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COMMUNICATION CHALLENGES OF ENGLISH SECOND LANGUAGE (ESL) EMPLOYEES By HT TENG MINOR DISSERTATION Submitted in partial of the requirements of the degree MAGGISTER COMMERCIAL COMMUNICATION WORKERS AT THE UNIVERSITY OF JOHANNESBURG Supervisor: Dr. D Groenewald 2015 a Abstract Despite the substantial predominance of ESL (English Second Language) employees over native English language speakers in the South African workplace, there is not a good understanding of the communication challenges these people face in
COPYRIGHT AND CITATION CONSIDERATIONS FOR THIS THESIS
Added on 2022-01-21
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COPYRIGHT AND CITATION CONSIDERATIONS FOR THIS THESIS/ DISSERTATION
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How to cite this thesis
Surname, Initial(s). (2012) Title of the thesis or dissertation. PhD. (Chemistry)/ M.Sc. (Physics)/
M.A. (Philosophy)/M.Com. (Finance) etc. [Unpublished]: University of Johannesburg. Retrieved
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Date).
o Attribution — You must give appropriate credit, provide a link to the license, and indicate if
changes were made. You may do so in any reasonable manner, but not in any way that
suggests the licensor endorses you or your use.
o NonCommercial — You may not use the material for commercial purposes.
o ShareAlike — If you remix, transform, or build upon the material, you must distribute your
contributions under the same license as the original.
How to cite this thesis
Surname, Initial(s). (2012) Title of the thesis or dissertation. PhD. (Chemistry)/ M.Sc. (Physics)/
M.A. (Philosophy)/M.Com. (Finance) etc. [Unpublished]: University of Johannesburg. Retrieved
from: https://ujcontent.uj.ac.za/vital/access/manager/Index?site_name=Research%20Output (Accessed:
Date).
a
COMMUNICATION CHALLENGES OF ENGLISH SECOND
LANGUAGE (ESL) EMPLOYEES
By
HT TENG
MINOR DISSERTATION
Submitted in partial fulfilment of the requirements of the degree
MAGISTER COMMERCII
In
BUSINESS MANAGEMENT
in the
FACULTY OF MANAGEMENT
at the
UNIVERSITY OF JOHANNESBURG
Supervisor: Dr. D Groenewald
2015
COMMUNICATION CHALLENGES OF ENGLISH SECOND
LANGUAGE (ESL) EMPLOYEES
By
HT TENG
MINOR DISSERTATION
Submitted in partial fulfilment of the requirements of the degree
MAGISTER COMMERCII
In
BUSINESS MANAGEMENT
in the
FACULTY OF MANAGEMENT
at the
UNIVERSITY OF JOHANNESBURG
Supervisor: Dr. D Groenewald
2015
Abstract
Despite the substantial predominance of ESL (English Second Language) employees
over native English language speakers in the South African workplace, there is not a
good understanding of the communication challenges these people face in the course
of their working lives. Limited language skills lead to a wide variety of communication
challenges for ESL and LEP (Limited English Proficient) workers, both at a personal
as well as an organisational level in the workplace. From the findings presented in this
research, it is evident that both English proficiency level and the extent of the
communication challenges experienced can be addressed to facilitate the rate at
which language skills impede ESL employees’ integration into an organisation from
the start of their working careers to the present time. Therefore, one can conclude that
every effort, from either individuals or organisations, counts in developing their
language and communication competency.
Despite the substantial predominance of ESL (English Second Language) employees
over native English language speakers in the South African workplace, there is not a
good understanding of the communication challenges these people face in the course
of their working lives. Limited language skills lead to a wide variety of communication
challenges for ESL and LEP (Limited English Proficient) workers, both at a personal
as well as an organisational level in the workplace. From the findings presented in this
research, it is evident that both English proficiency level and the extent of the
communication challenges experienced can be addressed to facilitate the rate at
which language skills impede ESL employees’ integration into an organisation from
the start of their working careers to the present time. Therefore, one can conclude that
every effort, from either individuals or organisations, counts in developing their
language and communication competency.
