Resource Library

Empowering Learners & Educators: English for Career Readiness

In today’s rapidly evolving job market, English proficiency has become a crucial asset for career success. Whether in business, technology, healthcare, or academia, professionals around the world rely on English to collaborate, innovate, and communicate effectively.

Context: The demand for English in the workplace extends beyond technical knowledge. Research shows that employers highly value soft skills—such as communication, problem-solving, and adaptability—alongside language proficiency. Equipping learners with both linguistic and interpersonal skills is essential for their long-term career development.

Dive in (one-minute read)

What the Research Says: English is the world’s predominant lingua franca, with millions of professionals using it daily to engage in global business and academic discourse. However, success in the workplace requires more than fluency; it calls for intercultural competence, critical thinking, and the ability to collaborate across diverse teams.

Why it Matters: As industries evolve, so do employer expectations. Professionals need to navigate complex, multicultural work environments where effective communication is key. Integrating soft skills into English language education prepares learners to meet these challenges and thrive in their careers.

What’s Next: Governments, businesses, and educators increasingly recognize the importance of embedding career readiness into English language instruction. Schools and training programs are adapting curricula to develop not only language proficiency but also the soft skills essential for professional success.

Read the Report: In this latest TIRF Insights paper from TIRF and National Geographic Learning, author Chia Suan Chong explores the intersection of English proficiency and career readiness. She highlights how educators can integrate soft skills into language learning to better prepare students for the workforce. Complete the form at the link below to download the paper.

Calls to Action: Use these discussion questions to explore how career readiness can be integrated into English language education:

1. How does English proficiency impact career opportunities in different industries?
2. What soft skills are most valuable for professionals in global workplaces? How can these be cultivated in English language learning?
3. How can educators design lessons that blend language development with real-world communication and problem-solving skills?
4. What challenges do learners face when using English in professional settings? How can schools and training programs better support them?
5. How can employers and educators collaborate to ensure that English language education aligns with workforce needs?

About TIRF Insights: “TIRF Insights” profiles recent research in the field of English Language Teaching (ELT) in a practical and accessible format. Our publications are written for parents, teachers, school leaders, and all student advocates who want to review recent educational trends in a nonacademic way. This paper on English for Career Readiness is available in English, Arabic, Chinese, and Spanish.

In February 2018, we released the fifth volume in the series entitled, “Global Research on Teaching and Learning English,” which is co-published with Routledge/Taylor & Francis. This volume is co-edited by TIRF Trustees Dr. Jodi Crandall and Dr. Kathi Bailey.

This volume presents research on language policy and planning, with a special focus on educational contexts in which English plays a role. Global Perspectives on Language Education Policies brings readers up-to-date on the latest developments in research, theory, and practice in a rapidly changing field. The diversity of authors, research settings, and related topics offers a sample of empirical studies across multiple language teaching and university contexts. This volume features access to both new and previously unpublished research in chapters written by TIRF Doctoral Dissertation Grant awardees and invited chapters by respected scholars in the field.

For more information about the book, including how to order, please click here. Please note that all royalties earned from the sale of the book will be donated to TIRF to help fund our programs.

In March 2016, we released the third volume in the series entitled, “Global Research on Teaching and Learning English,” which is co-published with Routledge/Taylor & Francis.

This volume is co-edited by TIRF Trustees JoAnn (Jodi) Crandall and MaryAnn Christison. It presents new empirical research situated in different contexts around the world, including Canada, Denmark, Israel, Japan, Korea, Qatar, Sudan, and the U.S. It is framed by the volume editors’ insightful overview and analyses of previous and ongoing work in a variety of related domains and an epilogue by David Nunan. The chapter studies are organized around three themes: teacher identity in ESL/EFL teacher education and professional development programs, second language teacher education programs for diverse contexts, and professional development for diverse contexts.

For more information about the book, including how to order, please click here. Please note that all royalties earned from the sale of the book will be donated to TIRF to help fund our programs.

Confronting Climate Change Education in ELT

Our world faces a number of challenges, and for many people, the most serious global issue is climate change, driven by the unsustainable use of the planet’s resources. But what does climate change have to do with English language teaching (ELT)?

At first glance, ELT might have little to do with environmental concerns. However, there are convincing reasons for ELT professionals to integrate sustainability into their teaching.

