module specification

This Module examines the added value and competitive advantage that languages can provide in the context of international business while enabling students to develop their language learning and cross cultural communication skills in practical and collaborative ways. Despite strong claims to English having become the lingua franca of international business, and despite an increasing focus on the importance of localised business culture and cross cultural communication, there is strong evidence to suggest that attention to languages is equally pertinent: it is estimated that in 2007 the UK alone lost £21 billion per year for lack of foreign language skills (Costing Babel, Cardiff Business School) and its balance of trade is only significantly positive with countries where English is spoken as an official language.
This module aims to equip students with the required skills and awareness to work effectively with languages in a globalised business context; and includes an element of guided peer language learning. Available as a core module for International Business Management students and available to others at level 5 or 6 as Extension of Knowledge. This is a 15 credit module taught throughout the academic year. No previous prior learning is required. The module is assessed through a reflective learning journal, the production of a case study and the presentation of a business languages solution video.
Language learning is a life long skill supporting the development of numerous transferable skills in terms of communication skills, intra personal skills, risk taking abilities, international mobility, flexibility and adaptability - all essential attributes to enhancing graduate employability.
 

The aims of this module are:
• To provide students with a strong background in approaches to working in a linguistically diverse business environment and to develop their understanding of cross cultural communication in its linguistic dimension;
• To enable students to gain effective skills in recruiting, managing and outsourcing  linguistic services in order to maximise international businesses competitive edge;
• To develop an understanding of the importance of languages for international businesses in the UK and globally in terms of recovery, growth and expansion;
• To introduce students to a range of learning, evaluation and self directive techniques that will be highly transferable to any other field of study and will develop their life long learning skills and gain first hand experience;
• To enable students to develop a collaborative approach to cross cultural and linguistic understanding and to maximise the benefits of studying in a multi lingual and multicultural environment and to promote understanding, tolerance and reflective practice.
• Demonstrate an understanding of the complexities of managing multilingualism within an International Business setting and the knowledge, skills and techniques to address these issues;
• Apply their understanding of language learning strategies in order to evaluate business needs and strategies for professional development, recruitment or outsourcing;
• Demonstrate highly desirable and transferable skills in self evaluation and self directed learning strategies;
 

Taught through a combination of :
• 50 hours of scheduled learning activities around a series of 25 X 2 hour long taught sessions blending lectures (including guest speakers from the international business sector) and seminars;
•  50 hours of work based learning group projects;
• 50 hours of guided peer learning and independent online language learning.

Indicative content will include:
• Second language acquisition and skills
• Limitations and risks of English as a global language
• Researching international business needs for languages with a specific focus on shortfalls in the UK
• The languages market  and ethics (agencies, schools, localisation, translation, interpreting)
• Language learning Strategies for peer learning
• Using web 2 tools for language learning

This course will be delivered through a distributive blended learning model and will follow an inquiry and task based approach to learning seeking to encourage students to develop collaborative and self directed learning skills.  Students will have access to extensive online resources which will be embedded in the course.  Through WebLearn students will work both collaboratively and individually and they will be required to keep a reflective learning journal with integrated teacher feedback.

On completing this module, students will be able to:
1. Evaluate and support the needs and requirements for foreign language skills in an International Business context;

2. Identify languages competences required and how to evaluate them in particular with reference to the Common European Framework of Reference for Languages and to its worldwide impact.  They will be able to make sound judgments of linguistic needs and profiles for recruitment, outsourcing and training purposes;

3. Appraise and analyse the requirements for successful cross cultural understanding and communication and identify successful cross cultural communications strategies;

4. Work independently and collaboratively on improving their foreign language capability in a language tandem, developing sound language learning strategies for the digital age.

The assessment strategy for this module is in 3 parts:
• A learning journal which will assess learning outcomes 4, 5, and 6.  Offering ample opportunities for iterative feedback, this component will support inquiry based and reflective learning as well as a reflection on individual learning styles and preferences;
• A piece of coursework which will assess learning outcomes 1, 2 and 3.  A case study through which students will have the opportunity to engage in research in this field and further develop their academic writing skills;
• A group video presentation and an individual metareflective log which will summatively assess learning outcomes 1,2,3,4,and 5; this assessment is summative and aims to give students the opportunity to apply their learning to a real work situation and to develop analytical and presentation skills as well as reflecting on the learning outcomes.
• Students will receive formative feedback on all components as well as pee rand employer feedback on their group presentation.
 

Graddol, David. (2006) Why global English may mean the end of English as a foreign Language, English Next, British Council, available online at http://data.ulis.vnu.edu.vn/jspui/bitstream/123456789/2165/1/learning-research-english-next.pdf
Ricks, David A. (2006) Blunders in International Business, Blackwell London ISBN 1405134925

Brett, Jeanne, Kristin Behfar, Mary C. Kern (2006). Managing Multicultural Teams. Harvard Business Review.Vol. 84 Issue 11, p84-91, 8p, 3c; (AN 22671287)

Schorr, James L. (2000), A Generation of Business Foreign Languages, Global Business Languages: Vol. 5, Article 2.Available at: http://docs.lib.purdue.edu/gbl/vol5/iss1/2

Grosse, Christine Uber (1998) Corporate Recruiter Demand for Foreign Language and Cultural Knowledge, Global Busines Languages: Vol. 3, Article 2. Available at: http://docs.lib.purdue.edu/gbl/vol3/iss1/2

EUROPEAN COMMISSION (2006), Special Eurobarometer. Europeans and
Languages, Available at: http://ec.europa.eu/education/languages/pdf/doc629_en.pdf