Category Archives: Publication Announcements

COBUILD English Usage 4th Edition: Mental Health and Disability

In our fourth blog post about the new edition of COBUILD English Usage, Julie Moore looks at some more of the changes in language usage that emerged from research for the new edition. In this post, she explores how language shifts reflect changing ideas about mental health and disability.

As I identified in my last post, our survey of current usage for the new edition of COBUILD English Usage uncovered evidence that new words, new combinations of words and new uses have developed in recent years to better describe the diversity that exists in contemporary society. In this post, I explore this idea of diversity and inclusion further, looking at the areas of mental health and disability.

When researching the topic of language and mental health, the most striking change is the frequency with which it’s now talked about. Having been a relatively taboo topic just a few years ago, the phrase mental health has more than doubled in frequency when you compare the older Bank of English section of the Collins Corpus with the ‘New Monitor’ corpus (which contains recent material from news and social media websites). There’s also evidence of a slight increase in the use of the phrase mental ill health reflecting a recognition that all of us have varying degrees of mental health in the same way that we have different degrees of physical health. This can be seen as part of normalizing the topic of mental health and removing the previous stigma.

One in five Australians experience mental ill health in any year.

In general, women are more likely than men to seek professional help for mental ill health.

When talking about anyone with a health condition, be that mental or physical, most groups of people and the charities which represent them advocate referring to the person first and then the condition or disability. For example, they advocate referring to a person experiencing mental health issues or a person with a disability rather than a mental patient or a disabled person.

Completely new words have sprung up too around the idea of normalizing people who were previously ‘othered’ or seen as in some way ‘abnormal’. Among the autistic community, for example, people who are not autistic – and would previously have been labelled ‘normal’ – are now referred to as neurotypical. And people with autism are informally referred to as being on the spectrum (short for ‘the autistic spectrum’), a conversational expression that indicates more ease around talking about autism.

Too many studies concerning autism and empathy are designed by neurotypical researchers.

Most people on the spectrum have incredible focus and imagination.

The world of sport has also provided a flurry of new terms using the prefix para– to refer to sports people with disabilities.  Although the Paralympics – a parallel event to the Olympics for athletes with disabilities – has been around for many years, in recent years, para-sport has developed a higher profile and with greater coverage has come more widespread use of terms like para-athlete, para-cycling, para-swimming, etc.

It seems to have become increasingly socially unacceptable to label anyone who doesn’t conform – because of their gender identity, sexuality, mental or physical health – as ‘other’ or ‘abnormal’.  This has led to a need for more diverse, less loaded language to refer both to varied types of individuals and groups (gender-fluid, on the spectrum, para-athlete) and new terms to better talk about those who were previously described by default using language that benchmarked them as ‘normal’ (cisgender, neurotypical).

COBUILD English Usage 4th Edition: Gender and Identity

In the next two blog posts about the new edition of COBUILD English Usage, Julie Moore looks at some of the changes in language usage that emerged from research for the new edition. In this post, she explores how language shifts reflect changing ideas about gender and identity.

Traditionally, identify has been used predominantly as a transitive verb; you identify someone or something:

Police identified the man from CCTV images.

We correctly identified several of the plants.

Our survey of current usage for the new edition of COBUILD English Usage has shown that a new use has become widespread within the past 10 years; identify as something meaning to view yourself as a member of a particular group. The ‘something’ can describe an ethnic, cultural, religious or political group: identify as a feminist / liberal / Arab / Christian / atheist

Most markedly though, people identify as something in terms of their gender or sexuality, reflecting that this categorization is no longer seen by many as fixed or given, but a personal choice.

Teenagers who do not identify as male or female will be able to opt out.

Sam began identifying as a woman four years ago.

This and similar developments reflect the wider concerns of a society as it progresses and adapts to the modern social climate.

Gender, in particular, has seen a proliferation of new terms to describe a range, or spectrum, of possible gender identities including gender-neutral, gender-fluid and non-binary gender. New words have also emerged to distinguish these new identities from traditional concepts of binary gender or cisgender.

When it comes to sexuality, many people will be familiar with the LGBT acronym which has been used for many years to refer to the lesbian, gay, bisexual and transgender communities. This has been extended over recent years to encompass and recognize more groups; LGBT + Q (queer) + I (intersex) + A (asexual). There is sometimes also a + sign added at the end to recognize other possible groups.

