English in the 21st Century Global Knowledge Economy

English in the 21English in the 21stst Century Century

Global Knowledge Global Knowledge Economy:Economy:

The Implications of Some The Implications of Some Research FindingsResearch Findings

Kathleen M. BaileyKathleen M. BaileyJuly 29, 2010July 29, 2010

Association of Binational Centers Association of Binational Centers of Latin America, Cali, Colombiaof Latin America, Cali, Colombia

TIRFTIRF

TThe he IInternational nternational RResearch esearch FFoundationoundation

for English Language for English Language EducationEducation

Visit TIRF’s website atVisit TIRF’s website at

http://www.tirfonline.orghttp://www.tirfonline.org

TIRFTIRF

TIRF established by the TESOL Board TIRF established by the TESOL Board of Directors in June, 1998of Directors in June, 1998

TIRF recognized as a charitable TIRF recognized as a charitable foundation under US tax law in 1999foundation under US tax law in 1999

TIRF gives Doctoral Dissertation TIRF gives Doctoral Dissertation Grants (up to US $5,000)Grants (up to US $5,000)

TIRF’s Four Major TIRF’s Four Major GoalsGoals

1. To implement a research and 1. To implement a research and development program that will development program that will generate new knowledge and generate new knowledge and inform and improve the quality of inform and improve the quality of English language teaching and English language teaching and learninglearning


2. to promote the application of 2. to promote the application of research research

to practical language problems to practical language problems

3. to collect, organize, 3. to collect, organize, and disseminate and disseminate information and research information and research on the teaching and on the teaching and learning of languageslearning of languages


4. to influence the formation and 4. to influence the formation and implementation of appropriate implementation of appropriate language education policies, being language education policies, being cognizant of the complementarity cognizant of the complementarity

of English as an of English as an international language international language and indigenous languages and indigenous languages and cultures worldwide.and cultures worldwide.

TIRF’s Four Major GoalsTIRF’s Four Major Goals

ResearchResearch

Development Development

DisseminationDissemination

Activities in Three DomainsActivities in Three Domains


TIRF’s Current FocusTIRF’s Current Focus

Promoting research and best Promoting research and best practicespractices

that will improve the use of English in that will improve the use of English in

the emerging global the emerging global

knowledge economy knowledge economy

of the 21st century of the 21st century

Key Questions Key Questions InitiativeInitiative

Key Questions Initiative started in Key Questions Initiative started in 20072007

Focus chosen by the Board of Focus chosen by the Board of Trustees as a matter of international Trustees as a matter of international interest – within the language interest – within the language teaching profession and beyondteaching profession and beyond

Key Questions Key Questions InitiativeInitiative

The Impact of English and The Impact of English and Plurilingualism in Global Plurilingualism in Global CorporationsCorporations (TIRF, 2009) (TIRF, 2009)

Free downloadable PDFs of the full Free downloadable PDFs of the full paper and the executive summary paper and the executive summary are available free on TIRF’s website: are available free on TIRF’s website:

www.tirfonline.orgwww.tirfonline.org

GlobalizationGlobalization

Globalization:Globalization: “an ongoing process by “an ongoing process by which regional economies, societies, which regional economies, societies, and cultures have become integrated and cultures have become integrated through a globe-spanning network of through a globe-spanning network of communication and trade” (Wikipedia).communication and trade” (Wikipedia).

““Three out of four multinational Three out of four multinational

companies now manage networks of 20 companies now manage networks of 20 or more overseas operations” (Feely & or more overseas operations” (Feely & Harzing, 2003, p. 37)Harzing, 2003, p. 37)

GlobalizationGlobalization

Globalization unfolds in two stages:Globalization unfolds in two stages:

1.1. ““Global media and business extend Global media and business extend their reach into new domains their reach into new domains throughout the world,” andthroughout the world,” and

2.2. They are “relocalized in order to best They are “relocalized in order to best meet the economic and social meet the economic and social imperatives of functioning in imperatives of functioning in different regions of the world”different regions of the world”

(Warschauer, 2000, p. (Warschauer, 2000, p. 511)511)

Before Globalization Before Globalization

Networks of Multinational Corporations Networks of Multinational Corporations

Result of Globalization Result of Globalization

Percent of Non-Native English Percent of Non-Native English Speakers in Global 1000 Speakers in Global 1000

