Unconscious bias in the workplace: Overcoming DEI barriers through language learning

Samantha Ball
a group of young business people chatting toether

Reading time: 7.5 minutes

Unconscious bias: it's a quiet murmur in the corridors of our workplaces that can grow into a loud echo, shaping decisions and team dynamics in ways that may go unnoticed. In our collective quest for diversity, equity and inclusion (DEI), recognizing and tackling these biases is not just important—it's essential.

By embarking on this path, we create workplaces where everyone feels valued and heard. If you're an HR professional, a leader, or a diversity consultant, it’s essential to always keep this in mind in every aspect of the workplace. Today, let's explore how language learning can be a valuable ally in breaking down the barriers created by unconscious bias.

Discover how to support an inclusive workplace culture with language learning in our free 6-step guide, featuring actionable tips to help reduce bias and bolster your organization's DE&I program.

Contact us about our workplace language solutions 

Overcoming DEI barriers through language learning
Play
Privacy and cookies

By watching, you agree Pearson can share your viewership data for marketing and analytics for one year, revocable by deleting your cookies.

What is DEI?

DEI—diversity, equity, and inclusion—is a framework for creating fair practices and fostering belongingness within an organization. Diversity is the presence of differences within a given setting, implying that an organization's workforce comprises individuals with various characteristics, such as ethnicity, gender, age, religion, disability, sexual orientation, socio-economic status and cultural background.

Equity seeks to ensure that all individuals have equal opportunities to develop and succeed, which can mean providing specific support and resources tailored to an individual's circumstances. Inclusion is about creating an environment where all employees feel welcomed and valued for their unique contributions.

These three pillars stand strong when we continuously learn and understand one another—and language learning can be an effective tool to achieve this understanding. Let's start by appreciating the broad range of communication styles that different languages and cultures can bring to our workplace conversations.

The Pew research center examined how people view diversity, equity and inclusion efforts at work. A majority of workers in the United States believe that prioritizing DEI in the workplace is beneficial. However, only a small proportion place significant importance on diversity within their own organization.

Understanding unconscious bias

At its core, unconscious bias refers to the stereotypes that influence our views and actions, often without us even realizing it. These biases can be about anything from race to gender, age, accent, or language proficiency. Left unchecked, they can affect hiring choices, promotions and everyday interactions in the workplace.

Unconscious biases can surreptitiously construct barriers in the workplace, impeding productivity and inclusivity in several critical areas. These biases may lead to preferential treatment during recruitment, favoring candidates who share similarities with the decision-makers rather than those with the best qualifications for the job.

Such biases might also surface in performance evaluations, where the quality of work may be overlooked in favor of subjective perceptions influenced by stereotypes. Beyond hindering individual career progress, unconscious bias can stifle the richness of team collaboration, restricting diverse perspectives that could spark innovation and drive the company forward.

Cultivating awareness and promoting an open, diverse company culture brings us closer to a workplace where everyone's talents are truly recognized and celebrated.

DEI barriers in the workplace

To embrace DEI, it's vital to identify common barriers that can hinder progress.

  • One prevalent obstacle is cultural misunderstandings, which can lead to misinterpretations and unintentionally insensitive behavior.
  • Similarly, language differences can create exclusions, making it challenging for non-fluent speakers to engage or express themselves fully.
  • Stereotyping, based on preconceived notions about certain groups, often compounds these issues.
  • Another significant barrier is accessibility, as individuals with disabilities may find it difficult to navigate a workplace not designed with inclusiveness in mind.

Addressing these barriers starts with education and empathy. Encouraging an atmosphere of continuous learning can foster a more inclusive environment. For instance, language and cross-cultural training can bridge gaps and promote clearer communication. Simple alterations in the work environment and providing assistive technologies can also make a world of difference in creating an accessible workspace.

The role of language in shaping perspectives

Language is a central piece of our identity and plays a pivotal role in how we connect with others. When someone speaks with an accent or uses English as their second language, they may face unintended biases. It can become a barrier to truly inclusive communication.

As we embrace the plethora of languages and dialects that make up the work environment, we can begin to dismantle these silent barriers. Imagine a workspace where the melodic rhythm of a colleague's accent is celebrated, where every linguistic nuance becomes a lesson in diversity. Language learning isn't just about grammar and vocabulary; it's a voyage into different ways of thinking and seeing the world.

