Effective Communication with a Multi-Language Workforce

ThE Workforce Cohesion Toolkit
Effective Communication with a Multi-Language Workforce
Workforce Cohesion Toolkits provide employers and providers of multicultural,
migrant and multi-language workers with good practice and guidance to achieve an
inclusive workplace.

This
Workforce
Cohesion
Toolkit
has been
prepared by
the following
parties...
W: www.labourproviders.org.uk
W: www.co-operative.coop
W: www.poultec.co.uk
Authors
Rachel Öner Ba (Hons), MFIL, QTLS;
Ozan Erdinc Ba (Hons), MFIL;
Pam Dowling AFIL.
W: www.workforcecohesion.org
Authors
David Camp Fcipd;
Stephen Mather
Page 1
Page 3
Page 16
Page 28
Page 33
Page 39
Page 40
Introduction
Establishing effective internal
Language and Communication Policies
Features of Effective Workplace
Communication
Language Levels and Developing Skills
Checking for understanding
Summary
Appendices
Contents
Contributions to this publication have
been gratefully received from Institute of
Community Cohesion (iCoCo), Dunbia,
Greencore Cakes (Hull), Hitchen Foods,
Tulip, Speedibake and Vion Food Group Ltd.

Effective Communication with a Multi-Language Workforce
1. Introduction
Why is it a challenge
A complex picture
Operational
• Tasks
• Peak Demands etc
Purpose of this toolkit
The purpose of this toolkit is to provide practical help and guidance to managers in
the food industry on how to better communicate with a workforce where more than
a single language is spoken (referred to throughout this toolkit as a multi-language
workforce).
Expectations
• Behaviours
• Standards
Company
• Mission
• Values
• Business Objectives
Types of and reasons for communication
Industry Standards
• H&S
• Hygiene
• Product quality and safety issues
Social
The business need
There is a clear business case for promoting effective communication within the
workplace. Effective communication leads to better performance, higher productivity
and more staff buy-in. Engaging with staff and supporting their basic skills mean they
feel valued and recognised and therefore generally do more to support the business.
When assigning work tasks, establishing standards, providing health and safety
information and in promoting the company’s internal values and culture, the business
need for effective communication is obvious as are the consequences when it fails.
Issues caused through problems in communication can lead to major incidents such
as:
• Serious and even fatal accidents.
• Product quality and safety issues.
• Legal cases being brought against employers for discrimination.
• Tensions and conflicts in the workforce
The potential gains of getting it right in terms of business margin and individual
performance improvement are also highly significant so improved communications
should be seen as an opportunity as well as a challenge.
The challenge of effectively communicating across the entire workforce in every
situation, in an environment where there may be limited English language skills and
where a number of different languages are spoken is also obvious, but clearly does not
reduce the critical need for it.
How to use this toolkit
This toolkit is intended to be an accessible source of practical information and help
and is not intended to be a definitive guide to all aspects of communication in the
workplace. Neither does it propose a “one size fits all” solution to the challenges of
a multi-language workforce, but rather seeks to pull together knowledge, experience
and examples of good practice from a wide variety of sources working in the industry,
including producers, retailers, language experts and governmental bodies.
The toolkit covers many of the main issues that arise in communicating with a multilanguage
workforce and looks closely at the difficulties experienced by non-English
speakers compared to the expectations held by their native speaking employer.
Internal Communication and Language policies, as the means by which a company
sets out to ensure fairness and non-discrimination and promote inclusivity at all times,
are also discussed (section 2). In addition to providing practical hints and tips on
the key features of effective communication, it gives help and advice on how cultural
differences affect communication, and how to make communications more accessible
to a migrant workforce (section 3).
This toolkit also aims to provide an insight, through the use of short case studies, into the
ways companies have successfully integrated the language needs of their workforce,
giving practical examples of how communication issues have been addressed and
how building a culture of inclusiveness has been effective. The toolkit will give hints
and tips on the day-to-day support that can be given to people with English language
needs. Looking at direct language issues in particular, topics will cover understanding
language levels (section 4) and capabilities, translation and interpretation and how to
check for understanding (section 5).
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Effective Communication with a Multi-Language Workforce
2. Establishing effective internal
Language and Communication Policies
Why have a Communication Policy
Establishing and implementing written formal Communication and Language Policies
promotes effective workforce communication, establishes good practice and limits the
likelihood of breaching the Equality Act (see Appendix 1 for details of the Equality and
Human Rights Commission web address where you can download codes of practice).
It should also drive the processes and behaviours required in order to live up to the
stated policy.
A Communication and Language Policy should provide for communications between
management and the workforce and between the different production areas of the
workforce.
What is a Communication Policy
An overarching Communication Policy is to be recommended regardless of whether
the organisation has a multi-language workforce and ensures a strategic approach
to the what, when and how of two-way communications within the workplace. Of
course, such an overarching policy would take into account the language dynamics of
the workforce and so would include a Language Policy and would reference strategic
decisions that affect this such as recruitment policies and procedures.
A Communication Policy would also need to consider the current situation as well
as state intended goals. For example, current job requirements may stipulate that a
minimum level of English is required upon recruitment but there may be a number of
people in the business that do not currently speak English at that level but have been
valued employees for many years. The policy, processes and procedures need to take
this reality into account.
The style of communication should also be considered– what skills and support are
required by those doing or responsible for the communication In a multi-language
environment the previous points would be considered in relation to, and appropriate
for, the level of English spoken by those communicating.
An excellent resource, when putting together an overarching Communications Policy
is the CIPD (The Chartered Institute of Personnel and Development) Practical Tool
“Taking Employee Communication Seriously”, available through the CIPD website (See
Appendix 1 for web address).
Essentials – Example Communication and Language Policy Content
1. Scope and Strategy
2. Objectives
3. Policy participants/signatories
4. Language Policy
a. Business language and spoken Language Policy
b. Establishing the level of English required for each job at the site
c. Recruitment advertising position
e. Language and literacy testing policy and procedure
i. Recruitment
ii. Existing employees
e. Translation policy
f. Supporting workers whose first language is not English
g. Language teams policy
5. Communication channels
Channel Purpose / Assessment of Frequency Measuring
Objective Understanding
Effectiveness
Intranet
Email
Meetings
Training
Notice boards/
Posted Information
Briefs / Verbal
Communication
Written Information
Staff Surveys
Feedback Systems
6. Communication, Language and Literacy Training Policy
a. Managers’ communication competency standards
b. ESOL (English for speakers of other languages) training policy
c. Literacy training policy
d. Assessment of understanding methods
7. Policy review framework and timetable
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Why have a Language Policy
Historically many businesses haven’t established a Language Policy which has meant
an unplanned situation where managers have to react to large numbers of workers
with a variety of levels of English and deal with issues as best they can on an ad-hoc
basis rather than plan, manage and put into practice a thought-through strategy.