CompaniesCompanies

1996: 30%1996: 30%

2006: 50%2006: 50%

2011: 70%2011: 70% (Source: World Trade Organization) (Source: World Trade Organization)

After GlobalizationAfter Globalization

Networks of Multinational CorporationsNetworks of Multinational Corporations

Evolution of Global Corporations and the Global

Human Network

1960 1970 1980 1990 2000 2010 20201950


Human Network

Local LanguagesDominate. English Used

For Supply/Customer Chain

1960 1970 1980 1990 2000 2010 20201950

Regional OfficesGeographic Autonomy


Human Network



1960 1970 1980 1990 2000 2010 20201950

Global IntegrationBegins

English ImportanceGrowing

. . . But Not Imperative



Human NetworkDefining Period:

● Global Integrated Strategies● Digitally Connected

Global Human Network



English ProficiencyImperative

1960 1970 1980 1990 2000 2010 20201950

Global IntegrationBegins

English ImportanceGrowing

. . . But Not Imperative


TO

DA

Y

Tipping Point: 2005-2011 for Human

Network

Low

High

1950 1960 1970 1980 1990 2000 2010 2020

English Skills Required

Tolerance for Poor English Skills


Network

Low

High

1950 1960 1970 1980 1990 2000 2010 2020



Huge English Huge English

Skills GapSkills Gap


Network

Low

High

1950 1960 1970 1980 1990 2000 2010 2020




Skills GapSkills Gap

DigitallyConnected


Network

Low

High

1950 1960 1970 1980 1990 2000 2010 2020




Skills GapSkills GapGlobalHuman

Network

DigitallyConnected

GloballyConnected

Welcome to the

Survey of Employees of Survey of Employees of Global CorporationsGlobal Corporations

91% of respondents indicate English is 91% of respondents indicate English is critical or important in their work.critical or important in their work.

Only 9% indicate their current level of Only 9% indicate their current level of English is sufficient for their job.English is sufficient for their job.

From the From the Globalization of EnglishGlobalization of English (25,000 respondents from 300 of the (25,000 respondents from 300 of the world’s leading companies, including world’s leading companies, including GE, Pfizer, P&G, Unilever, HP, Reuters, GE, Pfizer, P&G, Unilever, HP, Reuters, etc.)etc.)

What Corporations What Corporations WantWant

Global Corporations Want Solutions Global Corporations Want Solutions

That deliver consistent resultsThat deliver consistent results

That can be rapidly deployedThat can be rapidly deployed

That are measurable on a global basis That are measurable on a global basis

That are cost effectiveThat are cost effective

That are scalableThat are scalable


“ “GlobalEnglish has conducted case GlobalEnglish has conducted case studies of the language challenges, studies of the language challenges, solutions, and impacts faced by its solutions, and impacts faced by its global corporate partners.... global corporate partners.... Revenue and cost impact are the Revenue and cost impact are the two main areas where English two main areas where English proficiency adversely affects the proficiency adversely affects the corporate bottom line” (TIRF, 2009, corporate bottom line” (TIRF, 2009, p. 16).p. 16).


British Telecom – Latin AmericaBritish Telecom – Latin America

(Argentina, Brazil, Chile, Colombia, Mexico)(Argentina, Brazil, Chile, Colombia, Mexico)

ExampleExample: Help desk operator – client calls,: Help desk operator – client calls,

emails, and conference calls (ave. 4/week)emails, and conference calls (ave. 4/week)

Explaining a problem in English, asking forExplaining a problem in English, asking for

and giving clarification, (dis)agreeing, andand giving clarification, (dis)agreeing, and

understanding clients’ varied accentsunderstanding clients’ varied accents


British Telecom – Latin AmericaBritish Telecom – Latin America

Negative Impact of English Negative Impact of English DeficienciesDeficiencies

Delays & mistakes in commercial Delays & mistakes in commercial proposalsproposals

Poor communication with clientsPoor communication with clients

Anxiety for employeesAnxiety for employees

2121stst Century Skills Century Skills

Corporations want workers with Corporations want workers with

strong academic skills, strong academic skills,

strong social, emotional, and strong social, emotional, and cognitive developmentcognitive development

professionalism, teamwork, professionalism, teamwork, communication, and critical thinking communication, and critical thinking

(Corporate Voices, (Corporate Voices, 2008). 2008).

