Portefin C. (2012), Adaptation des formateurs en milieu professionnel dans un environnement en mutation, Lidil [En ligne], 45, Grenoble, 2012.

Over the past years, vocational training providers have seen some radical transformations. Trainers who teach reading and writing to adult workers face a complex, evolving system which forces them to adapt their practice. This paper examines current workplace trends then reports on findings of qualitative research into how trainers adapt to these trends.

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Education, Audiovisual and Culture Executive Agency: EACEA P9 Eurydice (2011), Adults in formal education: Policies and practice in Europe, EACEA, Brussels.

Report reviews policies and measures in European countries with respect to opportunities for under-qualified adults to complete basic education or achieve an upper secondary qualification.

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ALM is an international research forum bringing together researchers and practitioners in adult mathematics/numeracy teaching and learning in order to promote the learning of mathematics by adults.

ALM publishes a journal which is freely accessible from their website and includes many papers on workplace mathematics.

http://www.alm-online.net/

Martínez García Cristina (2009), Análisis de necesidades de la población inmigrante de Cantabria para la propuesta de cursos con fines laborales en el sector turismo y hostelería.

Paper describing the development of a course of Spanish as a second language for work purposes in the tourism and the hospitality sector, aimed at migrants to Cantabria.

Segundas Lenguas e Inmigración.

Dosier 19. www.segundaslenguaseinmigracion.es

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Arnold, H. (1985), Industrial language training: three approaches, London.

In 1975 T.C. Jupp and S. Hodlin published Industrial English and a national scheme for Industrial Language Training (ILT) was established in the UK. Over the next ten years several approaches developed to support language learning in the workplace.
In this paper, Hilary Arnold, who worked with an ILT unit, describes the concept of Industrial Language Training, outlines the employment situation of Asian workers (then the main learner group) in the UK during that period, and examines three approaches to supporting language learning at work: language training for speakers of English as a second language, cross-cultural communication courses for native and non-native speakers of English, and, finally, projects in team building.

Industrial language training: three approaches

De Andrés Raquel et al. (2002), Aprendiendo un idioma para trabajar, Cruz Roja, Madrid.

Course of work-related Spanish as a second language for adult migrants.

Cruz Roja Española

Document 1

Document 2

Document 3

Document 4

Guía didáctica

The ArbetSam project (2011-13) aimed to embed an innovative system of sustainable learning in adult social care workplaces in the Stockholm region of Sweden. With language development at its heart, the approach combined formal learning with non-formal and informal learning. It created two new roles, the workplace language advocate and the reflective discussion leader, and developed a range of practical resources (available in English, German, Spanish and Basque, as well as Swedish).

Resources include a comprehensive description of the approach (Guide for teachers) as well as a version of the Common European Framework of Reference for Languages, adapted for use in the adult social care workplace.

See also ArbetSam film (2013)
See also Better language skills, better care (2011)

El Proyecto ArbetSam (2011-2013) tenía como objetivo incorporar un sistema innovador de aprendizaje sostenible en lugares de trabajo e instituciones de cuidado social de personas adultas en la región de Estocolmo de Suecia. Teniendo el desarrollo del lenguaje como núcleo, el enfoque combinaba el aprendizaje, formal, no formal e informal. Se crearon dos roles en el proyecto, las asesoras y asesores en el aprendizaje de idiomas y líderes de grupos para el aprendizaje basado en la reflexión y se desarrollaron una serie de recursos prácticos (disponibles en inglés, Español, y Euskera, así como en Sueco).

Los recursos inclyuen una descripción detallada del enfoque (Guía del profesor) y una versión del Marco Común Europeo de Referencia para las lenguas, adaptado al uso en lugares de trabajo e instituciones de cuidado social de adultos.

ArbetSam proiketuaren helburua ikasketa iraunkorrerako sistema berritzaile bat txertatzea zen, Suediako Estokolmo Eskualdeko helduen gizarte zaintzarako lan lekuetan hain zuzen. Hizkuntzaren garapena ardatz duelarik, proiektuaren ikuspegi berritzaileak ikasketa formala, ez-formala eta informala hartzen zituen kontutan. Proiektuaren baitan bi rol sortu ziren: lantokiko hizkuntza laguntzaileak eta gogoeta eztabaiden gidariak . Horretaz gain hainbat baliabide praktiko garatu ziren ere ( Ingeleraz, Gaztelaniaz, Euskaraz eta Suedieraz eskuragarri).

Baliabideen artean proiketuaren ikuspegiaren deskribapen zehatza dago (irakaslearen gidaliburua) eta Hizkuntzetarako Europako Erreferentzia Esparru Bateratua helduen zaintzarako lan lekuetarako egokitua.

Outline of the ArbetSam approach (English)

Introduction to English-language version of ArbetSam resources

ArbetSam teacher's guide (English)

ArbetSam manager's guide (English)

ArbetSam adapted CEFR 1 (English)

ArbetSam adapted CEFR 2 (English)

ArbetSam adapted CEFR 3a (English)

ArbetSam adapted CEFR 3b (English)

ArbetSam adapted CEFR 4 (English)

Introducción a Arbetsam

Resumen del enfoque Arbetsam

ArbetSam metodologiaren laburpena

ArbetSam materialen aurkezpena

ArbetSam Irakasleentzako gida

ArbetSam arduradunen gida

ArbetSam in Swedish

TDAR webpage

The ArbetSam project (2011-13) aimed to embed an innovative system of sustainable learning in adult social care workplaces in the Stockholm region of Sweden. With language development at its heart, the approach combined formal learning with non-formal and informal learning. It created two new roles, the workplace language advocate and the reflective discussion leader, and developed a range of practical resources (available in English, Spanish and Basque, as well as Swedish).