A Language Policy forms part of your overarching Communication Policy and enables
plans to be made and processes to be put into place and rolled out to managers to
ensure that business objectives, basic policies and procedures, required behaviours,
standards and job tasks are understood by all workers, in order to maintain productivity,
good industrial relations and high standards of health and safety. Therefore, having a
Language Policy that works for you is vital.
These questions should be considered in line with the following factors:
Language Policy Considerations
Employment, recruitment and non-discrimination law
Skills availability
Health and Safety requirements
Job requirements
Workforce cohesion
Language Policy Questions
A key consideration in developing your Language Policy is whether you currently have,
or propose to have an English only policy for all communications in the workplace
If Yes, this would mean that management instructions, health and safety literature,
contracts, recruitment processes etc. will be delivered in English. The implications
of this policy are that a minimum level of English would have to be determined for
employees. This would be tested at recruitment and existing staff would be given
support to meet this level.
Section a) on page 7 explores the question of whether there should be a minimum
standard of English in greater detail.
If No, the implications will be that management instructions etc., as above, would
have to be translated into as many different languages as are present in the workforce
and the implications of this policy are that there is no minimum English language
requirement for new or existing employees.
Section b) on page 10 examines whether all or some written and verbal communication
should be translated.
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a) Recruiting for a required minimum level of English
The decision about whether or not to require a minimum level of English for all workers
(including agency staff) for each role in your business should form part of your Language
Policy. This will be informed by wider business and strategic considerations such as
the availability of skilled labour with a minimum level of English, approach to sourcing
labour and management style.
The following box below identifies important legal considerations. If you choose a
minimum required level of English you will also need to decide what that level should
be. The box identifies important good practice to consider in order to avoid potentially
directly or indirectly discriminating.
Required Level of English – Good Practice
• If you choose a minimum level of English requirement the site must establish that
the English ability required from applicants, employees and agency workers is
appropriate to the job being undertaken. The English language ability should be at
a level necessary for the satisfactory and safe performance of the job and be able to
be objectively justified for each individual job role.
• The person specifications of all job roles in the company should include this
appropriate English language ability level.
• Candidates for employment (including native English speakers) should be tested
during the recruitment process using an English language assessment test; there
are commercially available Literacy and ESOL assessments and these should be
used by suitably qualified people as the results are usually linked to the National Core
Curriculum levels.
• Where in-house English Literacy and Language selection tests are used, these
should be well designed, reliable, properly administered and professionally validated.
You may want to consult your local college or training provider to check that your
test is fit for purpose.
• It could be direct discrimination to target recruitment adverts to non-English speakers
or indirect discrimination by disadvantaging people of particular non-UK nationalities
or national origins if you were to ask all applicants to complete an application form
in English or take a test which requires a higher standard of written English than the
job itself requires.
7
English Only – Legal Matters
• To require all conversations to be in English allows most British workers to
communicate in their first language but prevents workers of other nationalities or
national origins from doing so. Such a rule is likely to be indirect discrimination
unless you can show that it has a legitimate aim and is a proportionate way of
meeting that aim.
• When the conversation is directly related to their work or to complying with health
and safety standards, then it is likely to be proportionate for you to regulate the
languages used but only so far as is necessary to ensure that everyone concerned
understands what they and others must, or must not do.
• When conversations take place during break time and are unrelated to work duties,
an English-only rule is likely to be difficult to justify.
• Where casual conversations take place during work time between operatives on a
production line, you would need to consider whether there is any need to regulate
the languages used. What would your aim be in imposing a potentially discriminatory
English-only rule and would such a rule be a proportionate way of meeting that aim
For example, if Latvian workers while working on a production line chat to each other
in Latvian instead of English, do workers of other nationalities feel excluded If so, is
there evidence that this affects their work performance If not then you may not be
able to justify an English-only rule.
You may also need to consider if there are to be exceptions included in this policy,
for instance in the case of certain specialised roles where skills availability are low and
how these exceptions will be managed in relation to the individuals needs and that of
the business.
The creation of whole teams or areas who speak a single language either as part of
a policy or through common practice might appear as a way to deal with a multilanguage
workplace but would leave the business open to legal challenge on the basis
that such a practice would effectively amount to segregation of the workforce.
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Communication Channels
Part of your overarching Communication Policy would include the methods used to
communicate and would take into consideration your Language Policy.
Methods may be broken down into:
A. Structured Training
B. Verbal Communication
C. Written Communication
D. Posted Communication
For each of these areas it is worth asking some questions about the methods you are
using now or are intending to use in order to implement your policy within the multilanguage
environment you have, making sure that your chosen methods are effective
and compliant.
B. Verbal Communication
This includes induction, classroom based training, web-based and on the job task
based training.
Verbal Communication - Think about it...
• Is the verbal communication understood by those to whom it is being communicated
• For purposes of day-to-day management, line managers should be aware that it
could be indirect discrimination to provide information or instructions in a language
which excludes people of particular nationalities or national origins. It may be
appropriate, for example, for a Polish line leader managing predominantly Polish
workers to give instructions in Polish as well as in English, but they must still ensure
that other workers who have a different main language are equally able to receive
relevant instructions.
A. Structured training
This includes induction, classroom based training, web-based and on the job task
based training.
Training – Think about it
• Can the training be sufficiently
understood by all of those on the course
• Are the language skills of the attendees
sufficient to ensure learning takes place
• Is the training developed and delivered
in a way that is appropriate and
understandable to those on the course
• How do you measure the effectiveness
of the training including those with limited
English language skills
Case Studies
The importance of channels of communication is recognised by many of the companies
interviewed. Tulip has regular ‘Joint Committee meetings’. The purpose of these is
to give employees a vehicle to contribute to discussions or make suggestions for
improvements. There are representatives of different language groups attending these
committee meetings.
Dunbia has TV screens in all of their main sites that display on a loop multi-language
communications that covers information from their Employee Forums, company staff
discounts and announcements reminding people of their “Speak out” helpline which is
run by an independent company. Employees can speak to someone in a confidential
manner in their own language, any queries are then sent to Dunbia Head Office to reply
to and feedback is translated if necessary.
Greencore Cakes (Hull) hold staff forums where workers from all nationality groups are
represented and invited to share any concerns they may have. This, together with an
‘open door’ policy, means that workers all feel included and have the confidence to
contribute.
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C. Written Communication
This includes contracts of employment, terms and conditions, staff handbooks,
newsletters, company emails and letters.
Written Communication - Think about it...
• There could be challenges to whether contract terms are legally binding by employees
of certain nationalities or national origins if they are not able to understand the terms
and conditions stated in their standard contract of employment.
• You may need to use more than one method to explain basic policies and procedures
or the contents of employment contracts. For example you could provide a written
translation of a whole document or main points into relevant languages, develop a
simplified version with pictorial images to explain mutual obligations or use a ‘buddy’
system pairing the new employee or agency worker with an experienced worker
who speaks the same language and can be relied upon to translate the information
accurately.