2121stst Century Skills Century Skills

““With employees from diverse linguisticWith employees from diverse linguistic

and cultural backgrounds, strongand cultural backgrounds, strong

language skills are needed to facilitatelanguage skills are needed to facilitate

effective communication” (TIRF, 2009,effective communication” (TIRF, 2009,

p. 49)p. 49)

Two Case StudiesTwo Case Studies

Reuters Reuters

Emirates BankEmirates Bank

The Case of ReutersThe Case of Reuters

The NeedThe Need

1.1. Wanted to improve communicationsWanted to improve communications

among regional officesamong regional offices

2. Wanted to manage the negative 2. Wanted to manage the negative consequences of the complexity of consequences of the complexity of managing projects across times managing projects across times zones, cultures, and languageszones, cultures, and languages


Reported Business ResultsReported Business Results

1.1. Ability to produce and Ability to produce and understandunderstand

English emails: English emails: 86%86%

2.2. Ability to participate in meetings Ability to participate in meetings

in English: in English: 79%79%



3.3. Ability to provide assistance andAbility to provide assistance and

answer questions in English: answer questions in English: 81%81%

4.4. Ability to help other non-native Ability to help other non-native

speakers use English: speakers use English: 54%54%

The Case of Emirates The Case of Emirates BankBank

The NeedThe Need

1.1. Change from a regional Change from a regional

to a global companyto a global company

2. English abilities of employees were 2. English abilities of employees were not at a point where they would not at a point where they would easily support this transition from easily support this transition from regional to global marketsregional to global markets



1.1. Earned the Earned the firstfirst European European Association of Quality Language Association of Quality Language Services (EAQUALS) Certification Services (EAQUALS) Certification awarded in their regionawarded in their region

2. Increased number of employees 2. Increased number of employees trained in English by over trained in English by over 300%300% through use of online learningthrough use of online learning



3. High satisfaction and completion rates3. High satisfaction and completion rates

of English programs of English programs (85%)(85%)

4. Improved job performance after three4. Improved job performance after three

months due to improved Englishmonths due to improved English

abilities abilities

Some European Survey Some European Survey Data Data

German exportersGerman exporters: Esmann et al., : Esmann et al., 19991999

French exportersFrench exporters: Marchessou et al., : Marchessou et al., 19991999

Spanish exportersSpanish exporters: Ali et al., 1999: Ali et al., 1999

(Esmann et al, 1999, p. 79)(Esmann et al, 1999, p. 79)

Languages Used Languages Used

by 171 German Exporters by 171 German Exporters

93%

54%

32%

18%

4% 2% 2%

0%

20%

40%

60%

80%

100%


Most Important LanguagesMost Important Languages

for 171 German Exportersfor 171 German Exporters

87.70%

2.90% 1.20%

0%

20%

40%

60%

80%

100%

English French Czech

Language Skills in UseLanguage Skills in Use

(Esmann et al., 1999, p. 71)(Esmann et al., 1999, p. 71)

EnglisEnglishh

FrenchFrench ItalianItalian SpanisSpanishh

Listening/Listening/

speakingspeaking87%87% 48%48% 26%26% 14%14%

ReadingReading 82%82% 45%45% 25%25% 14%14%

WritingWriting 84%84% 42%42% 24%24% 13%13%

Cultural Cultural knowledgknowledgee

17%17% 11%11% 2%2% 2%2%

Most Important SkillsMost Important Skills

English, listening/speakingEnglish, listening/speaking 30%30%English, writingEnglish, writing 19%19%English, readingEnglish, reading 16%16%French, listening/speakingFrench, listening/speaking 14%14%French, reading & writingFrench, reading & writing 8% 8%Italian, listening/speakingItalian, listening/speaking 8% 8%

(Esmann et al., 1999, p. 71)(Esmann et al., 1999, p. 71)

Traveling, 7%

Meetings, 8%

Exhibitions, 9%

Correspond-ence, 19%

Telephone, 21%

Negotiating , 27%

Socialising, 3% Other, 1%Presentations, 5%

Situations Causing Situations Causing BarriersBarriers


(Marchessou et al., 1999, p. 103)(Marchessou et al., 1999, p. 103)

Languages UsedLanguages Used Importance of EachImportance of EachEnglish 83%English 83%

