Interviews with Business Discourse Teachers

  • Cornelia Ilie
  • Catherine Nickerson
  • Brigitte Planken
Part of the Research and Practice in Applied Linguistics book series (RPAL)


This chapter will:
  • Present practical insights into business discourse teaching on the basis of interviews with a number of prominent business discourse teachers who have also been active as researchers and consultants;

  • Consider some of the ways in which they have used business discourse research in their teaching and incorporated new media and digital technologies;

  • Highlight their views on what they expect to be important areas and themes in the field of business discourse in the future;

  • Provide a set of further readings.


  1. Bremner, S. (2006). Politeness, power, and activity systems: Written requests and multiple audiences in an institutional setting. Written Communication, 23(4), 397–423.CrossRefGoogle Scholar
  2. Bremner, S. (2010). Collaborative writing: Bridging the gap between the textbook and the workplace. English for Specific Purposes, 29(2), 121–132.CrossRefGoogle Scholar
  3. Bremner, S. (2012). Working with genre systems: Accommodating multiple interests in the construction of organisational texts. In P. Gillaerts, E. de Groot, S. Dieltjens, P. Heynderickx, & G. Jacobs (Eds.), Researching discourse in business genres: Cases and corpora, Linguistic insights series. Bern: Peter Lang.Google Scholar
  4. Bremner, S. (2017). Workplace writing: Beyond the text. London: Routledge.CrossRefGoogle Scholar
  5. Frendo, E. (2014). How to write corporate training materials. Oxford: ELT Teacher 2 Writer.Google Scholar
  6. Gimenez, J. (2000a). Business e-mail communication: Some emerging tendencies in register. English for Specific Purposes, 19(3), 237–251.CrossRefGoogle Scholar
  7. Gimenez, J. (2000b). Putting it in black and white: The role of writing in business negotiations. Journal of Language and International Business (JOLIB), 11(1), 17–30.Google Scholar
  8. Gimenez, J. (2002). New media and conflicting realities in multinational corporate communication: A case study. International Review of Applied Linguistics in Language Teaching, 40(4), 323–343.CrossRefGoogle Scholar
  9. Gimenez, J. (2006). Embedded business emails: Meeting new demands in international business communication. English for Specific Purposes, 25, 154–172.CrossRefGoogle Scholar
  10. Gimenez, J. (2014). Multi-communication and the business English class: Research meets pedagogy. English for Specific Purposes, 35, 1–16.CrossRefGoogle Scholar
  11. Graham, M. (1998). Administrative writing: Bringing context to pedagogy. Journal of Business and Technical Communication, 12(2), 238–253.CrossRefGoogle Scholar
  12. Lockwood. (2012). Developing an English for specific purpose curriculum for Asian call centres: How theory can inform practice. English for Specific Purposes, 31(1), 14–24.CrossRefGoogle Scholar
  13. Lockwood, J. (2017). An analysis of web-chat in an outsourced customer service account in the Philippines. English for Specific Purposes, 47, 26–39.CrossRefGoogle Scholar
  14. Warren, M. (2013). “Just spoke to…”: The types and directionality of intertextuality in professional discourse. English for Specific Purposes, 32(1), 12–24.CrossRefGoogle Scholar
  15. Warren, M. (2016). Signalling intertextuality in business emails. English for Specific Purposes, 42, 26–37.CrossRefGoogle Scholar
  16. Zhang, Z. (2007). Towards an integrated approach to teaching business English: A Chinese experience. English for Specific Purposes, 26(4), 399–410.CrossRefGoogle Scholar
  17. Zhang, Z. (2017). Towards a mode of learning business English and professional identity construction. Berlin: Springer.Google Scholar

Copyright information

© The Author(s) 2019

Authors and Affiliations

  • Cornelia Ilie
    • 1
  • Catherine Nickerson
    • 2
  • Brigitte Planken
    • 3
  1. 1.Strömstad AcademyStrömstadSweden
  2. 2.College of BusinessZayed UniversityDubaiUnited Arab Emirates
  3. 3.Radboud UniversityNijmegenThe Netherlands

Personalised recommendations