• Disciplinary, grievance and complaints procedures should be fair and in a form
and language accessible to all employees. You should take steps to ensure that
employees with limited ability to read English understand fully what constitutes a
disciplinary offence and the sanctions that can be imposed.
D. Posted Information
This includes safety notices, notice boards,
performance boards etc.
Posted Information - Think about it...
There should be a process to ensure that the level of
English used on all posted information is not higher
than the level of English ability required of workers
(see sections 4 and 5 for more information).
How will you know
Part of the Communication and Language Policy should include how you and other
managers will know how effective your communication is, including when giving
work instructions and when communicating company policies and standards. Some
suggestions about how to do this can be found in Section 5.
Case Study
Greencore Cakes (Hull) encourages the use of English throughout the company. This
starts at recruitment when workers sit an English assessment. The results of these
assessments have proven to be very effective and give a score for role suitability;
those with higher levels can then be considered for higher roles. This, in turn, is a
good motivation to learn English for anyone wanting to progress in the company. For
workers who are not as advanced in English, ESOL classes are held twice a week
on site and workers, permanent or agency, can join these classes from day one. All
classes are funded by Greencore and are scheduled on different work patterns.
Having a minimum standard of English has been effective for the company. Signage
and written documentation is all in English, saving costs on translations. Inductions
and training sessions are held in English and only if there is a real need to translate, is
an interpreter is provided. The company regularly asks workers to repeat back what
they have been instructed. One way this is achieved is through regular audits on the
shop floor by personnel working within the offices which includes conversations with
workers regarding the role they are carrying out, health and safety, and risks. Also,
workers that are transferred to another role within the business, have to be able to fully
demonstrate physically and verbally that they understand their new tasks before they
can be signed off to do the job.
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Internal Communication Procedures
Establishing and identifying internal communication procedures requires looking at
how you presently communicate with your workforce. The table below can be used
as a guide for things you need to consider in formulating the internal communication
procedures that are right for your business.
Channel Purpose Intended Result Frequency
Intranet
Home Page
Department Page
Shop Floor Screens
Email
Information Bulletins.
Director’s messages.
Company Information.
Department summary
reports
Company profile and
key business metrics
Current orders and
output targets
Output KPIs and
performance data
Passing information
one way.
Passing information
one way.
To keep employees up
to date on business
progress.
To keep department
staff up to date
Tracking of output and
motivation of teams.
Aid to engagement -
employees understand
progress and issues.
Employees understand
what the rest of the
organisation is doing.
Daily
Daily
Daily
Weekly and as
necessary.
Monthly
Channel Purpose Intended Result Frequency
Meetings
Informal lunches with
senior managers
Director’s briefings and
presentations
Line Managers and
supervisors meetings
Supervisor’s team
meetings
Common interest
group meetings
Training
Health and Safety
Training, refreshers and
updates
Food Hygiene
Noticeboards
Notification of common
interest group
meetings
News, output charts,
rosters, work planning
etc.
Two way
communication with
line managers and
supervisors.
Two way
communication with all
employees
Operational briefings
Operational briefings,
work instructions.
Cross cultural
communication and
the development of an
inclusive workforce.
Safe working practices.
Understanding to be
tested by ‘teach back’
techniques.
Safe working practices.
Understanding to be
tested by ‘teach back’
techniques.
Cross cultural
communication and
the development of an
inclusive workforce.
Simple straightforward
notices conveying
information.
Discussion on big
issues and upward
feedback on shop floor
issues.
Presentation of
strategic issues
Managers understand
what others are doing.
Employee knowledge
of output targets and
order status
Greater knowledge of
co-workers
Continued safe
working at all levels.
Continued production
of safe products
Greater knowledge of
co-workers
Better informed and
engaged employees.
Twice a month
Three times a year.
Every other week.
Daily
Monthly as required.
In accordance with the
Company’s Health and
Safety Policy.
In accordance with
the Company’s Food
Hygiene policies.
Monthly/updated as
required.
Weekly
Surveys
Employee Survey
(Permanent,
temporary and agency
employees)
To gain a measure of
employee satisfaction
and determine
issues for continuous
improvement.
Formal record of the
employee voice.
Once a year.
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Effective Communication with a Multi-Language Workforce
Implementation Processes
The following box identifies factors to consider in developing and implementing written
Communications and Language Policies:
Implementation Tips
How will workers and worker
representatives be involved in
developing and implementing the
Policy
You could have a Focus Group to discuss
content, making sure all relevant groups
are represented.
Will it be a jointly agreed process with
worker representatives and Trade
Unions where present
The Focus Group could report back as a
regular agenda item.
What are worker Learning / Safety
Representatives’ roles in ensuring
that workers with limited English
skills are effectively communicated
with
You should make sure that those
representatives have the skills and
understanding to carry out this role.
What training will be provided to
line managers to communicate in
accordance with the policy
Provide training for managers and
supervisors in Cultural Awareness as well
as Language Awareness.
How will it be ascertained that
workers find the information
comprehensible and understand the
message being communicated
Consult a language specialist for advice
if needed.
What feedback loops for workers will
be provided to enable the upward
flow of information
Involve learning representatives in all
stages of the process.
How will the effectiveness of
individual manager’s communication
skills be measured
This could be part of your Annual
Performance and Appraisal System.
How and when will the policy be
reviewed
Schedule regular review dates. Your
communication and Language Policy
may need to be adapted considerably
while it is being implemented for the first
time.
3. Features of Effective Workplace
Communication
There are some clear features of effective communication to use whoever your audience
is whether you are communicating with an English speaker or a non-English speaker.
Communication Essentials
• Make it clear
• Keep it concise
Is the information clear
• Make it accessible
• Check it has been understood
All the information provided, written or verbal, should be neutral, free from bias and
uncomplicated. You should:
• Re-word documents so that they include words used more frequently rather than
their formal equivalents such as use of ‘buy’ instead of ‘purchase’.
• Arrange regular feedback sessions with your employees to gather suggestions on
how to improve communication.
• Make sure your communications suit your audience. Whether you are talking or
presenting written information.
• Summarise the discussion at the end. A good communicator realises that clarity
now will save time and prevent misunderstandings later. Summarising also reassures
the audience that you have also been listening and understood any comments and
feedback that they have made.
• Do not be aggressive in your manner. Make sure your tone is suitable for the
audience and be assertive.
• Think about the speed of your speech and whether rushing your message will mean
the listener misses out on vital information.
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Is it concise
Be concise with the information you provide. Remember it takes time to develop,
prepare, distribute, read, listen and understand information and time is money. More
complex language can often result in misunderstandings and can be counterproductive.
You can still be polite and direct with the information you give and you can achieve
this by:
• Identifying the key points, ideas and in some cases just key words that you want to
convey in each bit of communication and recognise that the rest is not necessary.