Declaration of original work
I certify that the minor dissertation submitted by me for the degree of Master of
Commerce (Business Management) at the University of Johannesburg is my
independent work and has not been submitted before for a degree at any other
University.
HUNG-TING TENG
(NAME)
I certify that the minor dissertation submitted by me for the degree of Master of
Commerce (Business Management) at the University of Johannesburg is my
independent work and has not been submitted before for a degree at any other
University.
HUNG-TING TENG
(NAME)
Table of Contents
CHAPTER 1: INTRODUCTION.........................................................................................1
1.1 BACKGROUND.......................................................................................................... 1
1.2 PROBLEM STATEMENT .............................................................................................. 3
1.3 RESEARCH PURPOSE, OBJECTIVES AND PROPOSITION ................................................ 4
1.4 OVERVIEW OF LITERATURE REVIEW ........................................................................... 5
1.5 OVERVIEW OF RESEARCH METHODOLOGY.................................................................. 7
1.6 ETHICAL CONSIDERATIONS ....................................................................................... 7
1.7 LIMITATIONS OF THE STUDY ...................................................................................... 9
1.8 OUTLINE OF THE STUDY ............................................................................................ 9
1.9 CONCLUSION ......................................................................................................... 10
CHAPTER 2: LITERATURE REVIEW ..............................................................................11
2.1 INTRODUCTION....................................................................................................... 11
2.2 ROLE OF COMMUNICATION AND LANGUAGE .............................................................. 11
2.3 ENGLISH LANGUAGE USAGE IN SOUTH AFRICA ......................................................... 16
2.3.1 STAGES OF STUDYING ........................................................................................................ 18
2.3.2 STAGE OF WORKING........................................................................................................... 20
2.4 COMMUNICATION CHALLENGES OF ESL WORKERS ................................................... 21
2.4.1 ‘LOST IN TRANSLATION’....................................................................................................... 21
2.4.2 CAREER CONSTRAINTS....................................................................................................... 23
2.4.3 LANGUAGE SEGREGATION WITHIN THE ORGANISATION.......................................................... 25
2.4.4 COMMUNICATION GAP AMONG ESL WORKERS ..................................................................... 26
2.5 OVERCOMING COMMUNICATION CHALLENGES .......................................................... 27
2.5.1 ENGLISH LITERACY PROGRAMMES AND TRAINING ................................................................. 29
2.5.2 FREQUENT USE AND PRACTICE OF ENGLISH......................................................................... 31
2.5.3 IMPROVING HOME LANGUAGE LITERACY............................................................................... 32
2.5.4 USE OF NON-VERBAL TOOLS ............................................................................................... 33
2.5.5 PRACTICE OF MULTI-CULTURAL MANAGEMENT ..................................................................... 34
2.6 CONCLUSION ......................................................................................................... 35
CHAPTER 3: RESEARCH METHODOLOGY.....................................................................37
3.1 INTRODUCTION....................................................................................................... 37
3.2 RESEARCH APPROACH AND DESIGN......................................................................... 37
3.3 SAMPLING.............................................................................................................. 39
3.4 DATA COLLECTION ................................................................................................. 40
3.5 DATA ANALYSIS ...................................................................................................... 43
3.5.1 DATA VALIDITY ................................................................................................................... 44
3.5.2 DATA RELIABILITY............................................................................................................... 45
3.6 CONCLUSION ......................................................................................................... 46
CHAPTER 4: RESEARCH FINDINGS..............................................................................48
CHAPTER 1: INTRODUCTION.........................................................................................1
