Turkish. Strike is a right for workers. It is to leave a workplace unanimously. It is not considered a reason for annulment of employment contract. It is legal and aims to ameliorate the working conditions. Workers should possess the same conditions as their employer in order to determine working conditions by their own free will. Although the employer seems to possess a stronger position as he/she owns the workplace, the workers may possess the same rights as their employers by becoming members of a trade union. When the workers and the employer are unable to reach an agreement on the working conditions, all the workers leave their workplace and go on strike. They partially or completely hamper the activities of the employer. During the strike the workers do not receive their salaries.
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Wanchid, Raveewan. "The Development of an English Course based on the Integration of Project-Based Learning Approach and Blended Learning Module for Enhancing English Communication Skills at Workplace for the ASEAN Community of Thai Undergraduate Engineering Students." In World Conference on Teaching and Education. Acavent, 2019. http://dx.doi.org/10.33422/worldcte.2019.09.562.

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Reports on the topic "English in the Workplace"

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Franklin, Kim. English in the Workplace: Case Study of a Pilot Program. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6894.

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Sandvik, Jason, Richard Saouma, Nathan Seegert, and Christopher Stanton. Workplace Knowledge Flows. Cambridge, MA: National Bureau of Economic Research, January 2020. http://dx.doi.org/10.3386/w26660.

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AMADOR, MABLE, and YVONNE KELLER KELLER. INTERNATIONAL ENGLISH MANUAL. Office of Scientific and Technical Information (OSTI), February 2002. http://dx.doi.org/10.2172/808088.

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Soo Hoo, M. S. English/Russian and Russian/English glossary of physical protection terms. Office of Scientific and Technical Information (OSTI), July 1995. http://dx.doi.org/10.2172/114632.

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Poitrast, Bruce J. Women in the Workplace. Fort Belvoir, VA: Defense Technical Information Center, September 1988. http://dx.doi.org/10.21236/ada201280.

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Ursano, Robert J. Workplace Preparedness for Terrorism. Fort Belvoir, VA: Defense Technical Information Center, January 2006. http://dx.doi.org/10.21236/ada454927.

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Andersson, Fredrik, Mónica García-Pérez, John Haltiwanger, Kristin McCue, and Seth Sanders. Workplace Concentration of Immigrants. Cambridge, MA: National Bureau of Economic Research, November 2010. http://dx.doi.org/10.3386/w16544.

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Marshak, David. IBM Lotus Workplace Messaging. Boston, MA: Patricia Seybold Group, May 2003. http://dx.doi.org/10.1571/pr5-29-03cc.

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Ushakov, V. A. The dean's automated workplace. Science and Innovation Center Publishing House, December 2014. http://dx.doi.org/10.12731/ofernio.2014.20648.

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Miller, Elizabeth, and Kimberlee Menzel. Acquisition and Plain English. Fort Belvoir, VA: Defense Technical Information Center, April 1995. http://dx.doi.org/10.21236/ada302301.

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