See also AbetSam approach (2013)
See also Better language skills, better care (2011)

Note: To access the film with Basque, Dutch, French, German, Polish or Spanish subtitles, click on the link below, then go to 'settings' to select the language you want.

ArbetSam film with subtitiles in English

AbetSam film with subtitles in Basque/Dutch/French/German/Polish/Spanish

Stirling Council (2011), Aspire Project, Stirling Council, Stirling.

Brochure that describes Stirling Council’s Aspire project (2009-2011), which aimed to help sustain employment in the area by offering free training to people who were vulnerable at work, including migrant workers.

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Combined Basic Skills and Communication Training for Low-Skilled Workers in Five Different European Work Sectors

Leonardo da Vinci project (2004-7) with 13 partners from 11 countries that aimed to produce training materials and curricula for five sectors: health and social care, construction and environment, tourism and leisure, cleaning, and railway transport.

Project coordinator: BEST Institut für berufsbezogene Weiterbildung und Personaltraining GmbH, Helmut Kronika, Mariahilfer Straße 8, 1070 Wien, www.best.at

http://www.basic-skills-for-work.org/opencms/opencms/bskills/de/

SpråkSam (2011), Better language skills, better care, SpråkSam is leading the way, Stockholm Gerontology Research Center, Stockholm.

Handbook on how to improve language skills in the care workplace. Includes a brief introduction to language development and learning at work, as well as tips for managers and colleagues to create a learning environment, and an introduction to the concept of the language advocate. Produced by EU-financed SpråkSam project (2009-11) working in the adult social care sector in Sweden.

See also AbetSam approach (2013)
See also ArbetSam film (2013)

Better language skills, better care (English)

Mejores habilidades lingüísticas, mejor atención

Project summary (English)

SpråkSam in Swedish

Workplace films (in Swedish)

Auswahlbibliographie - Berufsbezogenes Deutsch & Sprachsensibler Fachunterricht, Germany, 2014

Bibligraphy on theories, background, concepts, and teaching materials for German as a second language for work.

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Arakelian C. and Braddell A.(2005), Bite-size adventures in the workplace, Basic Skills Bulletin, Issue 37, October 2005.

Account of an innovative approach to workplace language learning developed for support workers in a UK hospital in 2004. The approach created an expandable, non-linear, bite-size coaching curriculum based on workplace interactions to enable flexible, networked learning.

Bitesize approach.pdf

Resources to help employers and managers in adult social care address communication and number skills in the workplace. Resources include free-to-download skills checks for managers to use with staff; also free-to-download guidance for managers on how to take constructive action on communication and number skills.

See also Skills for Care Learning through Work guides (2011)

http://www.scie.org.uk/workforce/careskillsbase/

Research centre based in Oxford and Cardiff Universities. It is multi-disciplinary, with staff and associates from most branches of the social sciences. Its central aim is to examine the links between the acquisition and use of skills and knowledge, product market strategies and performance (measured in a variety of ways).

http://www.skope.ox.ac.uk/

Website that contains many links and resources on issues related to migration in Italy.

http://www.cestim.it/

Gimeno A., Ó Dónaill C. and Zygmantaite R. (no date), CLILstore Guidebook for teachers, Tools for CLIL Teachers project

Guide to Content and Language Integrated Learning (CLIL) produced by EU-funded Tools for CLIL Teachers project (2011-13). The Guide describes how CLIL can support teaching practice, including how to use Multidict and Wordlink tools, creating new units or choosing from a variety of existing units created by an international community of language teachers and professionals.

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http://www.languages.dk/tools/

CLILstore

European Programme for Integration and Migration (EPIM)
This joint initiative of 12 European Foundations has the goal of strengthening the role played by civil society in advocating for constructive approaches to migrants in Europe. EPIM’s work includes grant-making, capacity-building and networking.

http://www.epim.info/

Organisation representing professional and managerial staff in Europe.

www.eurocadres.eu

Changing Faces project (2002-4)

Website developed by UK research project that investigated policy and practice in adult literacy, language and numeracy in the UK 1970-2000.

Rich resources on the issues and mechanisms that have driven change in this field.

http://www.lancaster.ac.uk/fss/projects/edres/changingfaces/description.htm

The site provides information on language and work requirements, as well as visa requirements for those who want to live and work in Croatia. (The website covers other countries too.)

Croatia Guide (Justlanded website)

Advice for aliens
Ministry of Interior's site with all requirements and documents needed for the stay of foreigners in Croatia. The site also provides links to Croatian laws and regulations concerning the stay of foreigners.

Advice for aliens

British Council, Booz Allen Hamilton, IPSOS (2013), Culture at work, The value of intercultural skills in the workplace, www.britishcouncil.org

Report on research into the business value of employing staff able to work effectively with individuals and organisations from cultural backgrounds different from their own.

