Middle Marks – Reconciling Foreign Language Proficiency Goals in HE and the Workforce

Knowing a foreign language is an asset for any student, whether they are applying for an undergraduate program or a post-graduate internship. But language learning takes time and effort, so before investing heavily in studying a foreign language, students will want to be sure they are putting their eggs – and the right number of eggs – in the right basket. Higher Education is supposed to prepare students for the working world, but how are students supposed to know how far they should go in their language studies?

The aim of this article is to look at the different expectations of Higher Education institutions versus companies concerning foreign language proficiency level. As students prepare to one day enter the workforce, it is worth considering whether the foreign language courses at their Higher Education institution will provide them with the knowledge necessary for employment.

The English Language and Patience

The percentage of the world’s population who are monolingual varies from one source to another, ranging from 40 to 50%. On the other hand, the consensus is that more people are multilingual, speaking two or more languages, than monolingual (Azevedo, C.M. et al., 2016). Countries where English is the main language tend to be less multilingual; a consequence, it has been argued, of the dominance of English on the global landscape (Gunn & Tobyne, 2024; Rumbaut & Massey, 2013). For example, in the United States, approximately 80% of citizens speak only English (Altschuler & Wippman, 2022); in Canada, 21% speak two or more languages (Statistics Canada, 2023); and in Australia and Aotearoa New Zealand, almost 73% and over 80% respectively are English monolinguals (Australian Bureau of Statistics, 2017; Major, J., 2018).

English is undeniably the most commonly required foreign language for Higher Education admissions, and not just in countries where English is the main language. Universities across the globe offer courses or programs in English, thus facilitating the intake of international students. Argentina, Sweden, Estonia, Japan, Turkey, and Belgium are just a few examples of countries where universities offer courses in English.

A Study in Scoring

Education in Europe is characterized by a culture of language learning. The European Union’s education and multilingualism policies aim to provide young people with foreign language skills so they can study abroad and one day integrate easily into an increasingly international job market. And it’s not just young people who are encouraged to study another language; the EU aims to motivate “every EU citizen to master two other languages in addition to their mother tongue” [emphasis added] (Renard & Milt, 2023). (Meanwhile, some people struggle with the mechanics of even one language, depending on the ever-growing number of intuitive language tools to craft syntactically sound sentences and pick up when there is erroneously used instead of their. But that’s a topic for another paper…) Using the word “master” reveals the level of ambition behind the EU’s plan and the value it places on language learning. But what exactly does it mean to master a language?

To facilitate the teaching and learning of languages, the Council of Europe developed the Common European Framework of Reference for Languages (CEFR). The levels and descriptors were developed in “response to the need to make learning targets explicit and measure learning outcomes” (Council of Europe, 2024). The CEFR has gained worldwide recognition as a tool for describing language proficiency levels. As opposed to most other language scales or tests, the CEFR applies to multiple languages. Therefore, it often serves as a point of reference and comparison for other language proficiency scales, such as the IRL, ACTFL, TOEFL, IELTS, TOEIC, or CSE, China’s Standards of English Ability (see, for example, Foley, 2019; Zhu et al., 2023). Of this non-exhaustive list of standardized scales and related tests, more than half are specifically designed to assess English language proficiency.

Tests of the Linguaphiles

Regarding the minimum proficiency level to study in a given language, be it in English, Turkish, Japanese and so on, most Higher Education institutions require a level of B2 based on the Common European Framework of Reference for Languages (CEFR) – and this makes sense. On the CEFR scale, level B2 is when a learner is able to “understand the main ideas of propositionally and linguistically complex discourse on both concrete and abstract topics … including technical discussions in their field of specialisation” (2020: 48). A student who is not able to follow a lecture or read the course material would be at a disadvantage, to say the least.

The minimum proficiency level requirement does vary slightly depending on the institution, program or language in which a course is taught. For example, for its courses taught in French or English, the University of Liege in Belgium requires a B1, but a B2 for its HEC Management School programs. Also in Belgium, the College of Europe in Bruges wants a minimum of C1 and B1 in English and French, respectively. In Germany, the University of Berlin requires international students to have an advanced level of C1 for admission into German courses and programs; and in Estonia, at the University of Tartu, B2 to study in Estonian. Outside Europe, in Argentina, Austral University asks international students for a B2 to study in Spanish; in Brazil, the University of Sao Paolo wants a B1 to study in Portuguese; and in Japan, the University of Tokyo, a C1 equivalent1 in Japanese.

And that’s not all: many Higher Education institutions require students to successfully pass one or more courses in a foreign language to even graduate. Usually, this means the students must study a language other than the one in which their courses are taught. At some institutions, the concerned faculty stipulates a specific language to learn; at others, students can choose from what is on offer, which of course differs from one institution to another. In the United States, for example, it is common for colleges to offer Spanish, French, Japanese and American Sign Language, all popular choices with students (Sun, 2023).

Greater Expectations

Promoting multilingualism in Higher Education is a trend that is steadily on the rise all over the world. In Morocco, 2023 saw the launch of an education reform to increase language learning with the aim to better prepare students for the working world. Students now need to have a B1 in English as well as a B2 in their program language, such as French (Siham, 2022). In another part of the world, the government of Aotearoa New Zealand has devised a strategy to increase language learning among students of all ages and in all education levels, from toddlers in nursery school to adults in continuing education programs. The key role language learning plays in the internationalization strategies of Higher Education drives the demand for foreign language studies.