In a more gender-fluid society though, the question of gendered pronouns still seems to remain unsettled. While there have been attempts to introduce new gender-neutral pronouns (such as ze or xe), our survey suggests that these remain somewhat limited in use, appearing mostly in discussions specifically about gender-neutral pronouns or within relatively small communities. More widespread  is the use of they/them. They has long been used as a gender-neutral pronoun to refer to any person:

If anyone has any questions, they can ask me later.

It is now, however, becoming more commonly used to refer to a specific individual who identifies as gender-neutral:

Jo lives in London. They work in marketing.

All these possible new labels and uses can seem like something of a minefield for anyone who is unsure about the best way to address or refer to different groups of people. To get around this issue, another new trend has emerged for individuals to signal how they prefer to be addressed. An increasing number of people are showing their preferred pronouns as part of their social media profile (e.g. Jo Bloggs (she/her) @jobloggs) or face to face via preferred pronoun badges (or ‘pins’).


COBUILD English Usage 4th Edition: Changes in vocabulary and grammar

In the second of our blog posts about the new edition of COBUILD English Usage, Penny Hands details some of the findings that came out of the team’s research into the ways in which new words and uses are created.

The second stage of the COBUILD English Usage update involved a survey of the current state of various aspects of the English language. It was carried out specially for this edition using the constantly updated Collins Corpus, as well as social media research and crowdsourcing.

It’s all very well having billions of words of corpus, but how do you find new words in it? It’s for this reason that a linguist’s job is a 24-hour one, constantly on the lookout for new words and uses. Corpora allow us to track these changes and to look for different ways that they are used, and to establish who uses them and in what context.

One really useful source of data is the Language Observatory Group (LOG) facebook page, set up by Mike McCarthy, where members add their observations about changes in the language.

The aim is not to gripe about ‘annoying’ things we hear people say, but some members care about that happening more than others. Mike has a certain refreshing tolerance for people expressing their preference for, or dislike of, certain neologisms, taking the view that a lot of fashions in clothes, music, etc, seemed odd or silly when they came out (and then do again when we look back on them).

New words are created all the time, often coming into the language via younger people. Occasionally we see a completely new word appear apparently from nowhere; more often, though, new words come about by people recycling existing ones so that they are used in a slightly different way.

The resulting findings hopefully provide a handy reference guide to new words and uses, but they also represent a fascinating snapshot of today’s society with all its attitudes and preoccupations.

Comparing the Bank of English section of the Collins Corpus with the ‘New Monitor’ corpus (which contains recent material from news and social media websites), we explored the ways in which language has evolved, looking at content from social media sites and news articles produced over the last 10 years.

Firstly, based on data from Collins’ new words database, we looked at some of the most popular ways of creating new language.

Common ways of doing this include adding a prefix or a suffix to an existing word, combining words, or using words in new ways, perhaps by giving them a new function or part of speech.

So the first thing we did was to follow up some hunches we had about new-word creation. As predicted, a lot of the new words we were seeing coming through in our dictionary department were ones created from existing words, combined with prefixes and suffixes.

Here are some of the most prominent innovations that came up in our survey of the current state of the language.

Prefixes

Common examples were:

crowd

crowdsourcing

crowdlending

crowdwritten

crowdworking

crowdfinancing

crowdsharing

upand down

upthread, upvote, uptick

downthread, downvote

Suffixes

Common examples were:

-less cashless, contactless, driverless, paperless

free traffic-free, GMO-free, carbon-free, meat-free, lactose-free

Verbing

This one was flagged up among others on the LOG facebook page by Gavin Dudeney, who spotted the use of ‘sciencing’ on Radio 4.

The new probe is due to touch down on Mars soon and will be ‘sciencing’ as soon as it does.

This observation led us to investigate the current craze for verbing.

What we found, on investigating the social media sections of the Collins corpus, was a multitude of verbs based on brands.

Brand names have always been a rich source of verbing – hoovering, xeroxing, googling – but they seem to be proliferating in our current climate. I wonder if that’s because of the way that we all feel part of the action – we have agency over what gets bought and sold on these sites.

Why are you asking this here when you can just google the answer?

Jen snapchatted the whole thing.

Now we usually netflix it or chill at home with some good food.

We also found plentiful examples of airbnbing, eBaying, Instagramming and Ubering.

Adjectives as nouns

The next tendency we investigated was the sudden increase we had noticed in the use of adjectives as nouns.

Spread the happy. (Nutella®)

Committed to great since ’78. (Ben & Jerry’s®)

Find your fabulous.

