« La langue pour le travail » : les compétences

Competences for L2 teachers

The teacher is familiar with:

• local/regional/national qualification structure and forms of education and training provision (particularly VET)
• systems of recognition of foreign qualifications or qualifications obtained informally
• the broad outline of educational systems in the countries of origin of the learners

The teacher is aware of:

• the psycho-social situation of migrants and refugees and its (possible) impact on (language) learning (legal status, uncertain life prospects, trauma, housing, family structure, learning tradition, educational background, etc.)
• different education backgrounds and learning cultures and systems
• value and role of using the language of the learners, within a multilingual approach that subsequently gives access to other languages (UNESCO, 2017:62)

The teacher is willing to:

• search for information on the educational systems of the countries of origin of the learners
• find a common ground between interests and requirements of different stakeholder such as L2 learning provider, labour market administration, employer, learner, etc.

The teacher is able to:

• advise and guide learners in their learning process, particularly
• support L2 learners to take advantage of learning opportunities and resources available to them in the environment
• provide a safe climate, in which racism and discrimination has no place
• tolerate ambiguity
• celebrate achievements

Competences for L2 learning providers

The L2 learning provider is familiar with:

• the local/regional/national qualification structure and forms of education and training provision (particularly VET)  
• systems of recognition of foreign qualifications or qualifications obtained informally
• the broad outline of educational systems in the countries of origin of the learners

The L2 learning provider is aware of:

• the psycho-social situation of migrants and refugees and its (possible) impact on (language) learning (legal status, uncertain life prospects, trauma, housing, family structure, learning tradition, educational background, etc.)
• different education backgrounds and learning cultures and systems in the countries of origin of the learners
• the language resources available in the environment (specific to the situation of living in the country of the language in question) and can support teachers and learners to exploit them in order to enhance the L2 development
• value and role of using the language of the learners, within a multilingual approach that subsequently gives access to other languages (UNESCO, 2017:62)
• the catchment area

The L2 learning provider is willing and able to:

• search for information on the educational systems of the countries of origin of the learners
• cooperate with L2 teachers and language providers from adult and continuing education (in case these are not part of the school system)
• find a common ground between interests and requirements of different stakeholders
• outreach for vulnerable workers, like precarious, free-lance, “gig-economy” workers
• support and enable own staff to offer tailored L2 provision

The L2 learning provider is able to:

• advise and guide learners in their learning process, particularly
• provide a safe climate, in which racism and discrimination has no place
• tolerate ambiguity
• celebrate achievements
• market own provision to different stakeholders
• evaluate results and analyse impact and communicate the results to the relevant communities
• plan and implement different sort of interventions, e. G. Communication training, screening of documents, etc.