Context: As our world is globally interconnected, many national and international education frameworks underscore the need for young people to become global citizens who take action. Pioneering educators in the field of sustainable development are leading the way in preparing young people to become the global citizens of the future.

Climate Change Education, or CCE, is the education sector’s response to the growing global concern for global warming. Sustainability is steadily becoming a focus of education in science syllabi, through student-based action, and as part of national curricula.

Implications: ELT instructors can play a key role in helping students develop language skills to participate in the climate change debate. Preparing learners to be a part of this ongoing conversation and to act with informed awareness is the very basis of education. Bringing climate change discussions into the ELT classroom will help students develop their voices for sustainability discussions outside of class.

What’s Next: The science of global warming is clear. As climate change awareness increases globally, we can expect to see a much greater focus on climate action in all areas of life, including English language education.

Read the Report:  In this report from TIRF and National Geographic Learning (NGL), author Daniel Barber details how stakeholders in ELT are confronting issues involved in CCE. This paper is available in Arabic, Chinese (Simplified), English, and Spanish. Complete the form at the following link to download the paper:

About the “TIRF Insights” Series: The “TIRF Insights” Series profiles recent research in the field of English Language Teaching (ELT) in a practical and accessible format. Our publications are written for parents, teachers, school leaders, and all student advocates who want to review recent educational trends in a nonacademic way. TIRF is pleased to be working with NGL on this important endeavor.

Calls to Action: To promote further exploration and discussion for you and your colleagues on the issues raised in the TIRF Insights: Climate Change Education paper, here are some questions to guide a conversation around the topic of CCE.

1. What role does climate change currently play in our students’ lives? How can we support students in learning more in a supportive atmosphere?
2. What are the most relevant and impactful environmental issues that affect the learners’ local area and home country? How can we raise awareness of these issues and the part our leaners might play in tackling them?
3. Which cultural factors arise when discussing climate change in our classrooms? Is there more we can do to support one another to handle these cultural sensitivities?
4. What misgivings do we have regarding the adoption of CCE? Lack of training? Uncertainty around content that could be seen as political? Our own climate anxiety? What support could be helpful in overcoming these obstacles?
5. What climate education projects would our students and our school like to take part in? What actions might benefit students, parents, the school, and the local community.

TIRF Insights: Social and Emotional Learning is available in four languages: Arabic, Chinese (Simplified), English, and Spanish.

This paper, authored by Katherine (Kath) Stannett, investigates social and emotional learning (SEL) against the backdrop of the COVID-19 pandemic and consequent disrupted education and learning loss.

Recent research suggests that the COVID-19 pandemic has led to disrupted education, learning loss, and the wide-scale use of hybrid and online teaching and learning. The pandemic has also revealed and underscored a need to address not only students’ academic skills but also their social and emotional skills.

This paper is made available to the public for free. Use these links to access the publication:

• Arabic
• Chinese (Simplified)
• English
• Spanish

TIRF is pleased to have worked with author Kath Stannett, an England-based teacher trainer and materials writer, and in collaboration with Laureate International Universities and National Geographic Learning, to produce this first paper in the “TIRF Insights” series. This series was formerly known as “TIRF Language Education in Review.”

Via “TIRF Insights,” the Foundation profiles recent research in the field of English Language Teaching in a practical and accessible format. Our publication is written for parents, teachers, school leaders, and all student advocates who want to review recent educational trends in a nonacademic way.

Click here to download the English version of TIRF Insights: Social Emotional Learning.

The 10th volume in the TIRF-Routledge series, this book features research on the teaching and learning of English in the Middle East and North Africa (MENA). With chapters written by TIRF Doctoral Dissertation Grant awardees and internationally known scholars, the volume addresses contemporary challenges and considerations to teaching English in the MENA context. With empirical research covering a wide range of under-studied contexts, this book provides important insights and future directions to improve research and instruction. Offering up-to-date research at the primary, secondary, and post-secondary levels, this volume is an essential resource for language education programs and pre-service teachers.

This book has been co-edited by TIRF Trustees Dr. Kathi Bailey and Dr. David Nunan. It is featured in the “Global Research on English Language Teaching and Learning.”