And, by extension, a HarperCollins book …

‘Because’ as a preposition

Finally, we observed the repurposing of because as a preposition:

Why bother discussing this? Because language.

Not bothering with this. Because lazy.

Not going out tonight. Because working.

Here’s a snapshot of the concordance for ‘Because language’:

Note the line from the 2018 social media corpus containing the acronym ‘nsfw’, which stands for ‘not safe for work’, often used as a warning for an email subject line or social media post when sharing a link to potentially inappropriate content:

‘… hilarious nsfw because language.’

See also below a Twitter user’s use of ‘Because’ + adjective:

Note the use of a full stop to create a pause for emphasis.

Finally, if you’re interested in looking into this type of research further, take a look at Jack Grieve’s inaugural lecture, ‘The Future of Language Change’ at the University of Birmingham in December, 2018.

Professor Grieve shows how the study of language change is fast becoming a data science, and demonstrates what can be done with social media and high-level analysis tools.

He shows a series of graphs to demonstrate how we can now track usage from its initial use on social media and its exact location. We can see on what days certain words are typically used, where a brand-new coinage starts, and its pattern of diffusion over time. We can even home in on a particular city or neighbourhood, and see in which district a word emerges.

In the past, linguists used to say that you can never know where a word started because you’re not there to notice them. But now that isn’t true, at least for language used on social media. Language change research is making huge strides – and we’re the lucky ones who are here to see it.

COBUILD English Usage 4th Edition: updating the examples

In the first of our blog posts about the new edition of COBUILD English Usage, Penny Hands details some of the changes she made to the examples to ensure they reflect changes in society, and ponders on how future-proof these changes are likely to be.

One of our aims for this edition was to have a really close look at the example sentences, as our hunch was that society has changed so dramatically since the last overhaul that there would be work to do bringing things up to date.

Looking back at the brief for the last edition in 2011, I see that we were worried about authentic examples being too complex – a common criticism levelled at the COBUILD range in its earlier years, and which we were still ironing out.

As I was going through the examples, I took notes and categorised the outdated material. This would help us, I hoped, identify areas to focus on when we formulated new topic pages. These would be added to the resource to guide students and teachers in various aspects of language use that might have changed in the last ten years.

Here are the categories into which the outdated examples I identified sorted themselves:

  • technology
  • women
  • old-fashioned language
  • toilets
  • American English/British English

Technology

Unsurprisingly, in the area of technology, we found a large number of examples that needed to be changed. For example:

Some tech items, such as tape recorder and portable computer were obviously outdated, but others seemed to be just starting to look anachronistic because they related to things we do less and less often.

Since one of the aims of the update was to future-proof the book to an extent, I used my gut feeling to make interventions where they might not seem to be altogether essential at the moment. Examples of such amendments were as follows (underlining shows which word was being illustrated by the example sentence):

  • Is there a phone anywhere? I changed this to: Is there a place to eat anywhere round here? as asking casually for a phone didn’t seem to be something we would need to do very much these days.
  • You can take money out at any branch of your own bank. I changed this to: You can take money out at any cash machine.*
  • I’ll take my phone with me. I changed this to: I’ll keep my phone switched on because most people always take their phone with them; sometimes, though, we do turn our phones off, for example, if we’re in the cinema.
  • clock/radio à singer/songwriter (to illustrate the of use of the forward slash)
  • When you get your daily paper, which page do you read first? I changed this to: When you start up your computer, which application do you go to first?

* By the next edition, money in the form of notes – and as a result, cash machines – may well be on their way out, but I did feel that cash machines are still common enough to warrant a mention.

Women

I found numerous references to women that, while not necessarily offensive, were just starting to make me flinch a bit. In the following examples, the replacement material is shown after the arrow.

  • … three beautiful young girls à … three adventurous young girls
  • I think a woman has as much right to work as a man. à I think a child has as much right to respect as an adult.
  • He arrived accompanied by his wife. à Children under 14 must be accompanied by an adult.
  • These days more women become managers. à These days friends tend to send messages rather than call each other.
  • She’s over 40 but she still dresses like a teenager. à The organisers advised people to dress appropriately.
  • Every businesswoman would have a secretary if she could. à Every pregnant woman wants the best care she can get.
  • Women must have equal status. à All citizens must have equal status.

Looking at the way I updated the examples referring to women gave me pause: I had frequently replaced woman/women with child/children. This prompted me to consider how things are changing from a hierarchical point of view. When we come to our next round of updates, will the examples with child no longer be acceptable? What will I need to replace them with next?