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Finnish National Board of Education (2012), National core curriculum for integration training for adult migrants, www.oph.fi/english.

Finland's 2010 Act on the Promotion of Integration aims to promote migrants’ integration into Finnish society and support their active participation in it. In order to enhance migrants’ integration and accelerate their employment, the Integration Act lays down provisions on measures and services to promote and support integration, including information, guidance and counselling, initial assessment and an integration plan, which may also be used to agree on integration training. According to the Integration Act, integration training for adult migrants must be provided in compliance with this National Core Curriculum.

Finnish national core curriculum for integration training

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Berg Wilhelmine, Leinecke Rita (2014), "Deutsch habe ich im Betrieb gelernt" - Berufsbezogenes Deutsch im Unternehmen verankern.
Brochure offering employers guidance on how to help employees learning German as a second language develop their language skills at work.
For English language version, see I learned German at work (2016)

Deutsch_habe_ich_im_Betrieb_gelernt.pdf

German at the workplace web portal for second language teachers, disseminators, employers, labour unions and others interested in enhancing workplace communication skills of (migrant) workers. Provides (1) resources for work-related second language learning and workplace communication skills, including a database of learning materials and documents related to workplace needs analysis; (2) glossary on key terms; (3) broader socio-economic critiques of migrant labour issues.

The site is part of the project Fachstelle Berufsbezogenes Deutsch (the specialist department on work-related German as a second language), funded by the German Federal Ministry of Labour and Social Affairs and part of a wider federal network (Integration through Qualification). The projects focus is on enhancing first and second generation immigrants access to the labour market and also on developing advanced training pilots to support workplace-related communication skills.

http://www.deutsch-am-arbeitsplatz.de/

Aims to strengthen the asylum and migration systems of Eastern partners and advance the dialogue on migration and asylum issues amongst the Eastern partners and between them and the EU.

[Funded by EU, implemented by International Organization for Migration]

http://eapmigrationpanel.org/

Derrick, J. (2012), Embedding literacy and essential skills in workplace learning: Breaking the solitudes, The Centre for Literacy / Le centre d’alphabétisation, Montreal.

Literature review produced as a background paper for the Quebec Centre for Literacy’s 2011 Summer Institute, Workplace Literacy and Essential Skills: Embedding Practice, Preparing Providers. Considers relationship between workplace learning in general and workplace literacy and essential (or basic) skills.

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UK site offering large collection of useful articles exploring education, learning and social change. Articles focus in particular on the theory and practice of informal education, social action, social pedagogy and lifelong learning.

Established in 1995, infed is run by a small group of educators as an open and not-for-profit site. It is hosted by YMCA George Williams College, London.

http://infed.org/mobi/

Two case studies of English for and in work, constraints and opportunities, principles for materials.

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British Council website (funded by the European Integration Fund) offering online resources to support ESOL learners and learning providers in the UK. Includes interactive vocational resources for care, catering, cleaning, retail, being self-employed, domestic work.

http://esol.britishcouncil.org

European NGO that aims to link and represent European organisations directly involved in adult learning. 137 member organisations in 44 countries. Founded in 1953 as the European Bureau of Adult Education.

Promotes adult learning and access to and participation in non-formal adult education, particularly for under-represented groups.

Website includes resource section with information on funding opportunities.

http://www.eaea.org

BusinessEurope represents companies from 34 countries through member federations.

https://www.businesseurope.eu/

Cedefop is a decentralised EU agency. Founded in 1975 and based in Greece since 1995, Cedefop supports development of European vocational education and training (VET) policies and their implementation. The agency helps the European Commission, EU member states and social partners to develop the right European VET policies.

http://www.cedefop.europa.eu/en

Institution of the Council of Europe. Aims to encourage excellence and innovation in language education and to help Europeans learn languages more efficiently. (Sponsor of the Language for Work website.)

http://www.ecml.at/

European Union body (established in 1975) to contribute to the planning and design of better living and working conditions in Europe.

http://www.eurofound.europa.eu/index.htm

Council of Europe (2001), European Language Portfolio, Council of Europe, Strasbourg.

Example of European Language Portfolio, for migrants learning host community’s language, Reception 1.

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The objective of the EMN is to meet the information needs of Union institutions and of member states’ authorities and institutions by providing up-to-date, objective, reliable and comparable information on migration and asylum, with a view to supporting policy making in the European Union in these areas. The EMN also aims to provide the general public with information.

http://ec.europa.eu/dgs/home-affairs/what-we-do/networks/european_migration_network/index_en.htm

Provides a common reference framework which assists in comparing the national qualifications systems, frameworks and their levels.

http://ec.europa.eu/eqf/home_en.htm#

Supports research on the education of adults and adult learning in Europe through research networks, conferences and publications.

http://www.esrea.org

NRDC* (2010), Study on European terminology in adult learning for a common language and common understanding and monitoring of the sector: report and glossaries., NRDC, London.

Includes report and two glossaries: Level 1 glossary is a practical reference tool for policy-makers and administrators to support better communication between the EU member states. Includes terms whose definitions must be agreed and understood at a European level for policy discussions to proceed smoothly. Level 2 glossary is for specialists in adult learning.

