Languages in undergraduate business education: A clash of learning styles?

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Abstract
Undergraduate degree programmes combining language learning with business studies are becoming increasingly popular. While such a development is both understandable and laudable, it gives rise to a number of pedagogic challenges, not least with respect to flexibility of learning style. To succeed, students have to become adept at adjusting their style in line with the requirements of each component of the programme. At the extremes, for language learning high priority needs to be given to, in the terminology of Kolb's learning style inventory, active experimentation and concrete experience, while for traditional disciplines, abstract conceptualisation and reflective observation are of particular importance. Programme designers and deliverers can exploit the need for flexibility to ensure that language learning becomes a fully integrated component of the programme with respect not only to vocabulary and subject matter but also to the learning process as a whole.

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