If you are interested in ordering the book, please click here to visit Routledge’s website.

Some Emerging Principles for Mobile-assisted Language Learning

For the main paper, click here.

Glenn Stockwell, Professor, Waseda University

Philip Hubbard, Senior Lecturer and Director of English for Foreign Students, Stanford University Language Center

Executive Summary: The steadily increasing access to sophisticated but affordable portable technologies over the past several years has brought with it a body of research into using these technologies for learning in both formal and informal contexts. It is not surprising, then, that language teachers have also adopted mobile technologies into their individual teaching and learning contexts. This paper first examines recent studies from the mobile-assisted language learning (MALL) literature, exploring the issues that emerge from this body of research through a framework distinguishing physical, pedagogical, and psycho-social dimensions. Recognizing not only the contributions but also the limitations of existing MALL literature, it then identifies a number of findings from the closely allied fields of mobile learning (ML) and computer-assisted language learning (CALL) that can inform both research and practice in MALL. Drawing from all three sources (MALL, ML, and CALL), the paper proposes ten general principles to guide teachers, learners, administrators, employers, and other stakeholders in the challenge of effectively integrating mobile devices and tasks into language learning environments. The paper concludes with a case study showing how each of the principles described have been applied in an actual mobile language learning context.

Discussion of this paper provided by: Tarana Patel, Founder & Educator, learnEd, India

Read the discussion by clicking here.

Discussion of this paper provided by: Simone Smala, Professor, The University of Queensland, Brisbane, Australia

Read the discussion by clicking here.

Terms of Use and Disclaimer: TIRF is providing this information as a service to our constituents, and no endorsement by TIRF of the ideas presented in this paper is intended or implied. The information is made available free of charge and may be shared, with proper attribution. However, the papers may not be reprinted without express written permission from TIRF.

We are pleased to announce the publication of its most recent commissioned paper entitled, English at Work: An Analysis of Case Reports about English Language Training for the 21st-century Workforce, which was co-authored by Anthony Fitzpatrick and Robert O’Dowd.

• Click here to download the paper. (For a printer-friendly version, click here.)
• To download a business-oriented summary, please click here.
• To download the executive summary, please click here.
• To browse and download case reports that were summarized in TIRF’s English at Work paper, go here.

The FreeBook TIRF has co-published with Routledge features one chapter in each of the six previously published books in the “Global Research in Teaching and Learning English” series.

To download the FreeBook, click here.

TIRF’s first publication was in 2009 and is entitled, The Impact of English and Plurilingualism in Global Corporations. The full version of the report is available here.

To see a summary of this report, please click here.

Beyond the Classroom: Mobile Learning the Wider World

For the main page, click here.

Ken Beatty, Professor of TESOL, Anaheim University

Executive Summary: Mobile learning has extended opportunities for making teaching and learning available beyond the traditional classroom. Associated technologies, software programs, and internet access have enfranchised many students who previously had little access to quality teaching. However, a paradigm shift has occurred in which learners are turning to new mobile learning opportunities to supplant traditional teaching as virtual extensions of earlier self-help books, phrase books, and audio-based language learning programs. Audio translation apps, augmented reality, and just-in-time learning approaches are providing alternatives to those with neither access nor time to learn a language. This paper examines the theoretical underpinnings of a range of technologies and applications, contrasting them with the traditional classroom and imagining the future of mobile language teaching and learning and the impact it will have on policymakers, teachers, employers, and learners.

Discussion of this paper provided by: Leonardo A. Mercado, Academic Director, Instituto Cultural Peruano Norteamericano (ICPNA), Peru

Read Leonardo A. Mercado’s discussion of this paper by clicking here.

Discussion of this paper provided by: Joyce Wangia, Director, Centre for Institutional Based Programmes, Kenyatta University, Kenya

Read Joyce Wangia’s discussion of this paper by clicking here.

Terms of Use and Disclaimer: TIRF is providing this information as a service to our constituents, and no endorsement by TIRF of the ideas presented in this paper is intended or implied. The information is made available free of charge and may be shared, with proper attribution. However, the papers may not be reprinted without express written permission from TIRF.