Through language, we can cultivate empathy, encouraging us to step into the shoes of others and understand their cultural context. This journey, full of curiosity and understanding, enriches our interactions and lays the foundation for a truly inclusive work environment. Let's equip ourselves with the tools of language to build bridges, not walls, and to foster a workplace culture that's vibrant with the colors of diversity.

Examples of overcoming DEI barriers through language learning

Lunch and learn sessions

Imagine a scenario where team communication is impacted by language differences, impacting collaboration. To overcome this, a company could initiate 'Lunch and Learn' sessions where team members share phrases from their native languages, thereby creating an adherence to inclusivity while fostering team bonding.

This could also include sessions teaching teams about the company jargon or terms, these can be difficult to track for anyone irregardless of language level.

Peer language mentoring

Another example might be addressing biases in perception due to different English language proficiencies. Here, peer-to-peer language mentoring programs empower individuals to support each other's language growth, as well as increase understanding and respect for the effort involved in language learning.

Training and apps

Moreover, encouraging employees to use language-learning apps, workplace training and providing subsidies or time allocations for this purpose, reflects an organizational commitment to DEI.

This not only supports the learning journey but promotes an overarching culture of growth and continuous learning. Read more about creating a culture of learning in the workplace here.

Embracing language learning to enhance DEI

Learning languages can be a win-win situation and is mutually beneficial for both the learner and those around them. Here's how language learning can lay the groundwork for a more unbiased workplace.

Fostering empathy

Learning a new language is a humbling experience. It invites us to make mistakes and learn from them. For fluent speakers, understanding the effort it takes to learn English can foster empathy towards non-fluent colleagues, helping to dismantle negative stereotypes associated with language proficiency.

Building bridges

Encourage language exchange or 'tandem' programs within your workplace. It's a fantastic way to grow mutual respect, develop relationships and provide a space where everyone's voice can be appreciated, understood and celebrated.

Encouraging inclusivity

When teams see their leaders and peers making an effort to understand and speak a new language, it sends a powerful message: 'We value you, and we want to actively engage with you.' This shared experience can boost a sense of belonging and inclusivity.

Expanding worldviews

As we learn new languages, we're invited into new worlds, cultures and ways of thinking. This expanded viewpoint can directly counter narrow stereotypes and contribute to a more holistic understanding of each other.

Practical steps forward

So, how can you put these insights into action? Here are but a few examples:

  • Provide access to training and tools: offer language learning resources as part of your organization's personal development tools.
  • Celebrate progress: organize events where colleagues can share their learning experiences and cultural stories. It's as much about progress as it is about perfection.
  • Inclusion by design: draft policies that promote the use of clear and inclusive language, making it easier for everyone to engage regardless of their language background.

In solidarity, we can make strides toward an environment where each individual—no matter their language—feels integral to the fabric of the organization.

What other benefits can organizations realize from better inclusion and diversity?

Enhanced innovation and creativity

Organizations that encourage a variety of perspectives naturally create an excellent environment for creative thinking. Individuals from diverse backgrounds bring their unique experiences and ideas to the table, fostering a culture where 'thinking outside the box' is not just a slogan, but a daily reality. Language and cultural diversity act as catalysts for this process, unleashing the collective genius that lies within diverse teams.

Unlock new opportunities

Understanding and embracing diversity isn't just the right thing to do—it's smart business. Companies that reflect the multicultural tapestry of the markets they serve are better positioned to understand and anticipate the needs of their customers. Language learning, in particular, allows employees to communicate directly with a wider customer base, forming stronger connections and building trust in new and existing markets.

Attracting and retaining talent

In today's job market, the best talent seeks more than just good pay—they look for workplaces that respect and value diversity. By promoting language learning and inclusion, organizations demonstrate their commitment to an environment where everyone, regardless of their background, can thrive. This makes them more attractive to prospective employees and can greatly increase staff retention by creating a sense of community and belonging.