*National Research and Development Centre for Adult Literacy and Numeracy Institute of Education, University of London (UK)

Report

Glossary 1

Glossary 2

Established in 1973 to promote the interests of working people at European level and to represent them in the EU institutions, the ETUC is one of the European social partners and is recognised by the European Union, by the Council of Europe and by EFTA as the only representative cross-sectoral trade union organisation at European level.

http://www.etuc.org/

European Union gateway site

http://europa.eu/index_en.htm

Information on quality of work and employment issues in EU member states and at EU level. EurWORK gathers Eurofound's resources on working conditions and industrial relations.

See also Eurofound: European Foundation for the Improvement of Living and Working Conditions

http://www.eurofound.europa.eu/observatories/eurwork

British Council, unionlearn (2015), ESOL: Language for life and work, Interactive Module for union reps, Unionlearn / Trades Union Congress, London.

Interactive, self-access learning resource for UK trade union officers. Includes awareness-raising activities on how to support migrant workers with language learning. Also includes advice on how to persuade employees to engage in learning and how to persuade employers to make this possible.
Resource is likely to be helpful to others who support second language speakers in the workplace, including learning providers and managers.

This resource was developed by unionlearn (part of the UK Trades Union Congress) working with the British Council's ESOL Nexus project.

See also ESOL Nexus

ESOL Language for life and work Interactive.pdf

Platform for International Cooperation on Undocumented Migrants (PICUM)

Non-governmental organisation (NGO) that promotes respect for the human rights of undocumented migrants within Europe.

http://picum.org/en

Odysseus Network

Academic network for legal studies on immigration and asylum in Europe. The network aims to analyse the legislation of EU member states and legislation of the EU in the areas of migration and asylum. The objective is to furnish universities, policy-makers, practitioners and NGOs with a deeper insight into these issues, from a European perspective.

http://odysseus-network.eu/

Palameta Boris, Gyarmati David, Leckie Norm, Kankesan Tharsni, Dowie Michael (2013), Meeting expectations: measuring the impacts of workplace essential skills training, Final report, Measures of Success project, Quebec Centre for Literacy, Montreal, Canada.

Report on Canadian research into workplace basic skills programmes beyond immediate end-of-programme results.

Part 1

Part 2

Jupp T.C. (1978), Industrial language training for multi-racial workplaces, Education & Training, pp. 259-262.

Journal article by then-Director of the National Centre for Industrial Language Training (England), describing contemporary work to support linguistic integration of immigrant workers.

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Kuti S. (2014), Integration policies – Country report for Croatia, INTERACT RR 2014/13, Robert Schuman Centre for Advanced Studies, European University Institute, San Domenico di Fiesole (FI).

This report provides a description of the main policy documents, initiatives and actors dealing with migrant integration in Croatia.

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Koti Suomessa (Home in Finland) portal

Interactive website for learning Finnish and Swedish.
Online resources including e.g. ABC literacy skills, everyday Finnish, work-related language in several fields (e.g. construction, transportation, health care, tourism, retailing and general working life skills. Choose "Kokeile vierailijana" if you want to familiarize yourself with the portal without registration. Choose "rekisteröidy tästä" if you want to use the portal as a registred user. In registration, your e-mail (sähköpostiosoite) first name (etunimi) and family name are asked. Salasana = password.

http://www.kotisuomessa.fi

NRDC for NALA* (2011), Literature review of international adult literacy policies, NALA, Dublin.

Literature review focusing on research from 1990 to 2010 and identifies specific policy developments and interventions aimed at people with literacy and basic skill needs from eight countries: Australia, Canada, Finland, New Zealand, Scotland, Sweden, England and USA. The review covers national perspectives, cross-cutting themes, and key messages for adult literacy policy development in Ireland.

*NRDC: National Research and Development Centre for Adult Literacy and Numeracy Institute of Education, University of London (UK); NALA: National Adult Literacy Agency (Ireland).

Literature Review of International Adult Literacy Policies

Langage & nettoyage est un site d’apprentissage de la langue française à travers le contexte du langage des métiers de la propreté. Libre d'accès, il a bénéficié du soutien financier du Fonds européen d’intégration des ressortissants de pays tiers (année 2013), de la Direction de l’accueil, de l’intégration et de la citoyenneté ainsi que du partenariat du Conseil Général des Pyrénées Atlantiques et de l’Association paloise de service.

Language and cleaning is a free-to-access website with online resources to support French language learning in the context of cleaning. It received financial support from the European Fund for Integration of third-country nationals (2013), the Direction de l’Accueil, de l'Intégration et de la Citoyenneté and also from the partnership of the Conseil Général des Pyrénées Atlantiques and the Association Paloise de Service.

Online resources

Mallows D. (ed) (2014), Language issues in migration and integration: perspectives from teachers and learners, British Council, London.

From the introduction:
This is a book about the role of language in the integration of migrants. The writers of the chapters are all engaged in the education of migrants as teachers, researchers or policymakers in a wide variety of contexts and they provide us with a rich and thought-provoking array of perspectives from teachers and learners on language issues in migration and integration. Through them we hear directly from learners, migrants who have arrived in a new country and are now striving to master the host language. We learn much from them about the place of language and language learning in their new lives.

Includes chapter on Norway.

Note: Does not directly address work-related learning.