Persuasion

Another reason for the growing value of language learning is the apparent correlation between multilingualism and a country’s competitiveness on the global stage. As explained in an article examining economic progress, the World Economic Forum mentions how investing in language learning helped boost the growth of small and medium-sized companies in Sweden, Denmark, Germany, and France (Hardach, 2024). On an individual level, those who know a foreign language can benefit from a “language bonus” or “wage premium” for having the linguistic skills desired or required by their employer (R.L.G., 2014; Liwiński, 2019). On the flip side, other articles lament the loss of business opportunities due to the lack of investment in language learning in, for example, the United States and the United Kingdom (see, for example, Gunn & Tobyne, 2024; Shepperd, 2021).

The demand for knowledge of a particular language in the labor market varies not only from country to country, but also across economic sectors and job roles (European Commission [EC], 2015: 71). In many countries in Latin America, learning English has become an important part of different governmental strategies for boosting economic growth and global competitiveness, especially in science, technology and tourism (Cochrane, 2022; Baker, 2021). Up to 80% of jobs in Latin America require English, yet only 20% of professionals have the necessary proficiency level (Cochrane, 2022; Dempsey, 2022). This discrepancy coupled with Latin America’s desire to strengthen its role in the global market have led to governments taking various steps to increase and improve English language learning in education and in the workplace. Costa Rica, for example, has made English a mandatory subject in schools and stresses the importance of testing the proficiency of students in Higher Education (Ammachchi, 2018).

Judged as Obscure

During the recruitment process, companies assess the language skills of potential employees through standardized tests carried out by accredited test providers, formal interviews and written and oral evaluations. In some cases, employers may look for experiences abroad or request Higher Education transcripts as proof of foreign language knowledge.

In its Study on Foreign Language Proficiency and Employability, the European Commission found that the higher the qualifications required for a job, the more employers demand an advanced level of foreign language proficiency. The employers who took part in the study stated that, in general, they require applicants to have high (C1-C2) or medium (B1-B2) foreign language proficiencies, especially for positions in which communication is key (2015: 15).

On the other hand, it is interesting and important to note that most of the employers in that same study avoid using formal level descriptors during the recruitment process. One commonly given reason was “the effort necessary to understand formal classifications” on the parts of both the recruiter and the applicant (2015: 124). Moreover, such classifications may not necessarily line up with what is required of the job itself. For example, a hotel owner looking for reception staff may want applicants with B2-level oral communication skills but not be particularly concerned with their writing skills.

In fact, many recruiters and career advice agencies recommend that even when applying for jobs not requiring foreign language proficiency, multilingual jobseekers should include that skill on their CV or resume. The ability to speak another language is linked with good communication skills, flexibility, adaptability, cultural sensitivity, and other characteristics sought after by employers.

Braving a New World

Discrepancies between the expectations of Higher Education and the labor market can present challenges for students preparing for life in the working world. Higher Education institutions and employers have specific requirements for foreign language proficiency. While governments and educators tend to strive to develop coherent and comparative language proficiency scales, level descriptors are, on the whole, not standardized. Moreover, employers may not necessarily stipulate or even know what formal classification of language proficiency they want from their employees.

Standardizing and harmonizing the language expectations of Higher Education and the labor market would imply a massive and convoluted global effort across education systems, institutions, industries, sectors and everything in between – so I’m sorry to say I can’t offer you a simple solution here. However, raising awareness of this challenge to Higher Education institutions and companies seeking foreign language speakers can help drive the way forward to finding a reconciliation, albeit an imperfect one.

On the part of Higher Education, setting more advanced target levels is not likely the best solution, as not every job requires advanced skills in foreign languages. However, department heads and education designers can take into consideration the task-based language needs of their concerned industry, field or sector and accordingly recommend functional language targets to the relevant student bodies. An alternative or complementary solution could be for educators to provide language courses for specific purposes or recommend online language learning platforms, which increasingly provide professional courses as well.

On the other hand, employers can reflect on the specific tasks potential employees will have to complete rather than focus on formal labels such as “beginner” or “advanced” foreign language levels in their job adverts. This would help applicants to know what is exactly required for a job, as language needs clearly depend on the tasks to be performed in a foreign language. Moreover, companies can also work on a global strategy aiming to enhance their entire staff’s language skills to remain competitive on the market. It is important for employers to acknowledge that learning a foreign language is hard work, but with the right tools and support, reaching a good level of proficiency can be possible. Of course, formal language assessments are often necessary, so companies should inform themselves about the various language tests available.

The Importance of Being On It

Beyond the difficulties and discrepancies, let us not lose sight of the fact that learning a language – any language – at any moment of a person’s life, as a student or already well-established in the workforce, is always beneficial. Offering language learning opportunities as a Higher Education institution or an employer adds worth to your company and upskills and supports your teams or students. A personalized language learning program can help learners from all horizons meet the requirements set by their school or employer. How far they will go with their studies depends on their individual or set professional and personal goals. Following a tailored language learning program means they can save time and energy by focusing on what they need to know. Altissia offers personalized and task-based language learning solutions for both, the academic and the professional world in 25 learning languages. Enable your students to learn the language of the career they want!

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