German 44%German 44%

Spanish 42%Spanish 42%

Italian 17%Italian 17%

Chinese, Portuguese, Dutch,Chinese, Portuguese, Dutch,

& Russian each 2%& Russian each 2%

Japanese, Arabic, & Czech Japanese, Arabic, & Czech each <1% each <1%

English 73%English 73%

German 8%German 8%

Spanish 4%Spanish 4%

Italian 1%Italian 1%

Dutch <1%Dutch <1%

Portuguese <1%Portuguese <1%

Language Use by 86 French Exporters

(Marchessou et al., 1999, p. 104)(Marchessou et al., 1999, p. 104)

LanguageLanguage L/SL/S RR WW

EnglishEnglish

SpanishSpanish

GermanGerman

ItalianItalian

PortuguesePortuguese

DutchDutch

RussianRussian

ChineseChinese

CzechCzech

ArabicArabic

78%78%

36%36%

35%35%

14%14%

2%2%

2%2%

2%2%

2%2%

0.4%0.4%

0.4%0.4%

73%73%

33%33%

36%36%

12%12%

2%2%

2%2%0.8%0.8%

0.4%0.4%

0.4%0.4%

0.4%0.4%

69%69%

28%28%

33%33%

10%10%

2%2%

2%2%

0.8%0.8%

0.4%0.4%

0.4%0.4%

0.4%0.4%

Language Skills UsedLanguage Skills Used

Languages Causing Languages Causing BarriersBarriers

49%

45%

28%

16%

7% 6% 5%

0%

10%

20%

30%

40%

50%

(n=86)(n=86)

(Marchessou et al, 1999, p. 108)(Marchessou et al, 1999, p. 108)

Situations Causing Situations Causing BarriersBarriers

(Marchessou et al., 1999, p. (Marchessou et al., 1999, p. 107)107)

Telephone, 25%

Correspond-ence, 19%

Negotiating, 17%

Exhibitions, 10%

Traveling, 10%

Presentations, 8%

Meetings, 5%

Socialising, 5%Technical

Literature, 1%

Languages in Use Languages in Use by 124 Spanish by 124 Spanish

ExportersExporters

(Ali et al., 1999, p. 83)(Ali et al., 1999, p. 83)

76.60%

57.30%

20.20% 13.70% 12.90%

0.00%

20.00%

40.00%

60.00%

80.00%

100.00%%

of

% o

f com

pan

ies

com

pan

ies

Most Important Languages Most Important Languages for 124 Spanish Exportersfor 124 Spanish Exporters

% o

f com

pan

ies

% o

f com

pan

ies


56.50%

16.10%

3.20% 3.20%

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

Engl

ish

Fren

ch

Germ

an

Portu

gues

e

Language Skills Used Language Skills Used by 124 Spanish by 124 Spanish

ExportersExportersLanguageLanguage L/SL/S RR WW

EnglishEnglish

FrenchFrench

GermanGerman

ItalianItalian

PortuguesPortuguesee

70.2%70.2%

47.6%47.6%

15.3%15.3%

11.3%11.3%

10.5%10.5%

69.4%69.4%

48.4%48.4%

13.7%13.7%

11.3%11.3%

11.3%11.3%

66.1%66.1%

43.5%43.5%

12.1%12.1%

7.3%7.3%

6.5%6.5%


Situational Language UseSituational Language Use


Meetings, 14.4%

Traveling, 14.1%

Negotiating, 11.9%

Exhibitions, 8.3%

Presentations, 6.8%

Socialising, 4.6%

Telephone, 19.7%

Correspondence, 20.1%

Some Implications of Some Implications of These Research FindingsThese Research Findings

For English For English

LearnersLearners

For corporationsFor corporations

For us as teachers and For us as teachers and

directors of language programsdirectors of language programs

Some Implications of Some Implications of These Research These Research

FindingsFindingsFor corporationsFor corporations

Hiring plurilingual employees Hiring plurilingual employees pays offpays off

Providing English training Providing English training

to key employees pays offto key employees pays off


FindingsFindingsFor English language learnersFor English language learners

English skills are valuable English skills are valuable

in the job market in the job market

and for promotionand for promotion

Speaking and listening skills Speaking and listening skills

are especially importantare especially important


Findings Findings For us as teachers and For us as teachers and

coordinatorscoordinators

Curricula for many (future) Curricula for many (future) employees should include employees should include telephone skills, negotiating, telephone skills, negotiating, correspondence, participation in correspondence, participation in meetings, & English for traveling, meetings, & English for traveling, exhibitions & presentationsexhibitions & presentations