The seventh volume in the “Global Research on Teaching and Learning English” features chapters with original research written by internationally recognized scholars and TIRF Doctoral Dissertation Grant awardees. The volume addresses the crucial and growing need for research-based conversations on the contexts, environments, goals, and measures of success for Chinese-speaking learners of English. It includes sections on language assessment, perceptions in university contexts, and technology, especially in relation to young learners, in order to promote in-depth discussion of the teaching and learning of English for native speakers of Chinese.

The13 research-based chapters in Chinese-Speaking Learners of English: Research, Theory, and Practice discuss topics such as the impact and implications of using emerging assessment tools; the increase in English for Specific Purposes (ESP) courses; academic speaking and writing; and teaching in an online or hybrid environment. Throughout the book, the authors draw on their knowledge of their multiple contexts, as well as their learners’ needs and goals.

This volume is co-edited by Ryan Damerow, TIRF’s Chief Operating Officer, and Dr. Kathi Bailey, TIRF President is now available for purchase online.

English for Specific Purposes (ESP), as a field within language education, has been evolving constantly since its inception. And as COVID-19 has affected our industry in a multitude of ways – many of which are known to us now yet many others are likely on the horizon – ESP is inevitably undergoing further changes in the near future.

Topics centered on ESP, such as key issues in the field, what we currently know, what the future holds, and what the implications are for various types of stakeholders, are all addressed in the latest installment to the TIRF Language Education in Review (LEiR) series. Authored by TIRF Trustee and TIRF Publications Advisory Committee Chair Dr. Andy Curtis, Language Education in Review: English for Specific Purposes, is free to download on TIRF’s website.

The primary readership for the entire series, regardless of the topics of individual papers, is non-academic. Papers are intended for policymakers and language education professionals in leadership and management roles, who need to be aware of trends and recent findings, for decision-making purposes, but who do not necessarily teach, conduct research, publish, or present.

TIRF is appreciative for its partnership with Laureate Languages to commission this latest LEiR paper and is grateful for Dr. Curtis’ efforts in authoring the publication.

Please click here to access this paper.

(Download this publication here: https://www.tirfonline.org/wp-content/uploads/2021/10/LEiR_CEFR.pdf)

A recent search for the term “CEFR” (the Common European Framework of Reference for Languages) on Google Scholar gave the following results: approximately 28,000 hits with no time frame; 12,700 hits since 2015; approximately 3,900 hits in 2018; and approximately 700 hits in the first three months of 2019. In other words, there is an abundance of work on the CEFR – an embarrassment of riches perhaps, that makes it very difficult for any single publication to summarize all the research that has been done, and that is being done, on the CEFR.

Examples of CEFR research published in 2019 include the paper by Afir, Hamid, and Renshaw on the use of the CEFR in Malaysia. In that paper, the authors start by stating that the CEFR “has emerged as a global policy in language education which has been ‘borrowed’ by nations across the world” (p. 1). That notion of ‘borrowing’ refers to the fact that the CEFR was originally designed by Europeans for Europeans, but now appears to have taken on a life of its own, being referred to in teaching, learning, and testing contexts far away from Europe, not only geographically far-removed in space and time, but also far-removed in terms of histories, languages, and cultures.

In a paper published in 2018, also on the implementation of the CEFR in Malaysia, Azia, Rashid, and Zainudin concluded that “the implementation of CEFR in Malaysia still needs to be improved. All the stakeholders need to be properly synchronised, aware of their responsibility and updated with the latest information” (2018, p. 415, emphasis added). Those two papers (and others) on the CEFR in Malaysia highlight one of the challenges of employing the Framework, i.e., the context – geographical, linguistic, cultural, educational, etc. Another challenge relates to being “updated with the latest information” on the CEFR, as so much CEFR-related research is being done, and so many papers on the Framework are being published.

Other papers reiterate this recurring theme of contextual challenges. For example, working with Spanish learners of English in Spain, Díez-Bedmar (2018) found that “despite the current importance of the CEFR in the learning, teaching, and assessment of languages, limitations arise in the use of the CEFR descriptors, which are also present in the European Language Portfolio (ELP)” (p. 199, emphasis added).

