Centre europeen pour les langues vivantes

La langue pour le travail : les compétences

Compétences utiles aux professionnels et autres personnes pour soutenir l’apprentissage des langues majoritaires en lien avec le travail (L2)  chez les migrants et les minorités ethniques

Configuration 1 : apprenant, enseignant de L2 et pourvoyeur d'apprentissage de L2


apprenant
enseignant de L2
pourvoyeur d'apprentissage de L2
Les acteurs clé dans cette configuration sont l’apprenant, l’enseignant de L2 et le pourvoyeur d’apprentissage de L2. Les apprenants sont principalement des candidats à l'emploi, mais ils peuvent également être des employés désireux d'améliorer leurs compétences en L2 pour trouver un poste plus intéressant ou plus sécurisé.

L'enseignement est organisé en classe et souvent sous forme de cours.

Des stages peuvent être inclus, mais les visites de lieux de travail qui intéressent les apprenants sont plus fréquentes.

L'enseignement est le mode prédominant de soutien à l'apprentissage, mais avec un certain soutien à l'apprentissage autonome et autodirigé - comme l'encouragement de la recherche sur Internet par les apprenants, les tâches d'observation linguistique axées sur la communication au travail ou dans la vie quotidienne en dehors de la classe ; également, l'apprentissage et l'encadrement par les pairs.
 

Exemples pour cette configuration


LanCook (Finlande)
LanCook was a three-year EU-funded Lifelong Learning project (December 2011-2014). The project focused on the language of work tasks and workplace activity. It included the creation of language learning materials in seven languages. These materials used digital technology to enable and support innovative approaches to language learning...
Voir exemple

Radio project (France) 

This approach aims to help learners to explain precisely what they do at work. It involves learners creating a radio programme in which they talk about what they do at work. It was developed by ALPES (Association Lyonnaise de Promotion et d'Education Sociale ...

Voir exemple

Russian for migrants (Russie) 

The approach is based on a flexible, expandable workplace curriculum. This curriculum covers eight topic areas: Greetings – First days in Russia – Living and working in Russia, learning Russian – Shopping – In Town – Healthcare and insurance – Work time, free time – Being law-abiding...

Voir exemple

Ressources

Weissenberg, J. (2012), Sprachbedarfsermittlung im berufsbezogenen Unterricht Deutsch als Zweitsprache, Ein Leitfaden für die Praxis (Practical guide to language needs assessment in vocational teaching of German as a second language). Hamburg: passage gGmbH

 

L2 teacher competences

The teacher is familiar with

  • the local/regional labour market
  • work-related language skills in workplaces of interest for learners
  • analysis of work-related language requirements 
  • analysis of learning needs  

The teacher is aware that

  • each workplace is a functional system with its own aims and goals, power relations, priorities, structures and procedures, etc.
  • learners’ autonomy can be valuably fostered by exploiting the language learning opportunities of L2 environments
  • the psycho-social situation of migrants, and particularly refugees, may impact on their L2 learning
  • learners may have very different educational backgrounds, including in VET (vocational education and training)
  • learners may have very different levels of literacy – and that in some circumstances work-related L2 instruction may include basic skills, such as numeracy

The teacher is willing to

  • engage with the learners’ field of work (actual or prospective).

The teacher is able to

  • work cooperatively with other actors, including vocational teachers, job centres, non-professional mentors/volunteers, employers, workplace instructors 
  • adapt methods of needs analysis and requirements analysis to own specific situation, e. g. no access to companies, or learners working in different sectors, etc.
  • develop a learning programme that addresses the needs and requirements of diverse groups of learners
  • address the learning priorities of other relevant stakeholders, such as job centres
  • use a range of approaches to support learning, including for example the arrangement of work placements in local companies
  • offer information, guidance and advice to learners on work-related L2 issues 

L2 learning provider competences

The role of learning provider includes provider managers and also teachers representing the provider with other actors.

The provider is familiar with

  • the local/regional labour market 
  • the process of L2 acquisition, including enablers and barriers to L2 acquisition, and can relate them to the specific situation of learners in own institution
  • language requirements of a variety of jobs (accessible to the learners 
  • qualification structure and forms of education and vocational training provision
  • needs and requirements analysis and how to support staff to implement/adapt them

The provider is aware

  • that each workplace is a functional system with own aims and goals, power relations, priorities, structures and procedures, etc.
  • that the psycho-social situation of migrants, and particularly refugees, may impact on their L2 learning

The provider is able to 

  • network in order to organise work-related L2 support activities for learners with other actors, including:  
    • local employers in order to organise work placements, visits to companies, requirements analysis, etc.
    • job centres, voluntary sectors, chambers of commerce, trade unions, employers’ associations, local government, round tables/economic development initiatives 
    • VET schools and centres
    • migrants’ organisations/communities
    • volunteers and volunteers’ organisations
  • provide professional development for own staff regarding work-related L2
  • support teaching staff with whatever needed: equipment, contacts for placements, visits.
  • provide information and advice and guidance (for learners) to support their language and vocational development