• You should not be abrupt, but succinct and direct. Do not hide the main message of
what you want to say in endless waffle.
Is it accessible
Giving clear and concise information is not enough unless it is also accessible. Some
questions to consider are:
• Do you have the means to establish which language a person speaks You could
use a Language Identification card. These are used extensively in the public sector.
(See Appendix 1).
• Do you have an interpreting service available for when needed (See Appendix 1)
• Are you going to translate documents The Association of Labour Providers provides
a low cost translation service. (See Appendix 1)
• Do you have bi-lingual dictionaries that can be used to explain simple instructions
• Have you considered transferring information to pictorial images
• Have you considered providing on site ESOL classes (for definition and information
on ESOL levels see section 4).
Has it been understood correctly
The above steps of providing clear, concise and accessible information will really only
be fully effective if you follow through by checking someone has understood. This final
stage could be seen as a Critical Control Point (CCP).
Neither side should be afraid to ask questions if they do not understand or need further
details about what is being said. Remember that a conversation should be interactive
and not a one-way dialogue. For additional guidance on checking for understanding
see section 5 of this Toolkit.
It may also be valuable to give workers an open channel for feedback, which can help
to understand how the communication has been received; worker committees with
regular meetings can be organised, or make it clear to all that an open door policy
exists.
Conducting Effective Staff Surveys
Well managed staff surveys can assist in increasing workforce cohesion and morale;
resulting in increased staff retention rates, lowered absenteeism, improved productivity,
and increased profitability. There are various actions you can put in place to ensure the
success of your staff survey. These include:
1. Agree the aims and objectives of the survey - talk to managers and workers in focus
groups or individually to decide what the purpose of the survey is, why the organisation
is conducting it, where and when workers will be able to access it and how the results
will be used.
2. Market the survey - create awareness in the workplace; workers need to be given
plenty of notice about an upcoming survey. Use any medium(s) available such as
notice boards or meetings. Emphasise the importance of workers responding and
how valuable their opinion is to ensure necessary improvements can be made to the
organisation; be clear about the processes you have in place to review survey findings
and action results.
3. Guarantee employee confidentiality – reassure workers that their responses will
not be linked to them as individuals. This will ensure that workers give a more honest
response and lead to more valuable feedback.
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4. Make your survey accessible – ensure that your workers understand and can access
the survey. Use simple and direct language, and translate the surveys into required
languages when possible. Consider workers with poor literacy levels; use a survey
tool which offers the option of issuing the survey by phone for those workers who
cannot read the survey questions.
5. Consider incentives for completed responses within the given timeframe – research
shows incentives increase response rates. They are especially useful in a longer
survey and can be anything that will appeal to the employee demographic.
6. Send reminders - survey reminders can increase your responses by another 10-
15% by providing an additional prompt to workers to complete the survey 7-10
days after the initial invite was sent.
7. Share results - communicate a summary of the key findings with your workers
promptly after survey completion. This will provide assurance that time and effort
spent on completing the survey was worthwhile. Furthermore, transparency will
promote worker inclusion, and reinforce loyalty and trust in the organisation.
8. Take action on findings - it is imperative that the organisation is committed to making
appropriate changes for improvement based on the findings of the survey. If no
action is taken (or seen to be taken), the survey could potentially have an adverse
effect within the organisation, promoting distrust and often reinforcing some of the
concerns raised in the workers feedback.
Good Communication - Practice, Tips and Techniques in Multi-Language
Workforce
Employees in a fast paced manufacturing environment need to process a lot of
information in the course of their jobs and this information can range from receiving
simple instructions to listening to a technical demonstration. Where those involved in
the communication speak different first languages, in order to make sure that such
communication is effective, here is some practical advice, tips and techniques for
being understood.
Verbal Communication
Three golden rules should apply when communicating with non-English speaking
nationals.
Golden Rules
The Three Golden Rules of Verbal Communication
1. Don’t raise your voice. Shouting can actually make understanding harder, whereas it
is easier to be understood if you are calm and encouraging in your speech. The listener
should not feel embarrassed by not understanding and if they feel at ease, they are
more likely to follow and take part in any conversation.
2. Speak slowly. One of the most effective ways to be understood is to use a much
slower pace than you would usually do. This allows for the recipient to process the
information.
3. Keep your sentences short and to the point. Someone who is unable to speak
English well will be more likely to understand short, clear and simple sentences than
long, complex ones which are hard to follow.
There are however, several other techniques you can use in addition to the three
Golden Rules.
• Pause in between points.
• Actively encourage the worker to ask questions and let you know if they do not
understand.
• Check for understanding (see section 5) after every point made. Ask open questions
such as “So which colour knife do you need to use for raw meat’ as opposed to
‘Do you understand’.
• A practical demonstration with the use of mime or gestures can cross many
communication barriers and aid understanding of a difficult topic - beware, though,
that cultural differences can affect intentions here.
• Make sure the words you use can be understood and are not too difficult, avoiding
technical language and jargon.
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Keeping it Simple
Below is a list of example words that can be very difficult to understand. Opposite
these is a suggestion of a more simplified word that can be used:
Advise
Belongings
Commence
In the event of
Issue you with
On receipt
On request
Per annum
Prior to
Purchase
Regarding
Request
Should you wish
Terminate
tell
things
start
if
give you
when you get
when you ask
a year
before
buy
about
ask for
if you want
end
Optimising the chances of being understood
• Be prepared to repeat yourself if you are not understood. Firstly, repeat what you
have said then re-phrase if you are still not understood.
• Avoid using irony or jokes. Phrases such as “I wasn’t born yesterday” can be very
confusing.
• Use ‘active’ language such as ‘You must wear a hair net’ rather than ‘Hair nets must
be worn’ – in the second example it is not clear who should carry out the action.
• ‘Buddy’ systems can work very effectively. Wherever possible, pair a new employee
up with a more experienced worker who can act as a mentor. The ‘buddy’ could be
a compatriot or otherwise, but someone who has a more advanced level of English.
• For final consolidation, always give a hand-out of the main points that were made in
the discussions; however, make sure anything written down is also in ‘plain English’.
Written English
Much care needs to be taken with the use of written English in any document given to
a migrant worker. In fact, the skill of reading can be harder for some, especially those
who have not received any formal language training in the past. Therefore, the same
rules as for spoken instructions apply. The table on page 23 identifies some of the
techniques you can use to make written communication more effective.
There are many more examples of how to simplify language and these can be
downloaded from the Plain English Website (www.plainenglish.co.uk).
If you do need to use jargon or technical language relating to a particular job, make
sure you have explained it first. You may wish to consider having a ‘vocabulary’ list
of words that are specific to your industry or their job role – this way they have the
opportunity to research the words by checking with a colleague or looking the word
up. This list can be given out at induction or any training event or update meetings.