1.1 BACKGROUND.......................................................................................................... 1
1.2 PROBLEM STATEMENT .............................................................................................. 3
1.3 RESEARCH PURPOSE, OBJECTIVES AND PROPOSITION ................................................ 4
1.4 OVERVIEW OF LITERATURE REVIEW ........................................................................... 5
1.5 OVERVIEW OF RESEARCH METHODOLOGY.................................................................. 7
1.6 ETHICAL CONSIDERATIONS ....................................................................................... 7
1.7 LIMITATIONS OF THE STUDY ...................................................................................... 9
1.8 OUTLINE OF THE STUDY ............................................................................................ 9
1.9 CONCLUSION ......................................................................................................... 10
CHAPTER 2: LITERATURE REVIEW ..............................................................................11
2.1 INTRODUCTION....................................................................................................... 11
2.2 ROLE OF COMMUNICATION AND LANGUAGE .............................................................. 11
2.3 ENGLISH LANGUAGE USAGE IN SOUTH AFRICA ......................................................... 16
2.3.1 STAGES OF STUDYING ........................................................................................................ 18
2.3.2 STAGE OF WORKING........................................................................................................... 20
2.4 COMMUNICATION CHALLENGES OF ESL WORKERS ................................................... 21
2.4.1 ‘LOST IN TRANSLATION’....................................................................................................... 21
2.4.2 CAREER CONSTRAINTS....................................................................................................... 23
2.4.3 LANGUAGE SEGREGATION WITHIN THE ORGANISATION.......................................................... 25
2.4.4 COMMUNICATION GAP AMONG ESL WORKERS ..................................................................... 26
2.5 OVERCOMING COMMUNICATION CHALLENGES .......................................................... 27
2.5.1 ENGLISH LITERACY PROGRAMMES AND TRAINING ................................................................. 29
2.5.2 FREQUENT USE AND PRACTICE OF ENGLISH......................................................................... 31
2.5.3 IMPROVING HOME LANGUAGE LITERACY............................................................................... 32
2.5.4 USE OF NON-VERBAL TOOLS ............................................................................................... 33
2.5.5 PRACTICE OF MULTI-CULTURAL MANAGEMENT ..................................................................... 34
2.6 CONCLUSION ......................................................................................................... 35
CHAPTER 3: RESEARCH METHODOLOGY.....................................................................37
3.1 INTRODUCTION....................................................................................................... 37
3.2 RESEARCH APPROACH AND DESIGN......................................................................... 37
3.3 SAMPLING.............................................................................................................. 39
3.4 DATA COLLECTION ................................................................................................. 40
3.5 DATA ANALYSIS ...................................................................................................... 43
3.5.1 DATA VALIDITY ................................................................................................................... 44
3.5.2 DATA RELIABILITY............................................................................................................... 45
3.6 CONCLUSION ......................................................................................................... 46
CHAPTER 4: RESEARCH FINDINGS..............................................................................48
4.1 INTRODUCTION....................................................................................................... 48
4.2 RESPONSE RATE .................................................................................................... 49
4.3 DEMOGRAPHICAL RESULTS ..................................................................................... 50
4.4 COMPARISON OF EDUCATIONAL LEVELS ................................................................... 53
4.5 COMPARISON OF DURATION OF ENGLISH-BASED EDUCATION..................................... 55
4.6 COMPARISON WITH ENGLISH-BASED WORK EXPERIENCE........................................... 58
4.7 COMPARISON AT DIFFERENT TIME POINTS ................................................................ 60
4.8 OTHER FINDINGS.................................................................................................... 63