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Extramiana Claire (2012), Learning the language of the host country for professional purposes, Outline of issues and educational approaches, Council of Europe, Strasbourg.

Paper that considers the definition of language needs for integration purposes and language learning for employment-related purposes, based on a number of considerations originating in France and incorporating input from such other national environments as the United Kingdom, Germany and Quebec / Canada.

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Wilkins D.A. (1973), The language needs of adult immigrants, Council of Europe, Strasbourg.

Paper prepared for the Council of Europe that considers the language needs of migrant workers, what provision existed for the teaching of languages to adult migrants (including accreditation) and what relevant research had already been undertaken or was in progress. The paper also makes suggestions regarding development of the field.

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Extramiana Claire, Van Avermaet Piet (2011), Language requirements for adult migrants in Council of Europe member states: Report on a survey, Council of Europe, Strasbourg.

Report on a survey on policies linked to the linguistic integration of adult migrants conducted in Council of Europe member states in 2008 and 2010.

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Hansson Ulf, Morgan Valerie, Dunn Seamus (2002), Minority ethnic groups in Northern Ireland: Experiences and expectations of English language support in education settings, Research Branch of the Equality Directorate, Office of the First Minister and Deputy First Minister, Belfast.

Study of support for acquisition and development of English language skills available to minority ethnic communities in Northern Ireland. Also examines experiences of these communities in accessing provision, identifying issues for further development of provision and policy.

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Jupp T.C. (1981), Language, disadvantage & ethnic minorities, ILT occasional paper, NCILT, Southall.

Paper by then-director of National Centre for Industrial Language Training (England), discussing workplace language learning in the context of multi-racial UK workplaces in the 1970s and 80s.

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Latour M. (ed.) (2014), Langues et employabilité, Centre international d’études pédagogiques, Sèvres.

Bibliography focusing on languages and employability, including corporate language practice, produced by the Centre international d’études pédagogiques (CIEP) in 2014.

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Mourlhon-Dallies F. (2015), Penser le lien entre langage, travail et didactique des langues : modélisations, façons de voir, façons de faire.

Langage, Travail et Formation / ATILF – Université de Lorraine et CNRS.

This document presents three types of modelling with the aim of exposing language teacher and language teacher educators to new horizons in terms of their repertoires of practice. It examines how the articulation between three different fields – work analysis, discourse analysis and language didactics – can be achieved in different ways.

Ce document présente trois types de modélisation avec le but d’ouvrir le répertoire des enseignants de langue et des formateurs en langue à d’autres horizons que ce qu’ils pratiquent habituellement. Il examine comment l’articulation entre trois champs différents – l’analyse du travail, l’analyse des discours et la didactique des langues – peut se réaliser sous des formes différentes.

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Fuller A., Laurie I. and Unwin L. (2011), Learning at work as a low grade worker: the case of hospital porters", LLAKES Research Paper 25, Centre for Learning and Life Chances in Knowledge Economies and Societies, available at http://www.llakes.ac.uk

Report from the LLAKES Research Centre of a research project to increase understanding of the workplace as a learning environment and to identify ways in which it could enhance employees’ learning and career progression.

See also LLAKES Centre for Research on Learning and Life Chances

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Kalantzis M. and Cope W. (2005), The learning by design guide, Common Ground Publishing Pty Ltd, Altona.

Details an experiment in classroom and curriculum transformation and the professional learning of the teachers who participated in the experiment, which involved practical application of the learning approach.

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Learning materials for migrant workers in care roles developed by a UK partner in the AIMER project (2009-12).

See also Supporting migrant workers in care roles (AIMER project)

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Pretty Sarah-Jane (2012), Linguistic challenges for migrant retail and wholesale workers, Exploration report United Kingdom, Anniesland Research Consultancy Ltd, Glasgow.

Needs analysis conducted as part of the project, Meet the Need: Vocational teaching material supporting the integration of migrants into the labour market (2011-2012). Report describes findings from interviews with migrants, employers and language teachers in London and South-East England.

See also Meet the Need project (2011-12)
See also Meet the Need compendium, Teacher's guide (2012)

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Glossary with links to relevant resources (including research and policy papers).

Part of Council of Europe’s LIAM website. French version available / Version française disponible.

http://www.coe.int/en/web/lang-migrants/key-terms

UK research centre that investigates the role of lifelong learning in promoting economic competitiveness and social cohesion, and in mediating the interactions between the two domains. Key areas of research include the social and cultural foundations of learning, knowledge production and transfer, and innovation, within the context of a changing economy. Also, the effects of knowledge and skill distribution on income equality, social cohesion and competitiveness.

LLAKES Centre for research on learning and life chances

(previously 'Low Educated Second Language and Literacy Acquisition for Adults')
Formed in 2005 as an international forum of researchers who share an interest in research on the development of second language skills by adult immigrants with little or no schooling prior to entering the country of entry. Became a formal international organisation in 2018.

LESLLA aims to share empirical research and information to help inform and guide further research on second language acquisition for the low-educated adult population. This research will inform education policy development in countries where migrants settle and most need educational support.

www.leslla.org

LUCIDE: Languages in urban communities - Integration and diversity for Europe "is a network which is developing ideas about how to manage multilingual citizen communities. We are building up a picture of how communication occurs in multilingual settings across the EU and beyond. We aim to help institutions (councils, schools, hospitals) and local and national economies make better productive use of diversity as an economic resource and to strengthen social cohesion by fostering better communication and mutual understanding. We also want to understand better how the cultural richness of these new cities can strengthen the 'diverse unity' of the 21st century."

