Jun 17

Shifting Cultural Sensibilities in Language Use

Business English Training Courses, English Language Training, Language Training Courses No Comments »

Why is cross-cultural awareness important in language training and learning? Take the lingua franca of the international business world, for instance. Today, countries and organisations across the globe do business in a common language, English. Many European and Asian countries teach English as the second language to their children. After the dissolution of the former communist USSR, English became the favoured language of many former soviet republics aiming to become a part of the global society. Georgia, for instance, made a key linguistic switch: English mandatory for all students whereas Russian was optional.

Definition Language kdow i Shifting Cultural Sensibilities in Language Use

© istockphoto.com/Kdow

With all this investment in English language teaching, are learners across the globe speaking the same language? And are they speaking it the same way? You may learn the technical parts such as grammar and punctuation, but what about the nuances, about what words connote and not simply denote? Moreover, does your cultural identity determine the style and register in your usage of the world’s lingua franca?

It most certainly does. And therefore, for those in an international setting, an appreciation of what lies beneath the more obvious differences in cultures is vital in teaching and learning a language. In understanding culture, the obvious differences in customs, clothes, food, etc. are easier to see. However, it is the hidden differences like the mind-set, values, beliefs, attitudes, sensibilities, prejudices and preferences that also determine how we communicate, whichever be the language of our choice.

Let’s look at three examples to understand the differences in the use of English between Asian speakers of English such as the Japanese or Indians and those native English speakers:

1. Nouniness and Verbiness

Indians and Japanese tend to use more nouns which make the language heavy and cumbersome; native users of the language, on the other hand, use more verbs which make the language more direct and dynamic.
E.g. “The candidate submitted an application for the job.” vs. “The candidate applied for the job.”
“The police conducted an investigation into the murder.” vs. “The police investigated the murder.”

The nominalisation in the former examples, which makes the language wordy, is related to an attitude, even among many Indians who have acquired English through academic studies that using big words and complex sentences make language impressive. This results in verbosity.

The point a trainer needs to drive home is “Speak or write to express, not to impress.”

2. Use of Passive Voice

Native-users of English prefer the active voice whereas Asian users tend to use the passive voice more. This directly relates to how they communicate in their own language.

E.g. Native Japanese speakers who want to treat their colleagues to lunch will politely say: “Watasi ni harawasete kudasai”, which corresponds to “Allow the bill to be paid by me.” The English “Let me pay” or “I’ll pay” would sound a bit rude and abrupt. Japanese or Indians are more reserved and formal, and the impersonal or distanced nature of passive voice matches their sensibility better. The western attitude prefers brisker “who did what” style of the active voice.

The point for the trainer here is to impress upon the English learners to make active voice the voice of their choice in every day communication or in business English, barring exceptions in negotiating or persuading where tone and politeness need to be kept in mind.

3. Direct and Indirect Expressions

Japanese and Indians find it rather more difficult to say “no” directly. It can sound rude or “in your face”. They would rather imply a negative than say it out loud. This can cause misunderstanding as westerners sometimes might assume a deal is done and dusted, whereas there was never a “yes” implied.

E.g. “Kangaete mimashoo” or “Let me think about it” can often mean an “I’m sorry, no”; a “Ah, soo desu ne” or “Ah, that is so”, depending on the intonation could mean, that is not so; or even a “Wakarimasita” or “I understand” could simply indicate understanding and not necessarily agreement. An Indian may say “Haan ji” or “Theek hai”, which when literally translated means “yes”, rather than the more direct “No” or “I can’t” which makes them uncomfortable or embarrassed. It could sometimes even be simple face-saving. Westerner are often frustrated at this “miscommunication” and at times even question the honesty of the communicator.