Written English
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Process
Sentences
Bullet points
Vocabulary
Familiar words
No capitals
Active* not passive language
Instructions in order
Be concise
Images
Toolbox Talk Handouts
Allow time
Reason or effect
Keep them short!
Use bullet points to clearly separate key pieces of information.
Avoid vocabulary that is too formal or difficult to understand.Use
simpler, more recognisable word
Use words that will be heard on a regular basis, (making sure
these are either explained beforehand or as a footnote to the
text).
Use lower case print – it is recognised that capital letters are
generally more difficult to read. Capitals are also recognised by
many cultures as having the effect of shouting
Make sure that you use active verbs as well as simpler language
– “you will be observed” can easily be changed to “He will watch
you”.
It may seem obvious, but make sure instructions are written in
the correct order, preferably without using time-markers such as
‘before that’, ‘afterwards’ or ‘meanwhile’, but with numbers in
sequence.
If your document is large, consider shortening it and only giving
out the specific information that applies to the worker
Use images and photos wherever
possible to help get the message
across – however, beware of culturally
sensitive photos (possibly religious) or
those that are very specific to our
culture (a lollipop lady with her stop sign).
Easily recognisable images are the
quickest way to get a message across,
which is why they are used widely in
Health and Safety signage.
* Source: ESOL for Food Manufacturing booklet, National Skills
Academy for Food & Drink Manufacturing and Poultec Training.
Toolbox Talks are used widely and follow many of these
principles mentioned. Whilst these talks are good for getting a
message about a procedure or law across succinctly, be aware
that some of the language in these talks may still be beyond the
general comprehension of many ESOL workers. You may wish to
go through the Talk first and simplify any difficult language or add
a key explaining vocabulary at the bottom of the page
When giving out forms, give plenty of time for them to be filled in.
Some learners from Arabic or Chinese speaking countries will struggle with everything
from simple signage to manuals as they are adapting to a new script, having not been
brought up using the Roman alphabet or reading from left to right. Writing in a new
script is difficult and can make a person’s writing look scruffy or childish. It is easy then
to make incorrect assumptions on a person’s educational background by the quality
of their written language.
Case Study
Speedibake created a cartoon baker character called PePE to help employees in their
factories recognise the correct type and specification of Personal Protective Equipment
(PPE), hence the name PePE, that is needed in any specific area.
* Verbs are active when the subject of the sentence does the action. Verbs are not active when the subject of the
sentence has the action done to it.
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Potential Cultural Misunderstanding
With over 13 different languages being spoken, translations did not always fully
explain the exact type of PPE required and their internal audit programme identified
non conformances in the PPE section, for example; some operatives using a general
purpose glove when handling hot trays that really required a glove with a greater level
of protection. They therefore felt there was a need to develop an understandable tool
to protect their multicultural, multi-language workforce from injury and to keep them
safe.
To implement PePE into Speedibake, there was clear communication to ensure that
all employees were aware of the changes, risk assessments were carried out and all
departments had input and responsibility so that it was not just the function of the
health and safety department.
By using a set of standard cartoon style PPE drawings - linked to a standard PPE
specification sheet, signage can be created to show the particular hazards in any area
or for any task and the PPE required without the need for text. Simply click on the item
of PPE, then copy and paste it onto the PePE character.
Speedibake’s theory is that if you need to know what PPE is required in any area, just
look for PePE! The development and production of the PePE character and all the
associated tools and scenes has only cost Speedibake around £1000.
PePE was introduced into the Speedibake sites in the summer of 2011 as part of
their “Safety First” program which over the years has had phenomenal success with
incidents dropping from 151 five years ago, to just 17 in the last business year.
Speedibake was awarded a top prize at the Institution of Occupational Safety and
Health (IOSH) for their PePE cartoon character.
Dealing with Cultural Differences
Cultural differences can have a big impact on communication, whether written or
spoken. With regards to speaking, some cultures raise their voices as a sign of being
more assertive. Other cultures however speak much more softly. Even with the best
will in the world, miscommunication is likely to happen, especially when there are
significant cultural differences between people. There are some preventative methods
to bear in mind:
• Be neutral when speaking - when talking to various nationalities it pays to be more
neutral with the tone and volume you use.
• Be considerate of other people’s input into the conversation. Many cultures will not
interrupt, but wait their turn. Some cultures do interrupt and it is not considered rude,
so be tolerant of this.
• Don’t touch - patting a head may be considered to be a friendly or affectionate gesture
in our culture, it is considered inappropriate by many Asians to touch someone on
the head, which is believed to be a sacred part of the body. In the Middle East, the
left hand is reserved for bodily hygiene and should not be used to touch another
person or transfer objects. In Muslim cultures, touch between opposite sexes is
generally inappropriate.
• Use eye contact wisely – we may think that good eye contact is a demonstration of
attentiveness. In many cultures; however, including Asian and middle Eastern, eye
contact can be rude, especially between opposite sexes.
• Be aware of gestures – hand gestures may have a different meaning and/or be
offensive to those from other cultures. One common example is the use of a finger or
hand to indicate “come here please”. This gesture in some cultures is very offensive.
Pointing is also considered to be rude in some cultures and Asians typically use their
entire hand to point to something.
Be aware of gestures
hand gestures may have
a different meaning and/
or be offensive to those
from other cultures.
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Effective Communication with a Multi-Language Workforce
Case Study.
A lack of cultural understanding can have an effect on working relationships. A team
leader at Greencore Cakes (Hull) wondered why workers were disappearing from the
production lines at the same time each morning. A potential conflict was avoided after
a quick look at a religious calendar informed HR that their workers were probably
going off to pray. When questioned, the workers were so pleased that the employer
had taken the trouble to look this up. The company now has a dedicated prayer room
and workers have agreed with their supervisors to stagger the timings that they go to
prayer to ensure that there are always enough staff on the shop floor.
Tulip also has an outside consultant delivering regular training to every manager and
supervisor on ‘Dignity at Work’. The sessions cover topics such as how to speak
to people appropriately and cultural and religious awareness. They are currently
developing an in-house training programme to reach all employees.
To communicate effectively, you need to be aware of many different factors and the
information given is not an exhaustive list of good practice. There are many other
features to take into consideration, such as how culture and educational background
can have an effect on communications. Your main aim should be to make your working
environment as inclusive as possible and to engage with all your staff using the most
appropriate methods to make sure communications are understood.
One idea is to have a representative; a member of the training or HR team could be
nominated for liaison or advise on matters concerning the communication and training
of staff who speak English as another language. This member of staff could have
received some basic awareness training or be able to use support documents that are
available for employers.
4. Language Levels and
Developing Skills
Why is it important to understand Language Levels
We cannot expect for everybody in the workforce to have the same level of English.