Old-fashioned language

The next category that came out of the analysis was that of ‘old-fashioned language’. Here are some of the words and phrases that jumped out.

American English/British English

Then there were the inevitable items that were labelled as Americanisms, which can hardly be referred to as such any more.

References to lavatories, ladies’ and gents’, air travel being ‘easy these days’, newsagents, letters, and an ‘Indian gentleman’ also all got reworded or expunged from the text.

So, what will future updates bring?

Much as I’ve tried to future-proof the examples, I’m going to make a perhaps rather rash prediction that all my new examples with children will have to be thrown out in ten years’ time, with dogs taking their place. But even then, anyone who has watched the TV programme ‘Supervet’, or the equivalent in their own country, and observed the status of the pet in many families, will have doubts about even that. Robot-servants, maybe?

COBUILD: Shifting senses – How the meanings of words change

In the 30 years since the publication of the first COBUILD dictionary, a whole flurry of new words has come into the language and as they’ve caught on and become part of everyday usage, they’ve been added to the dictionary.

I’m not just talking about the trendy new coinages that occasionally hit the headlines; think omnishambles, binge-watch or post-truth. Most of these never become used widely or frequently enough to make it into a learner’s dictionary like COBUILD. The occasional exception is words like selfie, which appeared and became ubiquitous with surprising speed. More interesting, perhaps, are new uses of existing words which sneak into our vocabularies almost unnoticed.

In 1987, the meanings of post were all about mail, sticks in the ground, and jobs, no mention back then of the kind of post many of us put on social media daily now. Clicking was still just about making a noise, not something you do to a link, which itself was still a generic connection rather than a way of switching between webpages. And a thread was a piece of cotton or the flow of your argument, rather than a series of online comments.

The entry for click from the first edition (1987)

The entry for click from the first edition (1987)

The entry for click from the ninth edition (2018)

The entry for click from the ninth edition (2018)

Not all these shifts have been in the online world either, other technological developments have also generated new usages. Back in the 80s, wireless was just an old-fashioned word for radio. Nowadays, you might have wireless headphones, speakers, microphones, or keyboards. If you talk about a hybrid now, you’re more likely to be referring to a type of semi-electric car than a plant or animal bred from two different species.

The entry for wireless from the first edition (1987)

The entry for wireless from the first edition (1987)

The entry for wireless from the ninth edition

The entry for wireless from the ninth edition

With each new edition of a dictionary, lexicographers are keeping an eye on corpus data to see what new words are coming into use, and also to pick up on new senses of familiar words. Like new coinages, new uses need to reach a certain frequency and distribution threshold for inclusion, first in larger native-speaker dictionaries, then, as they become more common-place into learner’s dictionaries too. Which words do you think might take on new meanings in the coming years?

Photographs taken from shutterstock.com


This blog post has been written by Julie Moore, who is an ELT lexicographer and materials writer.

Find out more about our new editions of the Collins COBUILD dictionaries and other COBUILD materials here.

New editions of Collins COBUILD Dictionaries – Out now!

In celebration of COBUILD’s 30th anniversary, Collins is proud to launch new editions of its three most popular Collins COBUILD dictionaries, out today:

  • Primary Learner’s Dictionary
  • Intermediate Learner’s Dictionary
  • Advanced Learner’s Dictionary

To find out more about these dictionaries, take a look at our new COBUILD Dictionaries leaflet.

So what’s new?

  • Up-to-date coverage of today’s English – based on the constantly updated 4.5-billion-word database of today’s English language, the Collins Corpus
  • Authentic examples – real-life examples of English from the Collins Corpus show how words are used in everyday language
  • Vocabulary-building features – brand-new features on collocation, word history, usage and synonyms to help learners use English with accuracy and confidence
  • New supplements – offer guidance on effective communication in English
  • Full sentence definitions – all words and phrases are covered in depth and explained in full sentences to show words in context
  • Frequency – the most important words are clearly highlighted to indicate which to learn first.

Authentic English at your fingertips

www.collinselt.com/cobuild 

‘Flipping’ the classroom: easier than we think?

shutterstock_303168299

In the last couple of years, I’ve occasionally come across articles and conference presentations on the topic of ‘the flipped classroom’. It’s a concept that’s not new, but when I brought it up in conversations with a number of colleagues (I was talking about an upcoming presentation for IATEFL), I realised that few of us EFL and EAP practitioners seemed to have really engaged with it. So that’s why I decided to write this blog: both to find out why we’re not all ‘flipping’ (I couldn’t resist) and to share a bit more information about what it means.