Training becomes essential in creating cultural awareness in sensibilities that include the concept of “face”, and that meaning sometimes lies between the lines, in the intonation and body language. Asians, on the other hand, need to understand the more direct “cards on the table” style of, for instance, their American counterpart where no impoliteness is intended. Because our beliefs and values are reflected in our communication, we need to share more than just words when we switch languages; we need to share and empathise with the other’s sensibility, attitude and thinking.

There are two lessons here for organisations and trainers:

i) Train employees in cross cultural awareness so the ‘hidden’ cultural differences like attitudes and values are understood and appreciated
ii) Note that sensibilities need to shift according to the language spoken, i.e. when using English, be more direct and precise, use the KISS principle of keeping your language short and simple, but without ever being rude or unprofessional; when using other languages, for example Asian ones, match your style to suit the more formal and indirect mindset of your audience or readership.

Our ability to communicate, negotiate and influence will be more effective and fulfilling if we truly learn to speak the same language, both verbal and non-verbal.

© Communicaid Group Ltd. 2013

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Apr 30

Speaking Globally, Communicating Locally

English Language Training, Language Training Courses 1 Comment »

In recent years, there has been a steady decline in the foreign language skills of native English speakers. Not only does this skills gap increase the need for English speakers to rely on interpreters with the risk that they misinterpret implicit messages or miss the cultural nuances of what has been said, but it also limits the credibility of professionals working internationally. This has been highlighted by UK Foreign Secretary, William Hague’s recent decision to reopen the Foreign and Commonwealth Office’s language school as reported recently by the BBC. The Commons Affairs Committee has stressed the need to focus on language skills when implementing promotion criteria for diplomats and has increased the FCO’s spending on language training by 50%. If language ability is neglected the government runs the risk of losing respect internationally and reducing its ability to influence key stakeholders within overseas governments and organisations.

Flags 2 Daniel Cardiffi Speaking Globally, Communicating Locally

© istockphoto.com/Daniel Cardiff

Sceptics may point out that developing high level language skills can be extremely costly and time consuming and that using interpreters or even translation software can be a more immediate and viable alternative. And with the rise of English as a global language don’t most large organisations and senior officials speak English fluently anyway?

However, organisations that adopt this attitude are missing a trick. Speaking the local language fluently improves the speed and ease of communication often leading to smoother messages, speedier decisions and a more engaged audience. Demonstrating an ability to speak the local language fluently also helps enormously when building relationships and establishing trust which in turn leads to increased business opportunities. After all, people do business with people they like and demonstrating that you can speak your counterpart’s language shows that you are interested in them and their culture and are investing your efforts in getting to know them better.

However well you may think your international counterparts speak English, nothing replaces the ability to speak, listen, read and write in their native language. It may be challenging to learn a new language in adult life but motivation will increase when the organisation shows that it values these skills and where professional development or personal improvement are at stake.

© Communicaid Group Ltd. 2013

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Oct 24

Wittols, Aerodromes and Charabancs – How Words in Everyday Language Are Becoming Obsolete

Language Training Courses 1 Comment »

We often hear about words being added to dictionaries as they become part of everyday vernacular, but have you ever heard about any words that get removed? Some people argue that if a word has existed at some point in time then it merits a place in the dictionary. After all, who knows when someone may come across it in an old text and need to look up the definition? Others say that dictionaries should reflect the language that we use in the here and now, and so those words which have become obsolete in everyday language should no longer have a place in the dictionary.

Language and culture are constantly changing, so how do we keep up with these changes without losing our past?

Definition Language kdow i Wittols, Aerodromes and Charabancs – How Words in Everyday Language Are Becoming Obsolete

© istockphoto.com/Kdow

Collins Dictionaries has recently announced that they will be dropping various words from its smaller English dictionary versions as they have become obsolete and outdated. According to The Guardian, some of the words which have made it on to this list of extinction include:

  • Wittol - a word used in the 1940s and earlier to describe a man who tolerates his wife’s unfaithfulness.
  • Aerodrome – a word which refers to the place where aircrafts take off and land. It is almost the equivalent to today’s ‘airports’. The word is still used in official documents by the International Civil Aviation Organisation (ICAO) but rarely in everyday language.
  • Charabanc - referred to a motor coach usually used for sightseeing. This word comes from the French expression ‘char-à-bancs’, which means wagon with seats.
  • Succedaneum - signifying something used as a substitute. This word is mostly used in the medical sphere to describe any drug that can be taken in place of another.
  • Supererogate - not performing more than is actually required.