Workers’ backgrounds may vary considerably. Some may have achieved high
qualifications in their countries and speak several languages, therefore they already
have better study skills and can pick up a language more easily. Some may have
received very little or no formal education in their countries and maybe cannot read
and write in their own language. Others may have a good understanding of the written
language from previous self-study, but find it hard to speak English, while others have
lived in England for a while and speak relatively well but have never attended language
classes to improve their skills and find the written word difficult.
In addition there are numerous reasons why workers who are not native speakers may
find it difficult to understand conversations in English:
• They may be in a formal interview or discussion which most people find stressful in
some way, in addition to having to perform in a second or third language.
• People often do not like to admit that they cannot understand.
• They may not be familiar with an accent.
• The conversation may be taking place in a noisy environment.
• If there are other people in the room who speak the same language they can be a
tendency to over rely on translation from a colleague, especially if there are friends/
partners who they perceive to speak better English. In addition to this, some people
feel embarrassed to speak in a foreign language in front of their peers/partners,
especially if they come from a culture of mocking people who make mistakes.
If you have a minimum language requirement, then the information must be presented
in a way that could be understood by all. This means that you need to make sure that
all your communication is not above this minimum level of language. You may need
to get assistance from your ESOL provider with setting and checking language levels
ESOL stands for English for Speakers of Other Languages and is a set of courses
designed for people whose main language is not English.
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Experience shows that many manufacturing companies in the UK have a high
proportion of workers with ESOL needs. Anyone with ESOL training requirements
could have needs in any of the four main skills:
• Speaking
• Listening
• Reading
• Writing
ESOL is divided into six levels:
ESOL
Pre-entry A total beginner level with no exam outcome
Entry 1 Equivalent to Key Stage 1
Entry 2 Equivalent to Key Stage 1
Entry 3 Equivalent to Key Stage 1
Level 1 Equivalent to NVQ Level 1 / GCSE grades G-D / Key Stage 2
Level 2 Equivalent to NVQ Level 2 / GCSE grades C - A* / Key Stage 3/4
It is important to understand what the abilities of workers are at different ESOL levels.
See Appendix 2 to get an idea about the capabilities of ESOL learners carrying out
a common speaking task in the workplace, that of discussing absences from work.
ESOL levels in the workplace
Based on the levels of learners enrolled on workplace ESOL courses, the majority of
migrant workers in the manufacturing sectors in England are Entry 1 to Entry 2 levels;
a level which could be described as not fully competent in basic English at work.
Entry 3 is the level learners should aim to reach in order to meaningfully cope with
day-to-day language of work, procedures and understanding instructions and
generally getting on better with colleagues. Furthermore, it is a good platform
for progression, going on to study other vocational workplace courses such as
NVQs (National Vocational Qualifications) and Apprenticeships or CIEH certified
industry qualifications.
The last two levels on the scale are Level 1 and Level 2, Level 2 being the equivalent to
grades C-A* at GCSE. Levels 1 or 2 would be appropriate levels for Supervisors and
Managers to function competently, with paperwork and instructions in mind.
Understanding possible effects of language difficulties on worker behaviour
In order to be able to include workers effectively, it is desirable to have some
understanding of the difficulties faced by ESOL learners.
Shifting Perspective
Imagine the scenario. You may have an experienced employee who evades attending
training sessions or has a negative attitude towards reading a form or manual. This
employee, whether their main language is English or not may have communication
issues or difficulties in reading or writing or maybe cannot read or write at all. Once
this fact is revealed their behaviour begins to make sense and steps can be taken to
support and possibly develop this person’s skills.
For many migrant workers whose main language is not English, these difficulties
are there from the beginning of starting their job. An ability to effectively show their
capabilities in any role can be hindered by their lack of ability to express themselves
in English.
Vocabulary and “false friends”
Common areas of difficulty in English for workers for whom English is not their first
language are not simply matters of grammar. Vocabulary can also be an issue. Clearly
someone still learning a language has a limited number of words to use to make
themselves understood and the likelihood is that they will not understand some of
the words a native speaker is saying to them. In addition to a restricted vocabulary
some words in one language can look very similar to a word in English, but can mean
a different thing. These are called ‘false friends’. We are all aware of the example
‘pants’ in American English means ‘trousers’ in British English. Some examples from
languages we now frequently hear in the UK are:
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False Friends
• Fabryka (Polish)
• Hazard (Polish)
• Agenda (Polish)
• Agenda (Portuguese)
• Avisar (Portuguese)
• Injúria (Portuguese)
• Real(Portuguese)
• Caution (French)
• Eventuálne (Czech)
• Dislokacija (Lithuanian)
factory (English), not ‘fabric’
gambling (English), not ‘hazard’
department, branch (English), not ‘agenda’
diary (English), not to be used for ‘meeting
agenda’
warn (English), not ‘advise’
insult (English), not ‘injury’
royal (English), not ‘real’
deposit, security or bail (English), ‘not
caution’
possibly (English), not ‘eventually’
location (English), not ‘dislocate’
The use of slang and colloquialisms
Expressions and idioms can be particularly difficult for a worker with limited English
to understand. Trying to understand colloquial expressions (i.e. phrases common
in everyday language rather than in formal speech) can be very hard, especially as
English speakers very often use them as they sound friendly. An example would be
“This is Arturas; he will show you the ropes rather than you fathoming it out”. The ESOL
learner will automatically start translating this saying literally and come to an abrupt halt
when faced with the word ‘fathoming’!
Developing skills through ESOL training
ESOL training can aid staff retention and development if they can see a path of
progression within the company. Most learners state at the end of ESOL courses in the
workplace that they can see a benefit in their work such as being able to communicate
better with their supervisor.
There are training providers who can deliver courses in the workplace directly, fitting
around shift patterns. Some of the best types of course you can offer your staff
are those that have been contextualised to the industry or job the employees are
working in.
If you are unable to find a provider in your area, you could contact your local Skills
Funding Agency. Alternatively, the National Sector Skills Councils have details of
Training Providers affiliated with their sectors (See Appendix 1).
Case Study
Try to build links with a local training provider or college which can provide ESOL
classes. The Tulip Redruth site at Cornwall is one company that established ties with
their local college and regularly has two teachers on site delivering ESOL. The training
is free to workers and available to them within their work day. Training is available for
two hours and employees are offered to finish their shift one hour early (paid) to attend.
The training has been very successful with an excellent pass rate.
Colloquialisms
• “He will show you the ropes rather than you fathoming it out”
• “You mustn’t use that machine till you have had the training. It is best to be on the
safe side”
• “There’s safety in numbers”
• “Come on; time is money”
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Effective Communication with a Multi-Language Workforce
5. Checking for Understanding
Lesson from example 1
Whether or not workers have understood communication is forefront on many
employers’ minds. A common comment is “How do you know spoken communication
has been understood” “How do you know things have been translated or interpreted
the way you wanted them to be”*
*Typical comments raised by HR Managers of major food manufacturing companies
consulted.