Includes reports that give historical insight and contemporary perspectives on multilingualism in 14 European cities and five cities from two 'third countries' (Australia and Canada), covering multilingualism in education, public services, the economy, the private sphere, health and public spaces.

LUCIDE: Languages in Urban Communities - Integration and Diversity for Europe

Review of integration produced in 2012 by Ramboll Management Consulting, utilising data from previous reviews on immigrants. The report can be read on the Ministry of Employment and the Economy website at www.tem.fi/julkaisut. (in Finnish)

The information is from an overall review of integration.The report examines, among other things, how immigrants get work, their participation in society, their housing conditions, income levels and school dropout rates.

One of the main conclusion is that the longer an immigrant has been in Finland, the closer his or her living conditions are to those of the native population. Differences among immigrant groups are nevertheless great. The situation of young people is particularly problematic, and gender also has significance in integration.

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Network for support of a Centre for second language in the labour market (2004), Mainz manifesto: Establishing a Centre for second language in the labour market., ITTA/University of Amsterdam, Amsterdam.

Proposal for centre for workplace language learning, dating from 2004, and related to ECML Odysseus project (2000-2003).

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Pretty Sarah-Jane (ed) (2012), Meet the Need compendium, Teacher‘s guide, Anniesland Research Consultancy Ltd, Glasgow, UK.

Compendium of English language learning materials with guidance for teachers developed for migrant workers in five sectors: retail, social care, food services, office work and construction. Developed as part of the project, Meet the need: Vocational teaching material supporting the integration of migrants into the labour market (2011-2012). This EU project promoted work-related majority language training for migrants.

See also Meet the Need project (2011-12)
See also Linguistic challenges for migrant retail and wholesale workers (2012)

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Meet the Need: Vocational teaching material supporting the integration of migrants into the labour market (2011-2012)

This EU project promoted work-related majority language training for migrants. Website makes available teaching material to support work-related language learning in English, German, Italian, Danish and Romanian.

See also Meet the Need compendium, Teacher's guide (2012)
See also Linguistic challenges for migrant retail and wholesale workers (2012)

http://www.meet-the-need-project.eu/

Kluzer Stefano, Ferrari Anusca, Centeno Clara (2011), Language learning by adult migrants: Policy challenges and ICT responses, Policy report, European Commission, Joint Research Centre, Institute for Prospective Technological Studies, Luxembourg.

Report on research into the use of ICT for learning the host country’s language by adult migrants in the EU. Includes policy recommendations and also case studies of work in Denmark, Germany, the Netherlands, Norway, Spain, Sweden and the UK.
Second language education for adult migrants, especially on the scale and with the intensity envisaged by recent policy developments in many EU countries, poses a number of challenges. These concern organisational, pedagogical, technical and financial aspects, some of which can be addressed by ICT.

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The Migration Research Unit (MRU) undertakes research, teaching and consultancy on migration. Research focuses broadly on diasporas, transnationalism, asylum and refugees, national and international migration policies, measuring and mapping migration and ethnicity, theorising mobilities, development and migration.

http://www.geog.ucl.ac.uk/research/transnational-spaces/migration-research-unit

German Federal Agency for Civic Education

Country profiles (in German and in English) containing information about migration / integration history and policies.

http://www.bpb.de/gesellschaft/migration/dossier-migration/58217/english-version-country-profiles

European Union portal on migration, integration

http://ec.europa.eu/ewsi/en/index.cfm

FLAM - Feel Like A Migrant, multicultural approach in teaching (2008-10)

Grundtvig multilateral project that aimed to develop and implement a multicultural teaching approach as a new strategy and method in teaching, through workshops for trainers, teachers and other educational staff. Outputs included handbook (curriculum and tools) in various languages for trainers, teachers and education staff working with migrants including teaching materials, tools and detailed description of the modular curriculum.

Project coordinator: Volkshochschule im Landkreis Cham e.V. www.vhs-cham.de

http://www.flam-project.eu/index.php?id=12

Grünhage-Monetti M., Halewijn E. and Holland C. (2003), Odysseus – Second language at the workplace, Language needs of migrant workers: organising language learning for the vocational/workplace context, Council of Europe (European Centre for Modern Languages), Strasbourg.

Report on the first ECML project to address work-related language learning for adult migrants. The Odysseus project aimed to bring together European specialists to exchange expertise and explore together theoretical, organisational, linguistic and methodological issues so that better second language provision for immigrant and ethnic workers could be developed. It also aimed to trigger a discussion throughout Europe, build a European platform and raise awareness for an issue which had a low profile.

The report includes extensive practical guidance, case studies, a glossary and bibliography.

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Felstead A., Fuller A., Jewson N. and Unwin L. (2011), Praxis 7 - Working to learn, learning to work. London: UKCES.

Praxis is a think-piece series published by the UK Commission for Employment and Skills (UKCES). The series seeks to explore key and emerging issues and ideas in employment and skills policy.

Praxis 7 explores the relationship between workplace learning, the organisation of work and performance management.