While some words become obsolete from everyday language, others still exist but their meaning has changed over time. Words like fun fur have remained in use as their meanings have been adapted to current circumstances. Fun fur used to refer to cheap animal fur that had been dyed in several colors until the 1960s. Today it refers to synthetic fur.

Though many of these words on the list are rarely used in modern society, they will still have a place in the bigger dictionaries as they might be relevant to specific fields, and logistically there is enough space to keep them there unlike in the smaller versions.

Words and their meanings are always bound to specific contexts and times in which their meaning makes sense. Anyone learning a language needs to be aware of how words are used today and historically in order to correctly interpret and understand their meaning. Language courses can help people keep up with the constant changes in language to make sure that their skills are the most appropriate for today’s modern world.

© Communicaid Group Ltd. 2011

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Oct 12

Tips for Learning a Foreign Language – Inside the Training Room

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Learning a language, as with learning anything, should remain interesting or else it can quickly become a chore. Once this happens, the motivation seeps away from the learner and the end of the learning process is in sight. This reasoning is particularly important for foreign languages as learning a language well can take years. It’s really important therefore that anyone taking a language course has the content and materials tailored to their unique needs and requirements.

Businessman making Presentation i Tips for Learning a Foreign Language Inside the Training Room

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Cinema fans would obviously be drawn to using film extracts, trailers and film reviews. Sports fans on the other hand would be more attracted by sports websites, sports TV channels, sports articles and columns in magazines and newspapers and sporting profiles. Obviously, if learners are in a group then they have limited control over the material provided. Whatever their preference and learning style, however, the methodology and content of the language course needs to be adapted appropriately to create maximum impact.

Learners are essential to the success of the learning process and are consulted more now than they ever used to be about their interests in an effort to ensure the most appropriate material is being used. For younger learners in schools, this is rarely the case as there is a curriculum and a lot of pupils to cater for. For professional adult learners, however, there is much more flexibility in the way that language courses are adapted.

Adult learners need to take responsibility for their own learning as this will create the most effective results. Learners who lack the right level of motivation, curiosity and open-mindedness about language training will struggle to see any concrete results. Here are a few things that learners can do or be to make their language course as effective as possible:

  • Learners need to be open-minded about how learning a language through different training approaches can benefit them. They need to be open about their personal interests and learning style so that the trainer can adapt the course in such a way that will remain interesting for the learners.
  • Learners also need to show a curiosity and willingness to understand the different structures of the target language and the way its grammar works. Asking questions and being inquisitive about the language rather than just memorising things will create the most learning opportunities that will be beneficial in the long term.
  • For learners in group language courses, sharing knowledge and ideas with other learners can help solve problems and facilitate progress. There is also the important social element present in a cooperative environment which can increase learners’ motivation and maintain their good levels of attendance in difficult times. The idea of working together with others to do activities, often referred to as task-based learning, has become an important approach in language learning.
  • As in any language, vocabulary is essential. For communicative purposes, it is arguably more important than grammar. It’s therefore imperative that learners are motivated to learn a certain number of new vocabulary items per week. These items need to be learned in context, so their precise meaning and how they are used can be fully understood. The pronunciation and spelling of the word are obviously important as well but may also depend on the level of the learner’s language ability and needs.  Being selective is essential as there are simply too many words in any language to try to learn them all.  This is the job of the learner outside the classroom and the job of both the trainer and the learner inside the classroom.