Checking for understanding is a trademark of good communicators. Non-native
speakers of English can operate at differing levels in each aspect of language, namely
speaking, listening, reading and writing. Therefore, it is important to establish and
know what skills they are good at, initially, in order to convey information and then to
check for understanding afterwards.
It is important to check the understanding of employees with ESOL needs regardless
of how simple the information is. However, it is also important to remember that not
understanding simple information is not due to a lack of intelligence but to a lack of
language skills, which can be developed in time.
What follows are three examples where misunderstanding has occurred. For each of
these examples there are some important lessons that can be taken from the situation
and how to avoid them happening in your business.
When Misunderstandings Occur - Example 1
Karwan is from Iraq and came here 10 years ago when he was 19. He has had no
previous education either here or in his country. He is very talkative, confident and
friendly. He is fluent in English and when he speaks it is not initially obvious that English
is not his first language.
He got offered a job after his successful interview and was asked to read and sign
things during his induction to confirm that he understood. He did so as he didn’t want
to lose his job. It later became clear that Karwan could hardly read and write. Therefore
he was not able to follow the written instructions, although he was good at his job and
a quick learner if somebody explained verbally what he had to do.
What lessons can we learn from this
• There should have been a formal or informal needs assessment after the interview
to establish his level of reading, writing, listening and speaking skills. This could have
been used to decide how to convey information.
• Never assume full understanding without checking for it using appropriate methods.
Written material could have been read out for him to repeat/retell the information
or demonstrate it to confirm his understanding. All of this could have also been
recorded as proof using a company mobile phone or camera.
When Misunderstandings Occur - Example 2
Vadims from Lithuania came here two years ago. He has got a strong accent and is
not a competent speaker of English, but his writing and reading skills are a lot better.
He is an agency cleaner. The company supervisor, in a rush, told him not to put bleach
in the water to clean the floor.
She said, “Use the blue bottle not the bleach, bleeeaaacchh, okay”
Vadims: “Okay!”
He went ahead and used bleach every time he cleaned the floor until he was spotted
doing so.
Lesson from example 2
What lessons can we learn from this
• Okay is not a good way of checking understanding.
• He probably didn’t hear the negating word ‘not’. ‘No bleach’ would have been more
effective.
• He should have been given written instructions with images/real pictures as well
as verbal instructions. This wasn’t done as they thought his English was not good
enough to understand written texts.
• He should have been given an opportunity to demonstrate his understanding using
or showing the correct cleaning product.
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Employers need to be sure and not just assume that their employees understand
health and safety rules, company policies and procedures, etc. Assumptions could
result in very dangerous and/or costly situations in the workplace. This danger is
recognised in the army, therefore they frequently check for understanding in their radio
communications by repeating information back to confirm it. This is also very true in
commercial operations.
When Misunderstandings Occur - Example 3
An employee used a no win no fee lawyer to sue his company after a commercial
accident. The employee had signed to confirm understanding of the health and safety
rules. The employee was then asked to read what he signed out loud in the court. He
could not read a single word.
Lesson from example 3
What lessons can we learn from this
You should not assume full understanding, simply because the information was
provided on a piece of paper or it was signed by the employee.
What are the signs of not understanding
In order to be able to check for understanding effectively, first we need to investigate
the signs of not understanding and look at the common mistakes people make when
checking for understanding. Unless a person tells you that they don’t understand, or
you spot them doing the task incorrectly, the real signs tend to be non-verbal.
Typical indications they don’t understand
• Glazed/puzzled look
• Lack of facial expressions
• Not focused, uninterested or lack of eye contact
• Squinting eyes
• Leaning forward to hear better
• Putting head to one side
• Repeatedly looking at the person sitting next to them
• Procrastinating, trying to delay the task or forget about it entirely.
How not to check for understanding
It is important to remember utterances such as ‘yes’ and ‘okay’ in agreement are not
indications of full understanding. For employees, it can be difficult to say ‘no’, and ‘yes’
can be used as a short cut for a break and to end a conversation. Therefore you must
try not to use the following language for checking understanding:
• ‘Do you understand’
• ‘You know what I mean’
• ‘Obviously’ ‘It is obvious.’
• ‘Okay’ ‘Yeah’ ‘Yes’
• ‘Isn’t it easy’
• Or anything similar in person’s first language, e.g. ‘Comprende’
• Complicated structures to sound polite, unless the person has already got a high
level of English, e.g. ‘Would you be kind enough to recap what has been said’
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Useful/effective techniques to check for understanding
Checking for understanding
Ask workers to:
• Verbally explain their understanding
• Physically demonstrate their understanding
• Respond to open questions
• Take short and appropriate tests/ assessments
1. Ask workers to verbally explain their understanding so that they:
• Repeat back the key information.
This is very useful with small chunks of information such as numbers and days. The
employee is encouraged to repeat the key information back. Non-native speakers
of the language do usually find it difficult to distinguish between similar sounding
numbers, for example, 15 or 50; 13 or 30; 14 or 40. This can cause many problems if
checking for understanding is not encouraged. The employer might end up with more
stock than needed because of a very simple misunderstanding, or end up charging
less for a product for example £15 instead of £50.
• Re-tell/explain the procedures
2. Ask workers to physically demonstrate their understanding:
This is a more tactile approach and can be very useful as it does not usually require
any verbal language exchange and simple non-verbal communication such as body
language can be used to elicit their understanding. This approach requires more
planning and is more structured.
This could be done in many different ways, some examples of which are:
• Role-play in group settings
• During induction and/or training sessions. For example, how to greet and serve
customers and use of correct customer friendly language. Scenario cards could
be created including commonly faced cases to check if the employee follows the
correct procedures.
• Demonstrating, e.g. stock control and manual handling
• Take part in drills such as a fire drill
• Pick the correct sign or label after information is given, e.g. going to the correct fire
assembly point
• Using timelines* to explain their understanding, e.g. concept of past and future; how
far in the future; to give priority over certain tasks; what time to start; rota.
*Timelines - a graphic design used to show events along a period of time, represented
by a long bar labelled with dates alongside it and (usually) events labelled on points
where they happen.
• Use a traffic light system – green; amber; red to demonstrate their level of
understanding. This is less threatening than ‘Do you understand’
• Asking specific questions, e.g.’ So what time are you starting next week’
• Short tests, e.g. at induction and in group settings
One of the most important aspects here is that there is a mutual responsibility to make
sure communication is understood.
Making the difference
Undoubtedly, of all the communication skills, listening is the one that makes the biggest
difference and is the sign of a good communicator. When the principle communicator
uses empathetic listening, the listener is compelled to reciprocate and listen back more
carefully and take an open mind to being influenced. This creates an atmosphere of
caring, respect, and effective working relationships.
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Effective Communication with a Multi-Language Workforce
6. Summary
Effective Communication with a Multi-Language Workforce
Appendix 1
– Useful reading and websites
This toolkit provides some practical help for effective communication within a
multi-language workforce. The tips and hints are aimed at workers where English is not
their first language; however, you should bear in mind that many of the suggestions
and techniques covered in this Toolkit are suitable for workers with low levels of literacy
in English also.