Another context for CEFR research has been Canada. For example, Arnott, Brogden, Faez, Péguret, Piccardo, et al. (2017) proposed a research agenda for the CEFR in Canada. In their paper, the authors conclude with a series of questions, including the following:

• “What policies currently exist or might need to be created in order to support CEFR use within and across the provinces at all three levels of education for a variety of languages?
• What professional development opportunities are currently being offered, and what further types of scaffolding are needed to support language teachers?
• How is the CEFR currently being used, and how might it be used to greater advantage in order to enhance language learning?
• How do students experience CEFR-informed instruction, and what types of impact does it have?” (Arnott, Brogden, Faez, Péguret, Piccardo et al., 2017, p. 47)

On the basis of the third question above – “How is the CEFR currently being used, and how might it be used to greater advantage in order to enhance language learning?” – TIRF commissioned Professor Enrica Piccardo, Professor of Applied Linguistics and Language Education at OISE (University of Toronto), to author the second paper in TIRF’s LEiR series.

TIRF remains grateful for partnering with Laureate Languages to commission The Common European Framework of Reference (CEFR) in Language Education: Past, Present, and Future, and thanks Prof. Piccardo’s diligence in authoring the paper. Please click here to access the paper.

– Andy Curtis, Chair of TIRF’s Publications Committee

The Foundation is pleased to share access to a translated Chinese version of its 2012 report regarding English language training for the 21st-century workforce. Click here to access the translated paper. We are extremely thankful to our colleagues at English Career magazine for making this report available to Chinese readers. We would also like to recognize Ms. Yi-hua Lin for helping to check the translation of the paper.

Many stakeholders (e.g., parents, policymakers, students, and teachers) see English as a medium instruction (EMI) as a tool for creating opportunities for English learners to achieve success in both educational and workplace environments, and to join a global academic and workplace community. EMI has major implications for English language learning and the formation of policy, with a range of stakeholders affected when new decisions are made.

This paper is useful to universities struggling to make sense of the language issues around mobility of students, proficiency of the faculty, etc., and includes recommendations of what would need to be in the policies of universities, faculties, and departments.

TIRF is pleased to be working with Laureate International Universities and Dr. Joyce Kling, the author, to produce this first paper in this series. Please click here to access this paper.

In February 2017, we released the fourth volume in the series entitled, “Global Research on Teaching and Learning English,” which is co-published with Routledge/Taylor & Francis.

This volume features a carefully balanced set of studies and practitioner research projects carried out in various learning contexts around the world. Digital Language Learning and Teaching highlights cutting-edge research in the use of digital learning technologies in language classrooms and in online learning. Providing an overview of recent developments in the application of educational technology to language learning and teaching, it looks at the experience of researchers and practitioners in both formal and informal (self-study) learning contexts, bringing readers up-to-date with this rapidly changing field and the latest developments in research, theory, and practice at both classroom and education system levels. The volume is co-edited by Michael Carrier (TIRF Trustee), Ryan M. Damerow (TIRF Chief Operating Officer), and Kathleen M. Bailey (TIRF President).

For more information about the book, including how to order, please click here. Please note that all royalties earned from the sale of the book will be donated to TIRF to help fund our programs.

New Ways to Support EMI Teachers, Students, and Schools

English-Medium Instruction (EMI) is the use of the English language to teach academic subjects in settings where English is not the most common language of education. Over the past two decades, the number of schools with EMI curricula has expanded dramatically because English is now essential for success in a variety of arenas, including politics, economics, technology, science, medicine, and media.

Context: EMI is experiencing growth in public sectors globally and is no longer limited to students at elite private academies and universities. However, research shows that issues persist in effectively implementing EMI in schools across all levels due to the complex nature of studying academic curriculum in a second or third language.

What the Research Says: A growing number of EMI programs encourage teachers to take advantage of students’ first language (L1) to deliver new skills and content in English. In this way, two languages are used to process content and support students in becoming fully bilingual and academically successful.

Why it Matters: English is already the leading language of technology and medicine and is the business lingua franca. Young people are required to obtain a level of English proficiency not needed for previous generations. EMI can be foundational in the development of English language skills across the many disciplines required in modern education. Students with greater English proficiency have more university choices and greater career flexibility.

What’s Next: Globalization and EMI are interlinked: International students continue to look for programs providing EMI while English-medium institutions seek these students as a source of income and prestige. EMI will also continue to expand in primary and secondary sectors, in both private and public contexts. Research shows that students who begin an EMI program early in their education are often more successful throughout their learning in English-medium schools.