“When it comes to learning at work, therefore, the very act of doing a job provides real opportunities to learn and develop; but not all jobs offer the same chances. What a job involves, how it is designed and how it fits into wider productive systems and processes beyond the workplace, impacts on how far an individual employee has the capacity to learn, grow and innovate in their role. 'The resources for learning lie all around in the workplace and in the wider productive system, but they need to be mobilised in order to play their part in supporting the sharing and creation of ideas'” (p. 22).

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UKCES

NCILT (1987), The Industrial Language Training Service, its origins, development, and future, with particular reference to its current and future funding, (With appendix: NCILT (1981), Information sheet No. 27, Aims and objectives of Industrial Language Training in the workplace, NCILT, Southall).

Report to the UK government by the National Centre for Industrial Language Training (England) discussing the experiences of the UK's Industrial Language Training Service. This paper was prompted by the change in UK government policy that ultimately led to the closure of the service.

NCILT (1987), The Industrial Language Training Service, origins, development, future

NCILT (1981), Information sheet No. 27, Aims and objectives of Industrial Language Training

Mourlhon-Dallies F. (2006), Penser le français langue professionnelle, Le français dans le monde, n° 346, Juillet-Août 2006.

Overview of French for vocational purposes with a proposed new methodology for curriculum design.

Penser le français langue professionnelle.pdf

Cano Cambronero Sonia and Cano Cambronero Mª Ángeles (2009), Curso práctico de prevención de riesgos laborales en hostelería.

Course on occupational risk management in hospitality.

Segundas Lenguas e Inmigración.
Dosier 22. www.segundaslenguaseinmigracion.es

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From May 2013 to the end of 2014, the universities of Bielefeld, Leipzig and Erlangen-Nuremberg worked on a joint project to develop a modular continuing education programme for teachers working in the vocational sector. The aim was to use language sensitisation to strengthen the mediation role of specialist teachers and teacher educators, faced with the additional demands of multilingual groups. The pogramme was based on a needs assessment and piloted nationwide.

Die Universitäten Bielefeld, Leipzig und Erlangen-Nürnberg haben von Mai 2013 bis Ende 2014 in einem Verbundprojekt ein modulares Weiterbildungsangebot für Lehrkräfte, die in der beruflichen Qualifizierung tätig sind, erarbeitet. Durch Sprachsensibilisierung sollten Fachlehrende und Ausbildende in ihrer Vermittlungsaufgabe gestärkt und im Hinblick auf die zusätzlichen Anforderungen in multilingualen Lerngruppen unterstützt werden. Die Weiterbildungsreihe wurde auf der Grundlage einer Bedarfserhebung entwickelt und bundesweit erprobt.

Projekt SpraSiBeQ

Leading Canadian organisation for literacy and adult basic education, the Centre supports research and development to inform policy and practice through learning events (including institutes and workshops), action research projects, publications and its website, which offers a wide range of resources. The Centre has a strong international orientation.

Quebec Centre for Literacy

Agence nationale de lutte contre l’illettrisme (2009), Référentiel des compétences clés en situation d’illettrisme, version 1 - mars 2009, ANLCI, Lyon.
Vocational framework that details four generic skills and five applied skills.
Référentiel des compétences clés en situation d’illettrisme

Agence nationale de lutte contre l’illettrisme (2009), Guide d’utilisation du Référentiel des compétences clés en situation professionnelle, (Référentiel CCSP) version 1 - mars 2009, ANLCI, Lyon.
Tool to generate needs analysis, context by context, to help trainers and training providers develop vocational training programme.
Guide d’utilisation du Référentiel des compétences clés en situation professionnelle

TIRF - The International Research Foundation for English Language Education

TIRF is a not-for-profit organisation based in USA that aims to generate new knowledge about English language teaching and learning.

http://www.tirfonline.org/

Jobs for the Future

This US organisation publishes research reports, tools, newsletters, and policy briefs on education reform and workforce development at local, state, and federal levels.

http://www.jff.org/

Bitesize on-the-job learning resource for workers employed in adult social care.

See also Care skillsbase (2012)

ltw-leaflet_Learning through Work.pdf

ltw-sample_Reporting-and-other-care-work-writing.pdf

ltw-sample_Using-numbers-in-care-work.pdf

ltw-sample_Writing-skills-for-care-workers.pdf

ltw-sample_Number-skills-for-care-workers.pdf

The Speak Up! Project (website dated 2011) aimed to improve workers’ mobility processes across Europe by facilitating the learning of the language of the destination country. The main results of the project are a methodical system of reference for language learning materials and an interactive online language learning platform for young, mobile European workers. This aims to complement professional training and daily work by helping learners acquire suitable vocabulary and common expressions for ten different occupations within four professional sectors. The project used the approach of two previous Leonardo da Vinci Projects: ‘Les mots pour construire’ and ‘Constructor 2000’.

See also Speak up! project (2011) methodological guide

http://www.speakup-project.eu/en/index.html

Speak Up! guide.pdf

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), passage gGmbH, Hamburg.

This booklet gives practical hints and methods to investigate the language needs of students who are preparing for a job.

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Dimpl Ulrike, Feger Claudia (2014), Sprachpaten. Baustein zur interkulturellen Organisationsentwicklung und Unterstützung in der beruflichen oder innerbetrieblichen Weiterbildung.