Findings Findings Lessons should include exposure to Lessons should include exposure to

many different accents and varieties many different accents and varieties of English due to the need for of English due to the need for

Communication with NSs of English Communication with NSs of English from many countries and regionsfrom many countries and regions

Communication with NNSs of Communication with NNSs of English, where English is the lingua English, where English is the lingua francafranca

Closing CommentsClosing Comments

Next Steps for TIRFNext Steps for TIRF

Continue to support researchContinue to support research

Seek major sources of funding from Seek major sources of funding from corporate and private sponsors to corporate and private sponsors to support targeted research projectssupport targeted research projects

Influence policy makers and the Influence policy makers and the public with the findings of researchpublic with the findings of research


TIRF is pleased to share many TIRF is pleased to share many reference lists with researchers reference lists with researchers throughout the world – including throughout the world – including one on the role of language in one on the role of language in business and industry. business and industry.

The lists are stored as Word The lists are stored as Word

documents so that they are documents so that they are

dynamic tools. dynamic tools.


You are also welcome to contribute You are also welcome to contribute new references to these lists, or new references to these lists, or send an entirely new reference list send an entirely new reference list to share.to share.

Please visit Please visit www.tirfonline.orgwww.tirfonline.org and and click on “Resources for click on “Resources for Researchers.”Researchers.”


TIRF’s initiatives are TIRF’s initiatives are supported by contributions supported by contributions fromfrom

IndividualsIndividuals

CorporationsCorporations

Funding OrganizationsFunding Organizations


Main Sponsoring Main Sponsoring OrganizationsOrganizations

Cambridge University PressCambridge University PressDelta SystemsDelta SystemsEducational Testing ServiceEducational Testing ServiceHeinle, Cengage LearningHeinle, Cengage LearningLaCentra-Sumerlin Foundation LaCentra-Sumerlin Foundation National GeographicNational Geographic


Main Sponsoring OrganizationsMain Sponsoring Organizations

Pearson EducationPearson Education

The Society for Testing English The Society for Testing English ProficiencyProficiency

The Spencer FoundationThe Spencer Foundation

TESOLTESOL

University of Cambridge ESOL ExamsUniversity of Cambridge ESOL Exams

Walt Disney Corporation Walt Disney Corporation


TIRF is an all-volunteer Board ofTIRF is an all-volunteer Board of trusteestrustees

Your help is neededYour help is needed

Donate online by Donate online by credit cardcredit card

Donate by check Donate by check in US dollarsin US dollars


Levels of SupportLevels of Support

FoundersFounders: Over $75,000: Over $75,000

BenefactorsBenefactors: $5,000 : $5,000

to $74,999to $74,999

PatronsPatrons: $1,000 to $4,999: $1,000 to $4,999

SupportersSupporters: up to $1,000: up to $1,000


For Further InformationFor Further Information

To learn more about TIRF, The To learn more about TIRF, The International Research Foundation International Research Foundation for English Language Education, for English Language Education, please visit our website:please visit our website:

http://www.tirfonline.orghttp://www.tirfonline.org

Many Thanks!Many Thanks!

Conference OrganizersConference Organizers

Ryan Damerow Ryan Damerow

(research and help with the (research and help with the PowerPoint) PowerPoint)

Heinle-Cengage LearningHeinle-Cengage Learning

References References

Ali, N., Vicente, M. J. G., Bragado, J. F., & Hagen, S. Ali, N., Vicente, M. J. G., Bragado, J. F., & Hagen, S. (1999). (1999). Foreign language use and the needs of Foreign language use and the needs of Spanish exporters in central Spain. In S. Hagen Spanish exporters in central Spain. In S. Hagen (Ed.), (Ed.), Business communications across borders: Business communications across borders: A study of language use and practice in A study of language use and practice in European companies European companies (pp. 83-99). London: (pp. 83-99). London: Centre for Information on Language Teaching Centre for Information on Language Teaching and Research.and Research.

CILT (The National Centre for Languages). (2006). CILT (The National Centre for Languages). (2006).

ELAN: Effects on the European economy of ELAN: Effects on the European economy of shortages of foreign language skills in shortages of foreign language skills in enterpriseenterprise. London, United Kingdom: CILT for . London, United Kingdom: CILT for the European Commission.the European Commission.

