Language for work competences

The L2 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 L2 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 L2 teacher is willing to:

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

The L2 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 providers are organisations, including adult education centres, that provide L2 instruction. Competences are helpful to anyone in the organisation who represents the provider with external actors. Includes provider managers and also teachers representing the provider with other actors The L2 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 L2 provider is aware that:

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

The L2 provider is able to:

• develop relationships that can support work-related L2 learning, including relationships with -  
  • local employers (for work placements, visits to companies, analysis of work-related language requirements, etc.)
  • job centres, voluntary sector organisations, chambers of commerce, trade unions, employers’ associations, local government, round tables/economic development projects 
  • VET schools and centres
  • migrant organisations, local communities
  • volunteers and volunteer 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