Many of the suggestions provided in this Toolkit are simple to implement, others may
need a little more training and development of staff responsible for implementing
the communication plan. Whatever you decide to do, by far the best principle is to
work on the basis that you have a whole organisation approach to clear and effective
communication. Set an overall policy and stick to it; get all staff involved and actively
encourage the use of both written and spoken English in the workplace at all times,
from recruitment through to appraisals, but give the practical and measured support to
those workers who need it. Endeavour to have all your documentation in plain English,
with pictorial aids where necessary. Finally, remember effective communication is not
just language but also about culture. Provide cultural awareness training to all workers
and promote fairness and tolerance in the workplace at all times.
If you would like further help and advice you can access a range of resources and
practical approaches available to promote workplace skills development and integrate
them into your own practice. Links to these resources can be found in Appendix 1.
ESOL support
Workplace Language Literacy and Numeracy Toolkit produced by the East Midlands
Development Agency and Greater Nottingham Learning Partnership
www.thenetwork.co.uk/thetoolkit/index.html
Support for Literacy, Language and Numeracy – Learning and Skills Improvement
Service -
http://www.excellencegateway.org.uk/sflln
Equality legislation
Equality and Human Rights Commission
http://www.equalityhumanrights.com/legal-and-policy/equality-act/equalityact-codes-of-practice/
For help creating a Communication Policy
CIPD (2010), Taking employee communication seriously, 2010
http://www.cipd.co.uk/hr-resources/practical-tools/hr-employeecommunication.aspx
Assistance with skills and training:
Consult your National Skills Academy for help with finding a Training Provider to help
you with your English language training needs or vocational courses:
National Skills Academy for Food and Drink
www.foodanddrink.nsacademy.co.uk
The tips and hints
are aimed at workers
where English is not
their first language.
Excellence Gateway gives you access to a comprehensive collection of information
and resources, networks and development opportunities,
www.excellencegateway.org.uk
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Effective Communication with a Multi-Language Workforce
Whole Organisation Approach (Employers)
http://www.excellencegateway.org.uk/pdf/QIA-WOA-Employers.pdf
Get On at Work
http://www.move-on.org.uk/getonatwork.asp
Language assistance:
For help and advice to present language in a clear and concise manner:
Plain English Website
www.plainenglish.co.uk
To identify which language a worker speaks, consult:
Language Identification Card
http://apps.languageline.co.uk/trainingsites/leicestershireCC/LICcard.pdf
For help with interpreting:
Association of Labour Providers
http://www.labourproviders.org.uk/langcomm_live_tele_interpreting.aspx
For help with translation needs:
Association of Labour Providers
http://www.labourproviders.org.uk/alp_document_translation.aspx
Faith Calendar:
www.interfaithcalendar.org/
ESOL Levels
Pre-entry
At this level a learner cannot make a sentence and needs constant repetition to
understand sometimes just simple vocabulary. This level of learner doesn’t know
simple vocabulary such as numbers above 10 or 20, days of the week or colours. They
would rely totally on colleagues to explain instructions or to complete forms for them.
ESOL Level 1
Appendix 2
– ESOL Levels
ESOL Entry 1
Speaking
At this level, the learner will most likely lack confidence and would probably leave it
until the last minute to request time off or phone on the day to say they are not coming
in. They will talk in short utterances or very simple sentences with the present simple
tense only. They would therefore form statements such as “Today I not in. I go dentist.”
or “Daughter sick.” They would not have got to grips with using the verb ‘can’ to ask
for permission or using intonation to indicate politeness.
Listening
They would struggle to understand “When will you be back in”, and would definitely
not understand “When can we expect you back” or “Have you been to see a doctor
and got a sick note”
Reading and writing
They would not be able to read the section of a staff handbook on absence procedures
and would need this translated or get help from a fellow language speaker. They would
be able to read some signs mainly by association of images or colours of signage
in their countries. They would need assistance to complete basic forms and would
struggle with phrases on forms such as ‘Country of Origin’.
Entry 1 level can best be described as a ‘beginner’ language learner.
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ESOL Level 2
Entry 2
Speaking
This typical level learner would have slightly more confidence and is likely to feel
confident enough to ‘pop their head’ round the door of the Personnel office. They may
not have enough confidence or ability to phone into work as talking on the phone is still
a big barrier. They are likely able to construct the statement “I am not in today because
I am go to the dentist”. They are able to link statements together in one sentence
(telling work why they can’t come in) therefore statements are clearer.
They would not be able to talk confidently in the past tense, so explaining a recent
absence would be difficult and be in ‘broken’ English. They would, however, be able
to use more polite and appropriate language and have more of an understanding of
cultural aspects of English, e.g. “I can have tomorrow off, please” They have got to
grips with ‘Can I’ for permission, but are just learning more polite terms such as ‘Could
I’, and would use more intonation in polite requests.
Listening
They would be much more confident in listening and would understand more than they
are able to speak. They could cope in basic work scenarios and get the gist of most
instructions as long as they are not given in too long, complicated sentences.
Reading and writing
They would be able to read signage and get the gist, but may not understand language
for specific purposes or technical language.
Entry 2 level can best be described as an ‘elementary’ language learner.
ESOL Level 3
Entry 3
Speaking and listening
A learner at this level would be able to get by in most day-to-day situations with
reasonable confidence. They are typically the worker who normally speaks on behalf
of his peers, and liaise on common issues such as absence, pay issues and other
problems at work.
They would be able to construct a longer and clearer sentence such as “Excuse me,
can you help my friend Next week he can’t come to work because he has a problem…
his mother is ill in Poland and must to go home. He is flying on Sunday”. The sentence
may not be totally grammatically correct, but the message is still clear and precise. A
learner at this level would be able to explain future and past actions: “Sorry I am late. I
went/I have been to doctor’s and I must wait more than I hour.” Again, mistakes exist
grammatically, but it is clear and polite.
This level would be able to understand a standard group training session in, say,
Health and Safety, but would need the assistance of a pre-translated list of terms and
a dictionary. They would also be able to describe the events of an accident or other
incident at work.
Overall, Entry 3 learners have a greater command of:
Grammar- they can talk in the past, future and maybe conditional (i.e. “I would ask for
time off if it wasn’t busy”).
Vocabulary – they have a wider knowledge of words enabling clearer and more detailed
explanations and can recognise more complex words and associate meanings from
other familiar words.
Understanding – they will understand colleagues and managers’ instructions with
greater ease and understand some vocabulary for specific purposes (First Aid terms
or describing ailments).
Culture – they should know the appropriate language to use in different situations,
therefore getting on better with colleagues.
Entry 3 learners can best be described as ‘lower-intermediate’ language learners.
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