4.9 VALIDITY AND RELIABILITY....................................................................................... 66
4.10 CONCLUSION ......................................................................................................... 68
CHAPTER 5: CONCLUSION .........................................................................................71
5.1 MAJOR FINDINGS.................................................................................................... 72
5.2 RECOMMENDATIONS .............................................................................................. 75
5.3 RECOMMENDED FUTURE RESEARCH ........................................................................ 78
REFERENCE LIST .........................................................................................................79
APPENDIX A- LETTER TO SURVEY PARTICIPANTS ............................................................88
APPENDIX B- SURVEY QUESTIONNAIRE .........................................................................89
APPENDIX C- SAMPLE POPULATION...............................................................................95
4.2 RESPONSE RATE .................................................................................................... 49
4.3 DEMOGRAPHICAL RESULTS ..................................................................................... 50
4.4 COMPARISON OF EDUCATIONAL LEVELS ................................................................... 53
4.5 COMPARISON OF DURATION OF ENGLISH-BASED EDUCATION..................................... 55
4.6 COMPARISON WITH ENGLISH-BASED WORK EXPERIENCE........................................... 58
4.7 COMPARISON AT DIFFERENT TIME POINTS ................................................................ 60
4.8 OTHER FINDINGS.................................................................................................... 63
4.9 VALIDITY AND RELIABILITY....................................................................................... 66
4.10 CONCLUSION ......................................................................................................... 68
CHAPTER 5: CONCLUSION .........................................................................................71
5.1 MAJOR FINDINGS.................................................................................................... 72
5.2 RECOMMENDATIONS .............................................................................................. 75
5.3 RECOMMENDED FUTURE RESEARCH ........................................................................ 78
REFERENCE LIST .........................................................................................................79
APPENDIX A- LETTER TO SURVEY PARTICIPANTS ............................................................88
APPENDIX B- SURVEY QUESTIONNAIRE .........................................................................89
APPENDIX C- SAMPLE POPULATION...............................................................................95
List of Tables
TABLE 1:1 SOUTH AFRICA HOME LANGUAGE BREAKDOWN AND MOVEMENT ................................................. 2
TABLE 2:1 2008 NIDS SELF-ASSESSED ADULT READING & WRITING ABILITY IN ENGLISH.............................. 17
TABLE 2:2 JOB PERFORMANCE OF LEP WORKERS VS ENGLISH-SPEAKING WORKERS ................................ 23
TABLE 4:1 RESPONSE RATE..................................................................................................................... 49
TABLE 4:2: AVERAGE RESPONSE RATE IN EACH SECTION ......................................................................... 49
TABLE 4:3 NATIONALITY AND RACE GROUPS COMPOSITION....................................................................... 50
TABLE 4:4 LANGUAGE COMPOSITION ........................................................................................................ 50
TABLE 4:5 HIGHER EDUCATION PROFILES................................................................................................. 51
TABLE 4:6 AREAS OF EMPLOYMENT.......................................................................................................... 51
TABLE 4:7 DURATION OF ENGLISH EDUCATION, WORK EXPERIENCE AND ENGLISH WORK EXPERIENCE....... 52
TABLE 4:8 AVERAGE ENGLISH COMPETENCY LEVELS, COMMUNICATION AND LANGUAGE CHALLENGES IN
COMPARISON TO EDUCATIONAL LEVEL .............................................................................................. 53
TABLE 4:9 AVERAGE ENGLISH COMPETENCY LEVELS, COMMUNICATION AND LANGUAGE CHALLENGES IN
COMPARISON TO DURATION OF ENGLISH-BASED EDUCATION.............................................................. 56
TABLE 4:10 AVERAGE ENGLISH COMPETENCY LEVELS, COMMUNICATION AND LANGUAGE CHALLENGES
COMPARED WITH ENGLISH-BASED WORK EXPERIENCE....................................................................... 58
TABLE 4:11 ENGLISH PROFICIENCY LEVELS FROM COMMENCEMENT OF EMPLOYMENT (B) UNTIL THE
PRESENT (P)................................................................................................................................... 61