Better decision-making

When a whole range of perspectives is woven into the decision-making process, organizations benefit from a more well-rounded analysis of the challenges they face. Language and cultural diversity can help prevent echo chambers, where similar thinking leads to biases and blind spots. Instead, diversity can provide a wide-angle lens through which a business can view its strategy and operations, leading to more informed—and often more successful—decision-making.

Increased competitiveness

Finally, the blend of rich insights and the ability to connect with customers in meaningful ways puts organizations a step ahead of their competition. It isn't simply about being representative of the world at large; it's about leveraging that representation to propel the company forward with agility and foresight. As our world grows more interconnected, companies that are adept at working across cultural and language divides are likely to stay ahead of the curve, ready to adapt to the changing tides of global commerce.

Organizations galvanized by inclusion and diversity aren't just better places to work; they're more dynamic, more resilient, and more connected to the communities they serve. Each step towards a more inclusive workplace is a step towards a brighter, more innovative, and more inclusive future for all.

Final thoughts

To bring the principles of DEI with language learning into the very heart of your organization, consider our range of language solutions for work. Our tools and resources are meticulously crafted to enhance language learning and effective communication across all levels of your company.

It's time to demonstrate your commitment to an environment where every colleague has the tools they need to connect, flourish and feel valued. Reach out today and be the catalyst for lasting change in your workplace. Because when we grow together, we succeed together. Learn more about Pearson's language solutions for work and encourage employees to improve their language skills with our language learning app Mondly by Pearson. 

Read more in our blog post 'Ways language learning can energize your organization’s DE&I strategy'.

Learn more about our workplace solutions

More blogs from Pearson

  • A man sat in a living room with books and plants in the background, he is reading a book

    Words that can't be translated into English

    By Charlotte Guest
    Reading time: 4 minutes

    While English is a rich language, there are some words from other languages that don’t have a direct translation. These words often describe special feelings, situations, or ideas that are deeply connected to their cultures. For example, just as some languages have specific words for different types of weather, other languages have unique words for particular moments or emotions that are hard to explain in English. Here are some interesting examples of untranslatable words that show us the different ways people see the world.

  • Children sat at desks in a classroom, with one in the middle smiling with her hand up

    Teaching young learners: all just fun and games?

    By Jill Leighton
    Reading time: 5 minutes

    We want lots of fun in our lessons, with a good balance of activities and games with strong educational value. But in my opinion, today’s young learners need more than just fun and games to stay motivated. Fun and games can quickly become meaningless and boring for some students.

    How do we create fun and engaging lessons for young learners aged 6-14?

    • Have a strong relationship with your students. Know about their natural talents, their weaker points and where they are in their development.
    • Encourage them to be active learners and engage them in learning that is meaningful to all of them. E.g. through project work.
    • Provide opportunities for students to use technology and develop success skills. E.g. collaboration, communication, critical thinking, creativity and self-learning.

    Most teachers agree that we have to assume the responsibility of preparing students for life as well as helping them to acquire a language – and this is what I aim to demonstrate in this blog. Using Howard Gardner’s Model of Multiple Intelligences, I want to demonstrate how you can learn more about your students and care for individual needs in one classroom.

    The students will also learn about themselves and their classmates. They will acquire vocabulary and language (at their level) in a dynamic way and create a project to explore their interests and demonstrate their talents. They will use technology and develop their success skills. Assessment will be fun and engaging. I hope you will be able to adapt the ideas and put them into practice with children aged 6-14.

    Howard Gardner’s Model of Multiple Intelligences

    Howard Gardner’s Model of Multiple Intelligences prompts us to ask: How is this child intelligent? He identified eight different types of intelligence which guide the way students learn:

    • Verbal-Linguistic Intelligence (Word Smart)
    • Logical-Mathematical Intelligence (Maths Smart)
    • Spatial Intelligence (Picture Smart)
    • Musical Intelligence (Music Smart)
    • Bodily-Kinesthetic Intelligence (Body Smart)
    • Naturalistic-Environmentalist Intelligence (Nature Smart)
    • Interpersonal Intelligence (People Smart)
    • Intrapersonal Intelligence (Self-Smart)
    • (He later went on to identify Existential Intelligence – Life Smart, and Pedagogical Intelligence -Teacher Smart)

    Lesson 1: Outline the student’s learning goals

    Explain to the students that they are going to learn about Howard Gardner’s Model of Multiple Intelligences and that you want them to achieve learning goals on completion of the project. Write the goals on a poster and discuss them with your students. Take a digital photo of the poster to use during the assessment.

