| p>If you manage large groups of immigrants, refugees | | | | dependent only on the language learner. This is where |
| or foreign workers (nonnative speakers, or NNS), you | | | | language management comes in because, in order to |
| might not know it but a big part of your job is actually | | | | effectively integrate NNS into the workplace, |
| language management. By language management, I | | | | managers need to create a workplace environment |
| don't just mean offering English as a Second | | | | that encourages the risk-taking necessary for learning |
| Language (ESL) training to the NNS (although this is | | | | and using a new language, as well as an environment |
| something that many managers of linguistically diverse | | | | that promotes good communication between NNS |
| workforces quickly decide to do). Unfortunately, | | | | employees and their American co-workers, managers |
| however, many ESL programs achieve limited | | | | and customers. |
| success for a variety of reasons. One reason is that it | | | | Creating the proper environment is key because, in |
| does little good to offer an expensive ESL training | | | | addition to learning English, the manager also wants the |
| program if, the minute the NNS try to use what they've | | | | NNS employees to actually USE English at work: this is |
| learned, with customers, co-workers or managers, | | | | perhaps the most critical issue facing multilingual |
| they are met with impatience and insult. If this is what | | | | workplaces. Many language trainers and employers |
| they are met with, the learning process will shut down | | | | assume - wrongly - that if they can improve workers' |
| immediately. In addition, many NNS feel that their | | | | ability to speak English well, the NNS will no longer |
| English is perfectly adequate and they resent being | | | | want to speak their native languages at work. |
| forced into English classes that they don't think they | | | | However, even immigrants and refugees who can |
| need. Moreover, American-born workers sometimes | | | | speak English very well, still use their native languages |
| resent the special attention being offered to the NNS, | | | | at work when speaking to other immigrants and |
| feeling that the NNS are being given preferential | | | | refugees. They do so because there is strong |
| treatment while the American worker is ignored. And | | | | pressure from the immigrant community to speak the |
| finally, managers can become frustrated when they | | | | native language among themselves. Just imagine |
| discover that the language-learning process takes | | | | yourself in their position. Can you imagine moving to a |
| much longer than they anticipated, and is becoming an | | | | foreign country (China, for example), trying to adapt to |
| ongoing drain on resources that shows few immediate | | | | the Chinese culture and language, and then meeting |
| results. Issues like these - and many, many others - | | | | another American there? What are the chances you |
| need to be addressed before managers will see any | | | | would speak Chinese with that American? The odds |
| language improvement in their workplaces. | | | | are that you will revert to English not just because it's |
| It is important to realize that ESL instruction is not an | | | | easier, but also because it would be incredibly unnatural |
| easy fix for two important reasons: 1) It takes years to | | | | and awkward and inefficient to speak Chinese with an |
| learn a new language and most learners will never | | | | American, not to mention the fact that you would |
| learn the new language perfectly. They will probably | | | | probably estrange that person by choosing to |
| continue to make grammatical mistakes and | | | | communicate in a foreign language. Consider what |
| pronunciation mistakes for their entire lives. While upper | | | | motivation you would need in order to make a |
| management may be able to accept this fact in | | | | different language choice. |
| exchange for an otherwise hardworking and | | | | In conclusion, employers need to stop viewing language |
| competent workforce, many co-workers, middle | | | | learning as solely the responsibility of the NNS, and |
| managers and customers never do accept the NNS' | | | | language training as solely for the benefit of the NNS. |
| imperfect English, and the complaints that they voice | | | | Instead, support for language learning needs to |
| about them are neverending; and 2) In order to have | | | | become part of the team ethic, and everyone in the |
| the best chance of learning English well, the NNS really | | | | company needs to get involved in the process of |
| need the cooperation and support of these same | | | | supporting and encouraging the NNS in their |
| co-workers, middle managers and customers because | | | | language-learning process. In that process, language |
| no one has ever learned a new language without the | | | | management does more than simply improve NNS' |
| help and assistance of the people who speak that | | | | English. A successful language management program |
| language. This means the people that they interact | | | | will also change the communication dynamics |
| with on a daily basis, not just their ESL teachers. In | | | | throughout the workforce, improving overall teamwork |
| other words, language learning does not take place in | | | | and productivity. |
| a vacuum, and the success of ESL training is not | | | | |