TABLE 4:12 DEGREE OF HELPFULNESS OF PERSONAL ACTIONS TO OVERCOME COMMUNICATION
CHALLENGES................................................................................................................................... 64
TABLE 4:13 DEGREE OF HELPFULNESS OF IMPROVED ENGLISH PROFICIENCY IN WORKPLACE ...................... 65
TABLE 4:14 ESL EMPLOYEE SUPPORT FOR FURTHER EDUCATION & TRAINING............................................. 65
TABLE 1:1 SOUTH AFRICA HOME LANGUAGE BREAKDOWN AND MOVEMENT ................................................. 2
TABLE 2:1 2008 NIDS SELF-ASSESSED ADULT READING & WRITING ABILITY IN ENGLISH.............................. 17
TABLE 2:2 JOB PERFORMANCE OF LEP WORKERS VS ENGLISH-SPEAKING WORKERS ................................ 23
TABLE 4:1 RESPONSE RATE..................................................................................................................... 49
TABLE 4:2: AVERAGE RESPONSE RATE IN EACH SECTION ......................................................................... 49
TABLE 4:3 NATIONALITY AND RACE GROUPS COMPOSITION....................................................................... 50
TABLE 4:4 LANGUAGE COMPOSITION ........................................................................................................ 50
TABLE 4:5 HIGHER EDUCATION PROFILES................................................................................................. 51
TABLE 4:6 AREAS OF EMPLOYMENT.......................................................................................................... 51
TABLE 4:7 DURATION OF ENGLISH EDUCATION, WORK EXPERIENCE AND ENGLISH WORK EXPERIENCE....... 52
TABLE 4:8 AVERAGE ENGLISH COMPETENCY LEVELS, COMMUNICATION AND LANGUAGE CHALLENGES IN
COMPARISON TO EDUCATIONAL LEVEL .............................................................................................. 53
TABLE 4:9 AVERAGE ENGLISH COMPETENCY LEVELS, COMMUNICATION AND LANGUAGE CHALLENGES IN
COMPARISON TO DURATION OF ENGLISH-BASED EDUCATION.............................................................. 56
TABLE 4:10 AVERAGE ENGLISH COMPETENCY LEVELS, COMMUNICATION AND LANGUAGE CHALLENGES
COMPARED WITH ENGLISH-BASED WORK EXPERIENCE....................................................................... 58
TABLE 4:11 ENGLISH PROFICIENCY LEVELS FROM COMMENCEMENT OF EMPLOYMENT (B) UNTIL THE
PRESENT (P)................................................................................................................................... 61
TABLE 4:12 DEGREE OF HELPFULNESS OF PERSONAL ACTIONS TO OVERCOME COMMUNICATION
CHALLENGES................................................................................................................................... 64
TABLE 4:13 DEGREE OF HELPFULNESS OF IMPROVED ENGLISH PROFICIENCY IN WORKPLACE ...................... 65
TABLE 4:14 ESL EMPLOYEE SUPPORT FOR FURTHER EDUCATION & TRAINING............................................. 65
List of Figures
FIGURE 2:1 INTEGRATED COMMUNICATION MODEL.................................................................................... 12
FIGURE 2:2 COMMUNICATION CHANNEL RICHNESS SCALE......................................................................... 14
FIGURE 4:1 AVERAGE ENGLISH COMPETENCY LEVEL, COMMUNICATION AND LANGUAGE CHALLENGES
COMPARED TO EDUCATIONAL LEVEL ................................................................................................. 54
FIGURE 4:2 AVERAGE ENGLISH COMPETENCY LEVEL, COMMUNICATION AND LANGUAGE CHALLENGES
COMPARED WITH DURATION OF ENGLISH-BASED EDUCATION ............................................................. 56
FIGURE 4:3 AVERAGE ENGLISH COMPETENCY LEVELS, COMMUNICATION AND LANGUAGE CHALLENGES IN
COMPARISON TO ENGLISH-BASED WORK EXPERIENCE ....................................................................... 59
FIGURE 4:4 AVERAGE ENGLISH COMPETENCY LEVELS, COMMUNICATION AND LANGUAGE CHALLENGES AT
DIFFERENT TIME POINTS .................................................................................................................. 61
FIGURE 2:1 INTEGRATED COMMUNICATION MODEL.................................................................................... 12
FIGURE 2:2 COMMUNICATION CHANNEL RICHNESS SCALE......................................................................... 14
FIGURE 4:1 AVERAGE ENGLISH COMPETENCY LEVEL, COMMUNICATION AND LANGUAGE CHALLENGES
COMPARED TO EDUCATIONAL LEVEL ................................................................................................. 54
FIGURE 4:2 AVERAGE ENGLISH COMPETENCY LEVEL, COMMUNICATION AND LANGUAGE CHALLENGES
COMPARED WITH DURATION OF ENGLISH-BASED EDUCATION ............................................................. 56
FIGURE 4:3 AVERAGE ENGLISH COMPETENCY LEVELS, COMMUNICATION AND LANGUAGE CHALLENGES IN
COMPARISON TO ENGLISH-BASED WORK EXPERIENCE ....................................................................... 59
FIGURE 4:4 AVERAGE ENGLISH COMPETENCY LEVELS, COMMUNICATION AND LANGUAGE CHALLENGES AT
DIFFERENT TIME POINTS .................................................................................................................. 61
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