    Student learning goals – you will be able to:

    • Identify different intelligences and what they mean. Name eight different intelligences you have
    • Communicate ideas clearly through a project to demonstrate your talents and interests
    • Use your success skills more effectively.

    Tip: Video parts of lesson 1, especially discussion of the learning goals, to use as part-assessment and reflection on completion of the project.

    What do you know about the Multiple Intelligences? How are you smart?

    • Ask children what they know about multiple intelligences. Teach key language and vocabulary as necessary, depending on level.
    • Ask, “What does it mean be intelligent?” (They will probably say, good grades, be good at maths, English, reading, writing, computers...)
    • Tell them being intelligent or smart (get the younger children to repeat the word smart several times) isn’t only about getting good grades. Ask them to think of more ways to be smart.
    • Elicit the eight ways to be smart according to Gardner. (You may need to mime). E.g. mime playing the piano or clap a rhythm to elicit Music Smart.
    • Discuss what the different intelligences mean. (E.g. Word Smart (Linguistic Intelligence): you like reading, writing or speaking, you are probably good at languages…)
    • Teach career vocabulary associated with the different intelligences. (E.g. Word Smart: journalist, teacher, lawyer, editor, TV announcer, web editor.)

    Lesson 2: Find out your smarts quiz

    Tell students they are going to do a quiz to discover how they are smart. Model each stage of the activity and do the quiz with them to find out about your own strengths. Give each student a piece of paper.

    • Take your paper and show the students how to fold it into eight sections, then unfold it and draw lines along the folds to make a grid.
    • Write the different smarts in each section. (Use small handwriting to leave room to illustrate each smart with a picture).
    • Give a picture dictation to illustrate each smart. Here are some examples:

    Word Smart: Draw a dictionary and children reading, writing and speaking.

    Logic/Number Smart: Draw sums on a computer, a scientist with test tube.

    Music Smart: Draw children singing and playing musical instruments.

    Body Smart: Draw children playing a sport, dancing or cooking.

    Nature Smart: Draw trees, animals, insects, child watering a plant.

    Spatial/Picture Smart: Draw children drawing, painting or taking photos and a pilot in a plane.

    People Smart: Draw a child helping or leading a group or a group of children holding hands.

    Self-Smart: Draw children keeping a journal, researching on a computer, or meditating.

    Encourage students to order their smarts from 1-8. For example, if you love music, write number 1 in the Music Smart section and continue to 8 in order of preference. (You may wish to model this first and order your smarts from 1-8 and then encourage the children to order their smarts.)

    After the quiz

    • Encourage students to compare and discuss their results. Collect the papers and make notes about each student’s results. This will help you reach all your students when planning activities.
    • Explain that we have all the intelligences in different degrees and that all of the intelligences are equal (no intelligence is better than another). Also point out that it is important to know our strengths in order to help in all subjects. (E.g. a music smart student who finds maths challenging may want to sing multiplication tables). Remind students that we usually use several intelligences to do something and we can explore and develop all our smarts.

    Tip: Video lesson 2 to use as part of assessment.

    Lesson 3: Beginning the project

    Encourage the students to create a project for enjoyment. Explain that you want them to collaborate in groups that share the same smarts and interests and using their creativity you want them come up with an interesting topic to explore. (Remind students to concentrate on developing their success skills when they are working with others and mention that you will also be monitoring this as part of the assessment).

    Organize the students into groups of no more than five students in each. Give students time to brainstorm in their groups and come up with the best topic for the project, using their critical thinking skills. (E.g. Picture Smart students may decide to create a project about a famous artist, such as Salvador Dali).

    You may wish to give each student a KWL chart (Know, Want-to-know, and Learned) to complete during the project process, asking questions such as: What do you know? What do you want to know? What have you learned?

    Lesson 4: Planning the project

    Inform students about the timing of the project. Encourage each group to make a project mind map, which will encourage them to be more creative and organized.

