Business English Classes that Don’t Suck
Business English was never an area that really attracted me. When I taught it in Korea it was a private class for two businessmen who had to be there, but didn’t really want to be. They frequently missed class, but when they did come they wanted to focus on textbooks. All in all I had a really miserable experience teaching it and it put me off business English. This semester I’ve had to teach 5 business English classes. I’ve actually really come to love teaching these classes. I think the classes themselves have also been prettay prettay prettay good. I wanted to share for things I’ve tried to do to make them work.
1. The Negotiated Syllabus
In theory, negotiated syllabi are my cup of pedagogical tea. The idea is that you talk to your students and figure out what their needs are. You continue to work together on what is covered in class. I spent my first class with each group getting them to discuss ‘What is business English?’, ‘What do you want to cover?’ and so on. The main thing my students negotiated with me was that I never try and negotiate a syllabus with them again. The whole experience seemed very awkward and confusing for them. I can’t really say why, but I think some kind of combination of large class sizes, it being my first ever week at a university and 15 years exposure to very didactic education was to blame. If anyone has any ideas for making it work, I’d love to hear them.
2. C.R.E.A.M
This is probably very cynical, but it’s effective. I teach at a university specialising in finance and economics; lots of my students want to learn English to get a well paying job. I’ve found it really useful to remind them of this as often as possible. We spent time talking about English being an international language. When they do a role play, it’s always a role play between two non-native speakers doing business in English. I try and frame tasks as ‘If you can do x well, you’ll make y amount for your company.’
Different students have varying degrees of response to this, but no one has responded to potentially making money badly.
3. Give Them Some Firsts
When I did my first class on holding a meeting in English, about 25% of my students had held a meeting before. For the rest of the class they got to have their first formal meeting in my class. For all of them it was their first meeting in English. For a lot of them it’s quite exciting to do these things for the first time. Not every class can be a super interesting ‘first’, but they’re very motivating for students. These classes also teach some useful skills so it’s win win.
4. Tasks Tasks Tasks
This is a big one.
The classes I teach are two 45 minute sessions with a 10 minute break in the middle. This kind of class is hard to teach and from what I remember of university, hard to pay attention to. These tasks replicate real world business English as closely as possible. One of my favourites went like this:
- 15 minutes discussing job interviews and looking at some job descriptions.
- 20 minutes brainstorming ideas for interview questions, feeding back and discussing them.
- 20 minutes looking at some ‘tough’ interview questions and their answers. For each one practice asking and answering with a partner.
- [break]
- 30 minutes doing mock interviews. We could squeeze in a change of partners three to five depending on various things.
- 15 minutes discussion and then feedback on what interview questions were easy, hard and useful for finding a good job candidate.
Anthony Ash 10:57 am on June 3, 2016 Permalink |
Hey! Great post – really enjoyed reading it over my morning coffee.
As for the negotiated syllabus, I think the problem stems from learners not expecting the teacher to give them so much choice or power. Next time what you could do is find out what they’re interested in and establish what they need from the course but the final decisions that piece together the syllabus come from you – you do it yourself outside of class – that way you’ve had their input but they don’t feel awkward or anything.
I didn’t get the acronym in C.R.E.A.M – what does it stand for?
For the Tasks part, do you also do language feedback in the feedback stage i.e. delayed error correction or language upgrade? How do they respond to this?
Looking forward to your response 🙂
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timothyhampson 12:35 pm on June 3, 2016 Permalink |
Hi Anthony,
Thank you for the (very high quality) comment.
I think I can make the negotiated syllabus more of an ongoing thing than a first class thing. I do try and take their interests into account as much as possible. When it’s framed like that it seems like a much easier thing.
C.R.E.A.M is a Wu Tang Clan song. It’s an acronym for Cash Rules Everything Around Me. The song is a classic.
My class sizes are really large. I’m kind of loath to do too much error correction because when they’re doing something that I could correct, it’s already in a scary situation for them. Because the tasks are quite long, I get to listen to lots of conversations, see what people are trying to say but can’t and then put that language on the board.
What I’ve found in China is that they already have a pretty great vocabulary, but they don’t have many opportunities to put it to use. I think/hope it’s a valuable experience for them. I am going to make a post about large classes soon, but when there are 60 students in your class, if you set an activity where they’re doing things in English, every minute of ‘doing stuff’ ends up being an hour of actual spoken English.
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Anthony Ash 12:38 pm on June 3, 2016 Permalink
60 people? When you said large I was expecting 25! Wow, incredible!
Well, while I was doing my Delta, one of the top things I learnt was when our tutor told us that most of the learners in our group “know English and know the rules and vocabulary, they just need opportunities to put it into practice”, so we started giving them tasks and providing them with the opportunities to practise. It sounds like you’re in a similar situation and doing the best thing for them 🙂
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timothyhampson 12:51 pm on June 3, 2016 Permalink
Not all my classes are 60 students. I think the average size is around 55? The school has to pay me extra if I teach more than 50 students so my class sizes go 49, 49, 48, 65.
Glad to know you think I’m on the right track. I’m going to be doing course evaluations in a few weeks; I can see if my students think the same. I’ll let you know 😉
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Marc 8:10 am on June 4, 2016 Permalink |
Negotiated syllabus does work but I think it works better if you already have rapport. You could do it by needs analysis, asking questions for hopes/intentions to use English and some possible/probable situations if they are high enough.
I wasn’t sure whether you’d get the comments because your hip hop will rock and shock the nation, so I hadn’t left one before.
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timothyhampson 4:10 pm on June 15, 2016 Permalink |
Thanks for the comment Marc, I think next time around I will be trying to spread this kind of stuff out over a longer period of time. I’ve been taking feedback from my students as an end of course thing and I’m really kicking myself that I didn’t do it sooner now. I think it has to be more of a process than a one off.
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mikecorea 1:46 pm on June 4, 2016 Permalink |
Nice post! I think Marc’s point about rapport and the negotiated syllabus is a good one.
One thing I have done (and have enjoyed and thought worked well) is to set up a meeting to decide the parameters of an assignment or a topic we will discuss in class next (or the order of things to cover.)
So we might start the term with the language of negotiation and then a big chunk of class time is used to practice this language in very serious business meetings about the rest of the course.
Finally a very useful (but probably unrelated) quote
Jeff: Why didn’t you say ‘hello’ to him? You know him.
Larry: He wanted to do a ‘stop and chat,’ I didn’t want to do a ‘stop and chat.’
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timothyhampson 4:12 pm on June 15, 2016 Permalink |
We actually spent a huge amount of time on how to hold a meeting, but teaching it first and then holding meetings would be perfect.
I’m also very inspired to use ‘Curb’ in my classes now.
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