Read the Report:  In this recent report from TIRF and National Geographic Learning, author Tracey Gibbins sets the backdrop of EMI in today’s educational arena and shares where this approach to language education is heading. This paper is available in multiple languages. Use the following links to download the version of the paper you wish to read:

• Arabic
• Chinese (Simplified)
• English
• Spanish

About the “TIRF Insights” Series: The “TIRF Insights” series profiles recent research in the field of English Language Teaching (ELT) in a practical and accessible format. Our publication is written for parents, teachers, school leaders, and all student advocates who want to review recent educational trends in a nonacademic way.

Click here to download the English version of TIRF Insights: English-Medium Instruction.

Calls to Action: Here is a set of discussion questions that will help you and your team take next steps toward adopting, implementing, and/or furthering EMI at your institution:

1. What are some of the challenges learners face in EMI classrooms? Is there a discrepancy in English language proficiency levels among students in classrooms in our community? Are the materials used with our students suitable for all levels of English proficiency?
2. Which cultural backgrounds are reflected in our school or community’s student body? How does this cultural mix play a role in our school or community’s EMI approach? How do we currently include and support all students? What more can we do?
3. How can educators support one another during EMI adoption? Which teachers feel challenged, and by which issues? How can administrators support these differing needs?
4. We know there is often a performance gap in EMI classes between students with lower levels of English proficiency and those with greater proficiency. How can educators support both types of students to decrease the gap and provide appropriate academic instruction?
5. Are there additional equity and inclusion issues present in the classroom? How can these be identified and addressed?

This publication presents research on the practice of integrating content and language in diverse contexts where English is used as a medium of instruction. With chapters written by TIRF Doctoral Dissertation Grant awardees and other scholars, the volume offers an overview of a wide range of methodological approaches to teaching content in English to English learners and examines factors that impede or contribute to effective instruction. The chapters include findings from original empirical research, as well as overviews of existing research and model programs, providing valuable insights and taking into account a multitude of contextual features.

Offering up-to-date research on integrating language and content at the primary, secondary, and postsecondary levels, this book familiarizes readers with the latest advances in theory and practice. It is a key text for teacher education courses for preservice teachers, a resource for professional development programs for practicing teachers, and a useful reference for researchers.

Research on Integrating Language and Content in Diverse Contexts is the latest volume in the TIRF-Routledge “Global Research on Teaching and Learning English” series. The book is the ninth volume in the “Global Research” series.

Three long-time TIRF Trustees collaborated to compile the volume. MaryAnn Christison, Professor of Linguistics in the Department of Linguistics and the Urban Institute for Teacher Education at the University of Utah; JoAnn (Jodi) Crandall, Professor Emerita and former Director of the Language, Literacy, and Culture Ph.D. Program and Co-Director of the MA TESOL Program at the University of Maryland, Baltimore County; and Donna Christian, a Senior Fellow at the Center for Applied Linguistics in Washington, D.C. are the co-editors of Research on Integrating Content and Language in Diverse Contexts.

TIRF would like to acknowledge the contributions of all the authors and editors. We are grateful for their scholarship and dedication to furthering research in our field, as well as for agreeing to forego any royalties or honoraria, so that any profits may be used for TIRF initiatives.

To learn more about the volume, including how to purchase a copy, please click here.

In March 2014, TIRF released its first ever book-length publication. Teaching and Learning English in the Arabic-Speaking World is co-published by TIRF and Routledge/Taylor & Francis. This book is the first in the series entitled, “Global Research on Teaching and Learning English.”

Co-edited by Kathi Bailey (TIRF President & Chairman of the Board of Trustees) and Ryan Damerow (TIRF’s Executive Assistant), this volume includes contributions from TIRF’s Sheikh Nahayan Fellows and several individuals who were instrumental in developing the relationship between the Foundation and Sheikh Nahayan Bin Mubarak Al Nahayan. The book is dedicated to Sheikh Nahayan, as he was the person responsible for funding the Sheikh Nahayan Fellowships. We remain ever grateful for his support.

For more information about the book, including how to order, please click here. Please note that all royalties earned from the sale of the book will be donated to TIRF to help fund our programs.