English in the Global Workplace: A Narrative Approach

Abstract

This paper aims to contribute to the discussion on the new directions in ESP education and revisit the concepts of the native speaker and lingua franca as seen from the lay perspective. It reports the results of a research study-an analysis of narratives of ten Polish professionals working for international organizations who share their experiences and tell stories on communicating and using English in the workplace. The narrative approach adopted in the study gives an insight into individual perspectives, facilitating an in-depth, holistic understanding of the studied matters. The fi ndings have shown that native English is still deemed to be the main point of reference by the participants of the study and the notion of lingua franca appears unfamiliar and diffi cult to accept, especially in the educational context. Variations in individual preferences concerning communication with native or non-native users of English and declared comfort related to such interactions have been observed and correlated with the level of profi ciency in English. In most cases, more profi cient users have reported to feel more comfortable in interactions with native speakers of English. They have also demonstrated certain language awareness, which stands in a sharp contrast to the participants less profi cient in English, whose perception of language is very simplifi ed. As regards pedagogical implications, the study has signalled a need for sound cultural preparation of professionals working in international environment and a greater emphasis on developing communication skills for socialising-an essential aspect of business communication.

A Pedagogical Response to Native-speakerism in the Globalized Workplace: Suggestions for Workplace Writing/Communication Courses

“…Along the same line, the working relationship between NS and NNS employees is often problematically portrayed as the former trying their best to accommodate the unjustifiably perceived deficiency of the latter instead of the two parties collaborating on the basis of a shared goal. Similarly, in his investigation of the communicative practice of ten Polish professionals working for international organizations, Wsikiewicz-Firlej found that "native English is still deemed to be the main point of reference" (2012, p 69) [16]. Such a blatantly explicit bias against NNS employees with its imperialistic and culturally chauvinist connotations is disconcerting to say the least.…”

Insights into Teacher Language Awareness with Reference to the Concept of Self-Marginalization and Empowerment in the Use of a Foreign Language

“…This normative model of teacher education fosters language awareness pertaining mostly to lexicogrammar issues, giving little regard to the aspects of empowerment and legitimacy of the second language user. No wonder prospective language teachers and well-established professionals value native-like versions of language showing little awareness of the fact that foreign language learning is a political issue (Lankiewicz et al, 2014;Wąsikiewicz-Firlej, 2013). Therefore, inspired by the ecological approach to language learning and compatible concepts, as articulated above, we resolved to hit the niche of developing teacher language awareness, as it pertains to power relations marked by normativity.…”

“…In this perspective awareness boiled down mostly to knowing standard grammar aspects, with "standard" being vaguely defined (Brand et al, 2010:3). Consequently, the pedagogical norm of FLT, which Bardovi-Harlig and Gass (2002:3) define as "a combination of language systems and forms selected by linguists and pedagogues to serve as immediate language target, or targets, that learners seek to acquire during their language study", is not only difficult to attain (Sieloff Magnan & Walz, 2002:15) but also unrealistic in terms of communication needs of non-native speakers, who many a time communicate in an international arena rather than in the target culture context (Wąsikiewicz-Firlej, 2013). A direct corollary of this is the question whether native speaker standards should inform pedagogical norms for pluricentral or widely used languages such as English, for example.…”