In many eras and locations, the teacher has been seen as the focus in the classroom and the source of most of the information. The flipped classroom approach is more learner-centered. It acknowledges that it is increasingly easy for students to access content online before coming to class,  which means that the lesson time can be used to share that knowledge and implement it in more practical, personalised and exciting ways.

One reason why English teachers might not know too much about this strategy it is that it is easily dismissed as something we are doing anyway: isn’t it generally good classroom practice to get students to come prepared and to maximise the resource that students are by getting them to interact rather than to fill in exercises? To that I’d say that yes, EFL teachers are definitely doing it already, but by naming and examining it we can reflect on ways to do it more efficiently and systematically.

Another reason for the lack of engagement is that it is a blended learning method and therefore involves technology, and not all teachers and students are in a position to rely on this: it very much depends on their location in the world. Where online access is available, teachers may be reluctant to use technology to the extent that they believe is required. It is certainly true that a lot of teachers who use the flipped classroom approach have done this in a rather enthusiastic way, e.g. they have done a complete swap from their conventional teaching to this approach and have dedicated their time to making their own instructional videos using the latest clever software.

Well, you can probably tell I am not one of those people… I applaud them but I am never going to be like them. I lack the know-how and the time to do something about it. I do believe though that it is worth seeking out new materials that use this approach or to look for existing online open source videos while adapting our course books and ways of working so that we maximise classroom time.

So why am I so passionate about giving the flipped classroom a go? It’s simple: it is better for our students. Here are just a few of the reasons:

  • it makes them more autonomous learners (lessons won’t ‘work’ unless students come prepared)
  • with ‘content’ being accessed elsewhere, classroom time can be dedicated to checking understanding and building on it in through group interaction
  • it energizes them during lessons and brings the unknown into the classroom (they rely on each other for dissemination and to put theory into practice)
  • it builds on their interest in technology and allows them to learn in the same way that they access much other information (i.e. online)
  • weaker students can access and repeat the information they need as often as they like in the privacy of their homes. This levels the playing field in the classroom and stops them having to catch up later, which does wonders for their confidence.

It clearly is an approach that is definitely worth taking, both for its modernity and efficiency. And the good news is that publishers and authors agree with this and are making our lives easier by incorporating it into their materials, which takes out the hard work for the teachers – here’s one we made earlier. So, there really is no excuse left not to flip.

by Els Van Geyte

Els Van Geyte works at the Birmingham International Academy at the University of Birmingham and is the author of IELTS exam skills and Academic English text books.

Who am I? A bio-mini-quiz to inspire your students

Are you looking for original ways to get your students to read? Here are 8 ‘Who am I?’ questions revealing interesting life-facts about some of the Amazing People featured in the 8 brand-new Amazing People ELT Readers we’ve just published. Can you guess who the people are?

Below you can also find links to videos of each of these Amazing People talking about their lives and achievements. There are also links to download classroom ideas, lesson plans and worksheets from our ELT Readers Teacher Zone, as well as more information about the books the people are featured in.

The answer key is provided at the bottom of this post.

*****
Instructions:

Read the ‘who am I’ questions 1-8. Can you match them with the Amazing People A-H and their images a-h?

*****
Who am I? questions:

1) I wrote the very first computer program – and you might be surprised to hear that I was a woman. My father was Lord Byron, the famous poet, but he died when I was only 8 years old. Who am I?

2) I was born in Salzburg, Austria. People said I was a ‘child genius’ because I began playing and composing music when I was very young. My older sister Nannerl was a very talented musician, too. I’m most famous for my operas, The Marriage of Figaro and The Magic Flute. Do you know who I am?

3) I was an American trumpet-player and singer, and I came to discover ‘a wonderful world’. I grew up in a poor area of New Orleans, where life was tough for young African-American boys. Do you know who I am?

4) I became sick with meningitis at 19 months, before I even learned to speak. I still went on to become a famous teacher. I started an organisation to teach people about blindness in 1915. Who am I?

5) Do you know Tom Sawyer and Huckleberry Finn? Then you probably know my name, too. But the name you know me by is not the name my parents gave me – that’s Samuel Langhorne Clemens. Who am I?

6) I opened my first salon in New York City when I was 25 years old and went on to create what became one of the most famous cosmetics brands in the world. I was also the first woman to appear on the front cover of the Time magazine. My parents gave me the name Florence Nightingale Graham. What’s the name I am known to the world by?

