TESOL Law Journal: January 2006 Vol 1.

January 2006, Volume 1

Vol 1 Index

Title
The Law of Business English in China.*

Author
Dr. James P Kelly

Bio:
Dr. Kelly has a PhD in Education and an MBA. He currently lives in Korea teaching Business studies and MBA studies.

Keywords
Second Language Teachers, Business English, Business English qualifications

Abstract:
Each year thousands of foreign language teachers descend on Asia to teach English. The majority are unqualified. Almost all have absolutely no qualifications to teach Business English, let alone English. As China develops into an economic giant, the demand for Business English grows at an exponential rate. Yet those teaching and those providing the medium for teaching are doing the future business leaders of China a great disservice. Small professional schools are appearing - but it is imperative the Chinese government consider legislative action in the near term to develop and promote professional business English schools and to regulate the Foreign Service providers. Whilst China is the focus of this work, it should be noted that other Asian economies such as Korea, Vietnam and Korea are also beset by issues of incompetent business English teachers practicing their pseudo trade. The law of Business English is a misnomer - there is no law covering a field that is neither established nor credible.

China's growing economy
There is no doubt that the surge of interest in English skills is consuming China. Along with this general demand is the growing Chinese economy - much of it dealing with the west. On the whole the foreign experts found in China in schools and Universities are graduates from Universities who are merely out for a one-year adventure and have no skills at teaching.

At the other end of the spectrum are the more elderly teachers who in fact have do have experience in Business English -many are retired from such professions as law, business or other professional ways of life - and they have gone to China in their retirement. However, across China, as much of Asia, age is a barrier to teaching to English. The average Asian school demands a western female in her mid twenties. Discrimination in job advertising is rife and goes on unabated, helped along by job boards that perpetuate the discrimination. Discrimination in employment is not a law that is actively pursued in many Asian nations.

Yet the irony is that schools demand experienced Business English teachers - but are not willing to accommodate those over 35. Griffith (2005) notes,

Despite the rumors, a native's knowledge of the English language is not an automatic passport to employment anywhere abroad. It can, however, be put to profitable use in many Asian countries. In Korea, Taiwan, Japan, Thailand and, increasingly, China a high proportion of the population are eager for tuition from English speakers. A university degree in any subject is the only prerequisite, though in some cases just a degree of enthusiasm will suffice.

As in English teaching, there are no written laws governing this field. An examination of Asian laws covering Education Law, Immigration law, Business Practice Law, Trade Practices laws, shows no reference at all to the subject of Business English. The distinction between an English teacher and a Business English teacher is seemingly non-existent. An example can be seen through a leading employer of Business English teachers in Korea. The wage for teaching company executives and the wage for teaching kindergarten English is the same.

The Demand for Business English
Across Asia there is a growing demand for teachers with business English skills to teach the subject. Oxford University Press offers a variety of good textbooks, yet according to the company, sales of books are slow. Thus we have the unique phenomenon of the market demanding skilled teachers, the market supplying good materials, yet no one to fulfill the demand. A glimpse at Korea and Vietnam shows companies subcontracting out 'expert business English teachers,' yet teachers are no more than the backpacking unqualified tutor.

One case involves an international company who has in house business English teachers. Reports from those studying at this unit show the teachers to be poorly trained in business skills and which said positions are filled by those who fit the criteria of youth first, with reference to business skills rarely considered. One manager taught by the unit noted the writer in survey form that he felt the teachers were poorly equipped to train the management, and that the company was wasting money on such a poorly skilled unit. This sentiment has also been found at two other global companies, one in China and one in Japan.

In Beijing three companies hire out business English teachers, yet it is clear these teachers know no more than that which appears in the text books they teach from. Fees paid by companies are high, yet the teacher receives a fraction of that payment. Invariably, the teacher teaches for one or two months and the students or company loses interest as there is no structure, and the teaching finishes.
Thus the irony is that whilst Business English tries to establish itself as a serious profession, the willingness of the end user to accept teachers who are not qualified is taking the profession in the wrong direction.

The Business English Teachers
What qualifications does a business English teacher need to teach in Asia? The answer: none. There are various reasons for this ranging from non-regulated teaching institutions to poor government legislation. At a recent conference I attended in Seoul for English teachers, a presentation on Business English skills was given by a teacher of English who clearly had little or no understanding of Business English concepts - yet the audience eagerly accepted her lecture which contained frequent false and misleading information, both as to business English skills, and company issues.

Secondly, business's themselves, whilst demanding business English, have no clear concept of just what business English is. This can reflect may reasons from business's run by non qualified ventures, to business's run by top heavy management, whose age is high 50s to 60s, and who have no concept or understanding just what business English or should achieve.

Japan is the jewel in the crown of thorns. Business English has take on a serious face - one of professionalism and regulation. Organizations produce business English manuals - hold conferences and training sessions - and promote the professionalism needed in such a trade

Course and Materials
One of the important issues to remember is that whilst universities and colleges across Asia teach business studies, business English is assumed to rest in the hands of the native English speaker. As most teachers of English are not qualified to teach English, those who are invariably have no business English skills training. One may even present the hypotheses that business English is an industry built on a false conception, and that there is no such thing as business English. Rather, business English is in fact a specific entity using English. We do not, for example, call airline English, pilot English or stewardess English (Jung, 2005), thus to label business English speaking as business English is another example of market manipulation at the expense of reality.

Remedies
Remedies in theory and remedies in practice are poles apart. The issue is not one of just poorly trained teachers pretending to teach business skills. It is also a matter of companies accepting second best - trying to cut corners by paying poor salaries for something that needs only professionals. A look, for example, at the materials use by Samsung in Korea show they are poorly prepared, at times wrong, at times false and misleading, and at times not reflecting sound business English training skills.

Until Asian countries stop employing backpacking tourists who pretend to be a teacher for one year, the situation will deteriorate. However, as long as countries such as China and Vietnam pay mere hundreds of dollars for such teachers, no serious professional would ever consider going to such countries.

Clearly, for business English to become a recognized and serious filed of English language teaching, course providers, TESOL certificates or Ma TESOL. Universities should implement units that include this area of study.

5. Conclusion
Business English training in most Asian countries, with the exclusion of Japan, will, for the foreseeable future, rest in the hands of the incompetent teachers and poorly advised company managers. Laws do not exist to cover this area of training or education. The time is clearly ripe for any professional well-financed Educational entity to enter the markets and provide professional services. One company could supply over 10,000 teachers across China. This company would thus be in apposition to provide well-trained business English teacher, and assure the Asian companies that they were getting value for their money and skills that would enhance the companies' reputation.

References.

Abell, A. (2003). Business Grammar, Style & Usage (English). NY. Aspatore

Griffith, S. (2005) Teaching English in Asia. Retrieved 11 November 2005 from
http://www.transitionsabroad.com/listings/work/esl/articles/
workinasia.shtmlDecember

Guffy, M. (2001). Business English. OUP, U.K.

Jung. J. (2005). The Airline Job Interview. Pusan, S. Korea Lulu.

Jaderstrom, S., & Miller, S. (2002). Business English at Work. Lond. McGraw Hill

Mascull, B.(2001). Business vocabulary in use. Cambridge, CUP

Patil, Z. N. (2005). Oral Presentation Skills for Prospective Business Executives. Asian Business Journal Volume 1 Issue 3 Retrieved from www.asian-business-journal.com

* Article is a modified version of China: Business English: - A new wave.
Asian Business Journal Volume 1 Issue 3. Reprinted with permissions