Foreign Languages and Global Issues

From APEC HRDWG Wiki

The workforce of today and tomorrow needs applicants who are fluent in English and other business languages. Successful entrants to multinational companies in APEC economies need to speak the language of the economy they will be working in. They also need to understand global issues and how these issues affect the places where they work and live.

Young people who wish to work in multinational companies should begin their preparation early and continue it through each level of schooling. Once employed, language learning and the exploration of global issues can – and should – continue.

Language Learning

Language Study in School

The ability to speak and read a foreign language is necessary for competition in the global economy.^[1] Because so much business is done using the Internet, workers at all levels need to know and use English. Increasingly, they need to be able to speak and write the language as well as to listen to and read it.^[2]

In Europe, 90% of school children receive instruction in English or another foreign language throughout elementary and secondary school.^[3] In China, instruction in English has been increasing, especially since it gained membership in the World Trade Organization. English is learned not for the prestige, but for “patriotic and utilitarian reasons–for national modernization and personal advancement."^[4]

In the United States, the picture is quite different. A survey of foreign language programs offered in 2008 ^[5] showed that there was a decrease in the number of foreign language classes being offered in elementary and middle schools. The percentage of elementary schools offering instruction in foreign languages declined from 31% in 1997 to 25% in 2007; in middle schools it decreased from 75% to 58%. The percentage remained constant in high schools at 91%. However, much of the foreign language instruction in the United States is introductory. Students spend 150 hours or less in class per year.^[6] This is not enough hours for a student to become proficient. In Asia, foreign language instruction is intense in order to ensure proficiency in the foreign language.^{[7] [8]}

There are promising practices in language instruction. It is recommended that youth take advantage of these types of programs when possible:

• In language immersion programs, students learn all subjects in the foreign language. Students in these programs often have positive attitudes toward other cultures and languages. Two-way immersion (TWI) programs teach half of the subjects in the foreign language and the other half in the tudents’ native language. These programs promote bilingualism and biliteracy. 
• In heritage language classes, students learn the native language of their family, such as Chinese, Russian, or Japanese.
• In distance education classes, technology brings language instruction to the student via the Internet. Livemocha is an example of this type of course. There are also websites that help students practice a foreign language. Chengo is an example of this type of instruction. 

In many APEC economies, business English classes are offered in both colleges and businesses alike. In China, English for Business Purposes (EBP) is offered to college students in international trade and business as well as to those studying English language and literature. In businesses in China, English language courses are often run by universities at the company location. Teachers carry out a needs assessment at the company to ensure that the courses will meet the needs of the company and the workers.^[9]

Language Learning on the Job

According to Jing Gayle Gao, Regional Human Resources Vice President in Asia for Beiersdorf, in APEC economies such as China, both multinational and local companies offer English instruction to all employees, not just to those who are managers or training to be managers. Gao also points out that it is usually only English that is taught, even when the multinational company is not operating in a dominant English-speaking economy.

English is a dominant language in international business throughout the world, including in APEC economies. However, workers are much more efficient when they also speak the dominant language of the economy in which they are living and working.^[10] For example, in^[11] some economies, such as Malaysia, workers were educated and trained in the local language, Malay. A report on two companies in Malaysia showed that the companies were using more than just business English. Rather, they were mixing Malay and English freely. They even spoke a mix of the languages called “Malay English." Even the managers and trainers who did not speak Malay fluently would switch from standard English to Malay English in order to be understood by the workers.

Business Education

Also useful for youth seeking employment in multinational corporations is studying how businesses operate. One promising program is a software program produced by Virtual Enterprise (VE).^[12] VE programs are software programs run in secondary schools. They simulate real businesses. Students create and manage virtual companies, communicating with other virtual companies across the globe, learning communication skills, employment literacy, interpersonal skills, personal skills, and thinking and problem-solving skills. Real businesses partner with VE to offer guidance on curriculum and to offer internships and even employment. See http://veinternational.org/ and http://www.virtualenterprise.org/.

For young people in the United States, another resource to consider is Distributive Education Clubs of America (DECA). DECA is a non-profit organization that prepares high school and college students for careers in marketing, finance, hospitality, and management in the United States; Canada; China; Hong Kong, China; Korea; and Mexico.

Global Issues

Tony Jackson, the president of Asia Society, says that students must have global competence. This means that they need to know, in addition to another language, how to apply the content of what they are learning to global issues. Young people need to be able to compare and contrast their perspectives to those of other people. They must be able to respond to questions from various sources, use technology appropriately and creatively, and realize that they are capable of taking action and of making a difference in the world.