7) A very famous prize for cultural and scientific advances is named after me. I was a chemist and businessman and my greatest invention was dynamite. Who am I?

8) I was a powerful Roman leader, and I lived much earlier than any of the other people in this quiz. From a young age I wanted to be a leader and a hero. I fought hard to gain control of many territories for Rome. My father was called Gaius and my first name is Gaius, too, but I am known by the name of… do you know?

*****

Amazing People A-H:

A) I am Helen Keller. My story is featured in Amazing Women (Level 1).
Helen Keller video / Download Helen Keller classroom and student activities

B) I am Elizabeth Arden. My story is in Amazing Entrepreneurs and Business People (Level 1).  Elizabeth Arden video / Download Elizabeth Arden classroom and student activities 

C) I am Wolfgang Amadeus Mozart. You can read my story in Amazing Composers (Level 2). Wolfgang Amadeus Mozart video / Download Mozart classroom and student activities 

D) My name is Ada Lovelace and you can read my story in Amazing Mathematicians (Level 2). Ada Lovelace videoDownload Ada Lovelace classroom and student activities 

E) I’m Louis Armstrong, and you can read my story in Amazing Performers (Level 3).
Louis Armstrong videoDownload Louis Armstrong classroom and student activities 

F) My name is Alfred Nobel and my story is in Amazing Philanthropists (Level 3).
Alfred Nobel videoDownload Alfred Nobel classroom and student activities 

G) I am Julius Caesar. You can read my story in Amazing Leaders (Level 4).
Julius Caesar videoDownload Julius Caesar classroom and student activities 

H) I am Mark Twain and I’m one of the writers in Amazing Writers (Level 4).
Mark Twain videoDownload Mark Twain classroom and student activities 

*****

Images a-h:

amazing-people-images

Can’t see the image properly? Click on it to display full screen.

*****

Answer Key:

1) D) h)
2) C) a)
3) E) g)
4) A) b)
5) H) f)
6) B) d)
7) F) c)
8) G) e)

*****

Amazing-Women-Level-1--PB Amazing-Entrepreneurs-amp-Business-Peo-PB1 mathematicians_level2 Amazing-Composers-Level-2--PBAmazing-Performers-Level-3--PB Amazing-Philanthropists-Level-3--PB leaders_level4 Amazing-Writers-Level-4--PB

Click on the images to find out more about each Amazing People ELT Reader. The Amazing People ELT Readers have been created in association with The Amazing People Club.

 

Two Collins ELT titles shortlisted for English-Speaking Union Awards 

We’re delighted to announce that not just one, but two (TWO, t-w-o!) of our books have been shortlisted at this year’s HRH The Duke of Edinburgh English Language Book Awards, awarded by the English-Speaking Union. 

Here is what the ESU judges say about the titles:

 

COLLINS KEY BUSINESS SKILLS (COLLINS) by Barry Tomalin

Collins Key Business Skills is a worthwhile addition to the market and innovative in the possibilities it provides for self-study. The clear presentation aids the logical progression of the content and the tasks provide realistic challenges.

 

COLLINS ENGLISH FOR LIFE: LISTENING A2 (COLLINS) by Chris Flint & Jamie Flockhart

This is an original entry with a strong layout, progression and development. It is easy to use and is successful in making even the mundane activities of daily life engaging and interesting. The audio files are authentic and the content is very suitable for the target audience.

 

Effective International Business Communication – OUT NOW 

 

Is good international communication just a question of how good you are at English? No, says Bob Dignen, communications expert and author of Collins Effective International Business Communication. It’s equally important to understand communication processes and styles.

The characteristics of a ‘good’ communicator can’t easily be tracked down, says Bob Dignen in an interview published in the January issue of Business Spotlight. ‘Good communicators think situationally’ because ”good’ will be defined by the situation, not by some abstract ideal’.

Effective International Business Communication by Bob Dignen with Ian McMaster is a guide that helps you use the right style of communication at the right time to get your message across clearly in any situation. But it’s not all about speaking – the title also helps you listen more effectively to create better understanding. With the advice given in this book you’ll be able to handle challenging meetings with native and non-native speakers of English, build successful relationships, and manage conflict.

Effective International Business Communication will be available in bookshops and online from 31 January 2013. If you’d like to have a look, please download a sample unit here. You can also read the first page of the Business Spotlight interview with Bob Dignen on the Business Spotlight website (scroll down, and click on the image next to BUSINESS SKILLS: Communication’ to start reading).