Language learners play a huge role in ensuring the success of anylanguage course. By understanding their own learning style and sharing this with their trainer they can not only enjoy training more but they will also learn more effectively. Motivation, open-mindedness and curiosity are all essential for any language learner, not only in the training room but in practising the language in the real world.

© Communicaid Group Ltd. 2011

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Aug 31

Tips for Learning a Foreign Language: Choose the Most Effective Training Method

Language Training Courses 1 Comment »

There are many different ways to learn a foreign language. Whether you select an individual language course, group session, telephone training, eTraining, intensive course, immersion programme, home-stay or self-study, you need to first understand your personal preferences and learning style.

Answer Sheet Ryan Balderas i Tips for Learning a Foreign Language: Choose the Most Effective Training Method

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One way of figuring out which training format is best for you is by looking at your own personality and character. For example, eTraining requires a level of self-discipline to connect regularly to the site to practise. Individual training sessions work best with people who are able to plan their time effectively as missing training sessions can have a negative effect on learning. Group training sessions are effective for people who are willing to work through the language learning with other group members.

Another aspect which will help you to determine the most effective language training format is to look at your individual learning style. There are many different models of learning styles, but one model of learning styles suggests there are three different types:

  • Auditory – understand and acquire information well by listening to explanations or language dialogues
  • Visual – need to see the things written down and prefer different forms of visual learning like graphics and videos
  • Kinaesthetic – prefer active lessons with dynamic games and role plays that apply the learning to a practical context

Visual learners may not benefit from telephone training which lacks visual components, whereas kinaesthetic learners may benefit greatly from group training which includes role plays and movement. Training which involves lots of verbal discussion in the session and saves written assignments for self-study may not appeal to visual learners who need to see things written down. Meanwhile, training that uses a very communicative approach and lots of interactive activities may appeal to auditory and kinaesthetic learners. Knowing your learning style can help you to select the best training format and approach.

In addition to some of the methods we’ve explored here, there are a number of other training formats which could appeal to your personal style and preferences. The Community Language Learning (CLL) format, for example, uses humanistic techniques to engage the whole person in the learning process.

Other language training sessions use music and rhythm to tap into the non-rational and non-conscious influences on language learning. Increasingly language training also incorporates technology to increase the impact of training, whether through language eTraining solutions or language media centres which provide the tools to practise learning from the session.

Before signing up for a language course, it’s therefore really important to think about your learning style and preferred approach as well as your training objectives. This will ensure that the training format you select will give you the most opportunity to improve your language skills.

© Communicaid Group Ltd. 2011

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Nov 12

How to Learn a Language – Part Two

English Language Training, Language Training Courses 3 Comments »

Putting certain fundamentals in place at the beginning of the learning process will help you to progress independently. The role of a language training course is to help you study and learn by yourself as your trainer cannot always be present to provide new information, help with the practice of the language or to answer questions. As far as speaking is concerned, it is therefore advisable that you are able to recognize and pronounce the different sounds of the language you are learning. It is important to know how these sounds are produced and what the phonetic symbols are. In this way, when you come across an important new word or expression, you will be able to look it up in a dictionary and work out its pronunciation without having to ask a trainer.

Business meeting 8 track5 i How to Learn a Language – Part Two

© istockphoto.com/ Track 5

In English, for example, the different ways of pronouncing ‘ough’ only become clear with the help of a trainer or the phonetic script in a dictionary (compare: though , through, bough, trough, thought, etc).
Arming yourself with a good dictionary, a practical grammar book and a list of a few good websites can help this independent progression. Websites can provide practice in all of the four skills. Some examples of these are:

Watching the news, documentaries and films in the language you are studying is also a great help. Even if you cannot understand everything that is said, getting used to the sounds and rhythm of a language is very helpful. Podcasts are a wonderful tool as the same extracts can be listened to as many times as one wishes.