The Committee for Economic Development (CED)^[13] agrees and says that “global literacy” is important. Young people should learn about global issues, other countries, and foreign cultures.

Tips for Young People

The following are tips for youths aspiring to work in multinational corporations doing business in APEC economies. These tips are explained further in the resources and the references below.

When you are in school…

• Study one or more foreign languages intensively and learn them well. Seek opportunities to practice your languages online and with native speakers.
• If you do not know English well, make learning it a priority.
• Take every opportunity to learn about international business and marketing.
• Pay attention to global affairs. Read blogs and periodicals that give a global perspective.
• Go to school, work, or travel in a foreign country every chance you get.
• Before, during, and after studying abroad, pay attention to global affairs, particularly those that affect the APEC economy you aspire to work in.
• Read literature that is written in the language you want to learn. Reading literature can help you learn about cultural values and improve your proficiency as well.^[14]

When you work in a multinational company…

• Take all available opportunities to learn the dominant language of the economy in which you are working.
• Pay attention to the languages used at the workplace. Try to become familiar with the variety of English or local language that is used.

Remember: Business leaders say there is a lack of job candidates with multiple competencies, such as cross-cultural and language skills, coupled with knowledge of world regions or markets. Take advantage of opportunities to build these competencies while in secondary school, post-secondary school, and on the job.

Resources

References

1. ↑ National Research Council. (2007). International education and foreign languages: Keys to securing America’s future. Committee to Review the Title IV and Fulbright-Hays International Education Programs, M.E. O’Connell, M. E., J.L. Norwood, Eds. Center for Education, Division of Behavioral Sciences and Education. Washington, DC: The National Academies Press. http://www.nap.edu/catalog/11841.jhtml
2. ↑ Pang, J., Zhou, X., & Fu , Z. (2002). English for international trade: China enters the WTO. Oxford, England: Blackwell Publishers.
3. ↑ Committee for Economic Development. (2006). Education for global leadership: The importance of international studies and foreign language education for U.S. economic and national security. Washington, DC: Author. http://www.ced.org/images/library/reports/education/report_foreignlanguages.pdf
4. ↑ Pang, J., Zhou, X., & Fu , Z. (2002). English for international trade: China enters the WTO. Oxford, England: Blackwell Publishers.
5. ↑ Rhodes, N.C., & Pufahl, I. (2010). Foreign language teaching in U.S. schools: Results of a national survey. Washington, DC: Center for Applied Linguistics http://www.cal.org/projects/flsurvey.html
6. ↑ Committee for Economic Development. (2006). Education for global leadership: The importance of international studies and foreign language education for U.S. economic and national security. Washington, DC: Author. http://www.ced.org/images/library/reports/education/report_foreignlanguages.pdf
7. ↑ Committee for Economic Development. (2006). Education for global leadership: The importance of international studies and foreign language education for U.S. economic and national security. Washington, DC: Author. http://www.ced.org/images/library/reports/education/report_foreignlanguages.pdf
8. ↑ National Research Council. (2007). International education and foreign languages: Keys to securing America’s future. Committee to Review the Title IV and Fulbright-Hays International Education Programs, M.E. O’Connell, M. E., & J.L. Norwood, Eds. Center for Education, Division of Behavioral Sciences and Education. Washington, DC: The National Academies Press. http://www.nap.edu/catalog/11841.jhtml
9. ↑ Pang, J., Zhou, X., & Fu , Z. (2002). English for international trade: China enters the WTO. Oxford, England: Blackwell Publishers.
10. ↑ Nair-Venugopal, S. (2000). English, identity and the Malaysian workplace. World Englishes(19), 2, 205-213.
11. ↑ Nair-Venugopal, S. (2000). English, identity and the Malaysian workplace. World Englishes(19), 2, 205-213.
12. ↑ Teakaat-Davey, D. (2006, January). Virtual learning is the real thing. Techniques, 32-35. www.acteonline.org
13. ↑ Committee for Economic Development. (2006). Education for global leadership: The importance of international studies and foreign language education for U.S. economic and national security. Washington, DC: Author. http://www.ced.org/images/library/reports/education/report_foreignlanguages.pdf
14. ↑ García, A. M. B. (2000). Contemporary Spain: Lessons for the Business Spanish Student. Foreign Language Annals, 33(4) 421- 427.

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