ReferencesReferences

Embleton, D., & Hagen, S. (Eds.) (1992). Embleton, D., & Hagen, S. (Eds.) (1992). Languages in international businessLanguages in international business. . London: Hodder & Stoughton. London: Hodder & Stoughton.

Esmann, N., Linter, P., & Hagen, S. (1999). Esmann, N., Linter, P., & Hagen, S. (1999). The language and cultural needs of The language and cultural needs of German exporters in Swabia and German exporters in Swabia and Augsburg. In S. Hagen (Ed.), Augsburg. In S. Hagen (Ed.), Business Business communications across borders: A study communications across borders: A study of language use and practice in of language use and practice in European companies European companies (pp. 69-82). (pp. 69-82). London: Centre for Information on London: Centre for Information on Language Teaching and Research. Language Teaching and Research.


Feely, A. J., & Harzing, A. W. (2003). Feely, A. J., & Harzing, A. W. (2003). Language management in multinational Language management in multinational companies. companies. Cross Cultural Management: Cross Cultural Management: An International Journal, 10An International Journal, 10(2), 37-52.(2), 37-52.

Forey, G., & Nunan, D. (2002). The role of Forey, G., & Nunan, D. (2002). The role of language and culture within the language and culture within the accountancy workplace. In C. Barron, N. accountancy workplace. In C. Barron, N. Bruce, & D. Nunan (Eds.), Bruce, & D. Nunan (Eds.), Knowledge Knowledge and discourse: Towards an ecology of and discourse: Towards an ecology of language language (pp. 204-220). Harlow, (pp. 204-220). Harlow, England: Pearson. England: Pearson.


Grin, F., & Vaillancourt, F. (1997). The Grin, F., & Vaillancourt, F. (1997). The economics of multilingualism: Overview economics of multilingualism: Overview of the literature and analytical framework. of the literature and analytical framework. Annual Review of Applied Linguistics, 7Annual Review of Applied Linguistics, 7, , 43-65.43-65.

Grosse, C. U. (2009). Change, challenge, Grosse, C. U. (2009). Change, challenge, and opportunity in business languages. and opportunity in business languages. Global Business Languages, 14Global Business Languages, 14, 17-28., 17-28.


Hagen, S. (1999). Overview of European Hagen, S. (1999). Overview of European findings. In S. Hagen (Ed.), findings. In S. Hagen (Ed.), Business Business communications across borders: A communications across borders: A study of language use and practice in study of language use and practice in European companies European companies (pp. 1-16). (pp. 1-16). London: Centre for Information on London: Centre for Information on Language Teaching and Research.Language Teaching and Research.


Marchessou, F., Guérineasu, I., & Marchessou, F., Guérineasu, I., & Hagen, S. (1999). The language and Hagen, S. (1999). The language and communication needs of French communication needs of French export companies in the Poitou-export companies in the Poitou-Charentes region. In S. Hagen (Ed.), Charentes region. In S. Hagen (Ed.), Business communications across Business communications across borders: A study of language use borders: A study of language use and practice in European companies and practice in European companies (pp. 101-115). London: Centre for (pp. 101-115). London: Centre for Information on Language Teaching Information on Language Teaching and Research. and Research.


Reeves, N., & Wright, C. (1996). Reeves, N., & Wright, C. (1996). Linguistic auditingLinguistic auditing. Clevedon: . Clevedon: Multilingual Matters. Multilingual Matters.

TIRF (The International Research TIRF (The International Research Foundation for English Language Foundation for English Language Education). (2009). Education). (2009). The impact of The impact of English and plurilingualism in global English and plurilingualism in global corporationscorporations. . http://http://www.tirfonline.org/index.htmlwww.tirfonline.org/index.html. .


Warschauer, M. (2000). The changing global Warschauer, M. (2000). The changing global economy and the future of English economy and the future of English teaching. teaching. TESOL Quarterly, 34TESOL Quarterly, 34(4), 511-535.(4), 511-535.

Please visit Please visit www.tirfonline.orgwww.tirfonline.org for a more for a more extensive reference list about language in extensive reference list about language in business and industry, as well as other business and industry, as well as other reference lists on professional reference lists on professional development and a range of research development and a range of research topics. Click on “Resources for topics. Click on “Resources for Researchers.”Researchers.”

Documents

English in the 21st Century Global Knowledge Economy