The best way to become a competent and accurate user of the target language is to learn its grammar. Methods which teach set phrases without explaining the mechanics or grammar of the language are not doing you any long-term favours. It is only when you understand what lies beneath the structure of a sentence that you will be able to start making your own sentences in a fully independent way. It is important, however, that you find the approach to grammar that works best for you as there is an enormous amount of material on the market and on the Internet to choose from. Slogging away at grammar exercises when these bring back bad memories of English lessons at school is obviously not the right way.

By focusing on the functions of the language or on the lexical chunks could help you move away from the word ‘grammar’. In the same way, it is important that you know yourself and the way that you learn best. You might be more of an aural or a visual learner, for example. If you are a more visual leaner, it is important that you supplement what you have heard with written documentation (look at the audio scripts, read the subtitles, etc). If you need to see the written word before you can register it correctly, then it is important that you note down new vocabulary. Most trainers will adapt the language training courses according how best each delegate learns but it is always beneficial for you to think about your own learning style and apply what you discover.

Immerse yourself in the target language as much as possible. Take opportunities to listen to the radio on the Internet, watch TV or films in the target language, read articles on the internet and in publications. Travel to a place where the target language is spoken. It might be possible to join an association or club in your home town, which groups together people who share the desire to practise the language. Make the most of those journeys to work by car, train and underground by listening to a podcast, CD or MP3 files. If you are interested in anglophone music, then go one step further and discover what is being sung. Singing along can help pronunciation as well.

© Communicaid Group Ltd. 2010

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Oct 15

Is Your Company Suffering from a Lack of Language Skills?

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According to a report published by the European Commission, there is a direct link between language skills and successful and profitable businesses. The survey, conducted across nearly 2000 European SMEs, also indicated a genuine demand for language skills among their workforces. Companies who set clear language strategies (such as providing language courses or hiring native speakers) are getting better results than those that don’t.

Chinese businesspeople 5 Izusek i Is Your Company Suffering from a Lack of Language Skills?

© istockphoto.com/ Izusek

The report goes on to highlight that 11% of EU SMEs surveyed are losing considerable amounts of money because of their lack of language skills while 37 firms admitted they had lost contracts valued between 8 and 13.5 million Euros because of language problems. From writing emails to drafting contracts and making phone calls, every aspect of the business and negotiation process has to be dealt with carefully and misunderstandings must be avoided at all costs as they can jeopardize the whole business winning process.

This report also underlines the existence of several business lingua francas. While English is now widely recognised as the universal language for business, the importance of Russian when doing business in Eastern Europe or French in African countries is not to be underestimated. The same goes for other parts of the world: Spanish speaking employees will help to create business opportunities in Latin America, while being able to speak Mandarin Chinese is an invaluable asset for companies seeking to develop the Chinese market.

There are several options for SMEs wishing to improve the language skills of their workforces. Recruiting native speakers or hiring translators or interpreters are possible solutions; however, they can prove difficult to find or come with a high financial cost. Another possibility for these firms is to provide specific language courses to their employees and help develop their skills. Business French courses or Survival Chinese language courses can help firms to improve the language skills of their employees and prove an invaluable retention strategy.

The report concludes that the overall economical performances of the EU could be dramatically improved if exporting firms were able to enhance their language skills. As an increasing number of businesses are considering working with foreign countries, particularly if their home market is in recession, the importance of mastering foreign languages will become more and more crucial for firms wishing to be successful in the international arena.

© Communicaid Group Ltd.2010

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Oct 11

Benefits of Intensive Language Training

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The best way to learn a foreign language is to build on what is already known, i.e. ‘going from the known to the unknown’. This ‘known language’ is more readily built upon in back-to-back intensive language training courses. The short amount of time between a morning session and an afternoon one or between an afternoon session and one on the following morning does not give the delegate time to forget what he/she has seen. Consequently, the trainer has the opportunity to build on the ‘known’ with more immediacy.