    Remind all the groups to keep the following questions in mind:

    • What are you going to do/make? (Presentation, PowerPoint, website, video, posters.)
    • How will you research it? (Internet, tech tools, library.)
    • How will you delegate responsibilities?
    • How will you check that your audience has understood the message of your project? What questions will you ask?

    Decide on how many lessons are needed to prepare the project and how much will be done in school or at home, depending on the age groups and timing.

    Encourage the students to share their work with the rest of the class (or in assembly.)

    Tip: Video the different groups sharing their work.

    Can assessment also be fun and engaging?

    Yes, it can; here are some tips and suggestions.

    • Show the videos you have recorded and ask the students to compare and contrast their knowledge in Lesson 1 and how it developed over the lessons. Encourage them to observe and comment on their success skills.
    • Display the photo of the Student Learning Goals poster from Lesson 1. Get the students to self-assess and decide whether they have achieved the goals that were set in Lesson 1. (You may wish to give the students three small pieces of colored paper: red to represent I understand quite well, orange to represent I understand well and green to represent I understand very well). Ask: Can you identify the different intelligences and say what they mean? Encourage the students to hold up a colored piece of paper according to their understanding. (Make a mental note of all red pieces of paper to be ready to give extra help to those students). Check understanding by getting several students to answer the question.
    • Get the children to reflect on the learning experience. What have they learned about the different intelligences? How can they develop weaker points using their strengths to help them? Can they use all eight intelligences inside and outside school? Did they manage to get along well with their classmates? Did they communicate the message of their project so that the audience understood?
    • Give individual feedback to each student. E.g. congratulate them on their attitude and effort or identify areas for improvement: “You managed to use vocabulary and language effectively when you shared your project, we understood your message perfectly.” Or “You need to work on being more collaborative.” “You weren’t on task during the project.” “How do you think you can improve that?”
    • Ask students to give you feedback on the activities they enjoyed. Get them to draw happy and sad face cards. Go through all the activities and get the students to show a happy or sad face according to whether or not they liked the activity. E.g. say “Did you like the ‘Find out your smarts’ quiz?” and ask them to hold up the happy or sad face depending on whether they liked the activity or not.

    Create fun lessons to engage all your students keeping this model in mind: traditional activities such as short fun activities and games + Howard Gardner’s model of Multiple Intelligences + PBL (Project Based Learning) + success skills + meaningful assessment. Enjoy the results with your students.

    How the Global Scale of English can help

    The Global Scale of English (GSE) Learning Objectives for Young Learners provides ready-made learning objectives that can help with planning curriculums and lesson and benchmarking learners’ progress. They are great for young learners because they describe language functions in a granular way, enabling educators to give their learners credit for small achievements. They also clearly show the language functions to target next in order to take learners to the next level.

  • Expressing love around the world: Interesting facts and how to say "I love you" in different languages

    By Sam Colley
    Reading time: 5 minutes

    Love is a universal language that transcends borders, cultures and languages. For those learning another language, understanding how to express love in various tongues can be both fascinating and useful. Whether you're planning to travel, connect with friends from different backgrounds, or simply expand your linguistic repertoire, knowing how to say "I love you" in different languages as well as the cultural context, can be a beautiful way to show appreciation and affection. Let's take a look at some of the many ways to express this timeless sentiment and some interesting facts.

    1. Cultural nuances:

    In many cultures, the way you express love can carry different weights and meanings. For example, in Japanese, "愛してる" (aishiteru) is a very strong expression of love, often reserved for serious relationships, whereas "大好き" (daisuki) is more commonly used among friends and family.
    However, French, often called the language of love, uses "je t'aime" to express love as a romantic phrase that can be used for both partners and close family members.

    2. Gender differences:

    Some languages have gender-specific ways of saying "I love you." For instance, in Arabic, "أحبك" (aḥibbuka) is used when a woman says "I love you" to a man, and "أحبك" (aḥibbuki) is used when a man says it to a woman. Similarly, in Hindi, men say "मैं तुमसे प्यार करता हूँ" (main tumse pyaar karta hoon) and women say "मैं तुमसे प्यार करती हूँ" (main tumse pyaar karti hoon).

    3. Formal vs. informal:

    Some languages have formal and informal ways of expressing love. In Spanish, "te amo" is more formal and used for romantic love, while "te quiero" is more casual and can be used for friends and family.