Definition Language kdow i1 Benefits of Intensive Language Training

© istockphoto.com/ Kdow

On a classic one-session-a-week course, the delegate rarely finds that he/she is starting to ‘think’ in the target language. This is because outside the weekly one and a half-hour or two-hour training slot, the delegate is using his/her first language. It is only during an intensive period in which target language use outweighs first language use that the delegate starts to process the second language in a natural way (i.e. without translating).

In her research paper, Shona Whyte makes the following statement about second language acquisition ‘there is a general agreement that acquisition… implies a change in individual learners’ internal linguistic systems, which in turn occur through understanding and interacting in the target language, with some form of focus on linguistic features’.

This understanding and interaction is only going to occur after the delegate has started to feel comfortable in the target language and is willing to use this language in discussions, tasks and problem-solving. This moment arrives sooner on an intensive course than a course composed of weekly sessions. This comfort in the target language and willingness to interact is partly a result of the rapport that is built between the delegate and his/her trainer; a rapport that is quickly established on an intensive course. Some organisations, however, prefer to vary trainers during the week; this also has the advantage of exposing the delegate to different personalities, ways of training, experiences and accents.

The organisation of intensive language training coursesenables the delegates to focus better on the task in hand. The fact that an intensive course is easier to reserve in the delegate’s professional agenda means that the number of distractions should be reduced significantly during the training period. Interruptions prevent the brain from focusing on the linguistic tasks and intersperse the target language with the delegate’s first language. This increase in L1 interference reduces the efficiency of the learning process.

The number of hours on an intensive training programme provides the trainer with the opportunity to vary the content, the tasks and the methodology of the course. Variety is the key to keeping the delegate’s interest and levels of motivation high. The volume of the content should be such that the delegate feels as though he/she is really making progress. This feeling of achievement further increases motivation and interest for future training.

Delegates usually follow language training courses because they require some professional knowledge and skills, the acquisition of which cannot always wait. Intensive training courses provide the delegate with the opportunity to learn a significant amount in a short period of time and consequently to be in a position of competence straight away.

© Communicaid Group Ltd. 2010

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Oct 11

Benefits of Immersion Language Training

Business English Training Courses, English Language Training, Language Training Courses, Legal English Training Courses 1 Comment »

Immersion language courses (such as a Business English course in London) are those in which the delegate finds him/herself in a country where the target language is one if not the national language. The benefits of being in a position to experience and use the target language naturally in social and professional situations outside the training room is extremely beneficial to the learning process. As Mike Bostick states in his article ‘What is Immersion?’: ‘Language is acquired most effectively when it is learned in a meaningful social context.

Happy meeting Neustockimages i Benefits of Immersion Language Training

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Fritz and Wagner state that ‘Language is not only a cognitive phenomenon, the product of the individual’s brain; it is also fundamentally a social phenomenon acquired and used interactively in a variety of contexts for myriad practical purposes’. The delegate is focused on specific language and forms in the training room during the day and then has the opportunity to practise his language skills in the evening and at the weekend. Examples of different possible social situations could be an evening in a pub, going to a sports club, the theatre or the cinema. Professional situations might also be organised. A visit to the local law courts could be a feature of a legal English immersion course or an organised guided tour of an accountancy firm might find its place on a financial English training programme. If the delegate stays in a host family, then the opportunities for social interaction obviously increase.

The mental efforts involved in manipulating one’s own linguistic resources in order to interact socially aide the memorization of structures and vocabulary. Being able to use the training room language in real social and professional situations can also give a big boost to the delegate’s level of motivation. In addition, associating the target language with a culture at first hand can also add an extra motivational factor.

If we were to take note of Stephen Krashen’s theories on second language acquisition, the higher the delegate’s level of language before the immersion course, the more beneficial this course would probably be. This is because the American Linguistic, Krashen, believed that language is best acquired when the delegate receives a lot of comprehensible input. ‘Comprehensible input is language input that can be understood by listeners despite them not understanding all the words and structures in it’.

This roughly tuned input needs to be slightly above the delegate’s productive level (i + 1, where i is the delegate’s current level of language). The delegate on an immersion training course is faced with an enormous amount of comprehensible input and should therefore be able to acquire language more easily. Krashen distinguishes between acquired language (the language which is subconsciously acquired and which is readily available for spontaneous conversation) and learned language (what we use to monitor or check the acquired language as we use it). Acquiring and learning both of these sorts of language is more possible on an immersion course where the language of the training room is complimented by social language.

In addition to the increased linguistic opportunities available to a delegate on an immersion course, one important practical advantage should not be neglected. Immersion nearly always takes place in a country that is foreign to the delegate. He/she is therefore definitely ‘out of the office’. Consequently, the chances of first language interference and professional interruptions, which both hinder the learning process, decrease significantly. The delegate is also away from his/her family, which also implies that he/she can pay full attention to practising and learning the target language.

© Communicaid Group Ltd. 2010

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Aug 11

What Makes a Good Language Trainer?

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In a recent article entitled ‘The Corporate Domain 1′, the author argues that being a good corporate language trainer requires ‘expertise, confidence and commitment’. Trainers need to have extensive knowledge of the profession in which the delegate wishes to be trained. This knowledge usually comes from qualifications (in finance, insurance, business, etc.) but is preferably reinforced by a certain degree of experience. It is also necessary that the trainer be competent as a language trainer; in other words, he/she has completed some kind of certificate in general training approaches and techniques.

This professional expertise, however, needs to be continually updated and demands a lot of commitment. The language trainer should keep abreast of all the developments taking place in his/her specific professional domain. This is obviously easier if the trainer continues to work in addition to doing training. If not, the trainer should consider reading the specialised press, subscribing to relevant websites, joining relevant associations and even attending courses. Not only is expertise in one’s specialised area essential, but the trainer should also know about new ideas and techniques which could help him/her convey these skills to the delegate more efficiently. There is an enormous resource library available to trainers to maintain and update their knowledge.

Both of these areas of knowledge are essential if the trainer is going to inspire confidence in his/her delegate(s).

Team business5Neustockimages i What Makes a Good Language Trainer?

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A good language trainer is a confident person who is able to transfer this confidence to his/her delegates. Professional adults often come to the training room with bad ideas about their ability in foreign languages. Maybe this lack of confidence stems from a bad learning experience at school, or even as an adult. The belief that we are one day ‘too old’ to learn a foreign language does not help this situation either. The trainer needs to make the training experience as positive as possible by helping the delegate believe that he/she is able to acquire the necessary language. The trainer can do this by showing and referring to what the delegate can do as the training course progresses.

A good trainer should be interested in the delegates he/she is training and retain a certain degree of flexibility in his/her approach. The trainer must not forget that he/she is training individuals who have different learning styles and emotions. He/she must therefore be ready to change an approach if it is not working and enquire if the delegate seems perturbed or unhappy about something. Training programmes are guidelines and if the delegate requires to review something, has a vital document he/she would like to work on, would like to see more on a specific area such as presenting or negotiating, then the trainer should consider modifying the programme accordingly. Obviously this last point is more relevant to individual courses and might not be appropriate where a group is concerned

A language trainer trains his/her delegates how to do things by using the appropriate language and does not give general language lessons. The delegate usually comes to the training room in order to improve his/her ability to do different things professionally. Therefore, the language course can only be drawn up after a diagnostic consultancy has been carried out in which the delegate’s level of language, professional needs and objectives are analysed. A good trainer makes sure that he/she is in possession of all this information before preparing the training course content.

A language training course is only a moment in time and the delegate will need to continue learning after the course has finished. A good trainer emphasises the ongoing nature of learning and directs the delegate to relevant websites, material, etc. and gives advice on study techniques, etc. which can help him/her. A lot of good websites exists for language learner.

© Communicaid Group Ltd. 2010

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