Brochure describing the tool of sponsorship or godparenthood (consciously not named mentorship) which aims at raising awareness in the company or organisation as to what it means to work in a foreign language and to enable employees to support their second language learning colleagues at the workplace.

The brochure describes the tool in the context of diversity management/intercultural opening, explaining how the programme was planned, delivered and how it can be transferred.

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University of Jyväskylä research project (2011-13) that aimed to find out how immigrants learn Finnish needed at work, and what constitutes sufficient language skills in different situations.

Finnish as a work language

European Council on Refugees and Exiles

Alliance of 106 NGOs across 40 European countries. ECRE aims to protect and advance the rights of refugees, asylum-seekers and other forcibly displaced persons in Europe and in Europe’s external policies.

ECRE website

Guidance published in 2012 for adult social care employers in the East of England that summarises some of the key approaches, strategies and learning resources used on the workplace language support programmes for migrants developed through the AIMER project (Achieving the Integration of Migrant Communities and Ethnic Residents from the UK, France and Belgium; 2009-12).

See also Learning resources for care work (AIMER project)

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Murray A. and Lockett M. (1979), Training in the multi-racial foundry, Foundry Trade Journal, Vol. 174, No. 3168.

Article describing workplace language training programme delivered in an iron foundry in England in the late 1970s by the UK's Industrial Language Training service.

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Yates V. and Wilson P. (1987), A real eye-opener: An account of a course in communications for supervisors, The Training Officer, November, pp. 338-340.

Account of an Industrial Language Training course that aimed to help supervisors to support effective communication in a company that employed a large number of ethnic minority workers.

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OPCALIA Propreté (2013), Un nouveau dispositif pour l’autonomie et l'efficacité au travail

Basic skills framework developed by the cleaning sector to support workplace learning.

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Norwegian Agency for Lifelong Learning (part of the Norwegian Ministry of Education and Research) supporting active citizenship, employability and participation in education. Skills Norway promotes access and participation in formal, non-formal and informal adult education through research, basic skills, integration, career guidance and programmes and subsidies.

Skills Norway acts as the secretariat for the Nordic Network for Adult Learning (Nordisk Nätverk för Vuxnas Lärande, NVL).
Skills Norway was previously called Vox.

Skills Norway

Kraeva I. A. (ed.) (2014), Preparing for the Olympics on the languages and cultures of CIS*, VPO Moscow State Linguistic University, Moscow.
*Commonwealth of Independent States (formerly the USSR)
Experience of Moscow State Linguistic University relating to development of training and methodological support of teaching and learning of languages ​​of the Commonwealth, aiming at cross-cultural communicative competence.
Includes sections in Azerbaijani, Armenian, Kazakh, Kyrgyz, Romanian / Moldovan, Russian, Tajik, Uzbek, and Ukrainian.

Moscow State Linguistic University (2014), Russian language, history, and legislative framework: Teaching aid for migrant workers and teachers.Moscow: Moscow State Linguistic University.
Textbook for migrant workers and teachers.

Сборник_олимпиады_сигнал_1.pdf

Учебное пособие для трудовых мигрантов и преподавателей.pdf

Leonardo Transfer of Innovation project (2013-2015) that aimed to improve the quality of workplace literacy learning in Austria, France and Germany. Partners included ALPES (France), BFI OÖ (Austria), CDI (France), and Zukunftsbau (Germany).

literacy-at-work-guide.pdf

The Leonardo Transfer of Innovation project, Literacy and Vocation, 'lit.voc' (2012-13), aimed to make literacy learning more relevant to vocational learning.

The German-led project was based on the results of ALPHAZ (vocationally orientated literacy education – https://www.zukunftsbau.de/archiv/114-alphaz-grundbildung-fuer-den-beruf-2007-2011), with partners from Austria, Bulgaria, Denmark, Spain and the UK.

The project developed resources in Bulgarian, Danish, German, English, Spanish including job profiles and an e-learning tool (E-TRAIN) to assess and develop work-related literacy.

Lit voc

Established in 2014, the European Literacy Policy Network (ELINET) aims to improve literacy policies, reduce the number of children, young people and adults with low literacy skills in Europe, and help increase reading skills and reading for pleasure.

ELINET includes 77 partner organisations from 28 European countries (including 24 EU member states) engaged in literacy policy-making and reading promotion in Europe.

Website offers resources, including country profiles.

www.eli-net.eu

MIPEX aims to provide a comprehensive tool to assess, compare and improve integration policy. The index includes 31 countries to provide a view of integration policies across a broad range of differing environments.

Website offers resources, including country profiles.

www.mipex.eu

Il progetto intende favorire l'ingresso dei lavoratori immigrati nella formazione professionale garantendo una preparazione linguistica adeguata per poter seguire con profitto i corsi professionali. Si intenderà mettere a punto strumenti di testing dei livelli di competenza linguistica posseduti e prove di alfabetismo degli adulti migranti, parallelamente si predisporranno modelli di materiali didattici da utilizzare nei corsi di lingua finalizzati all'inserimento nella formazione professionale.

The project aims to facilitate the entry of immigrant workers into vocational training by ensuring an adequate linguistic preparation in order to be able to follow professional courses with profit. The project intends to develop testing tools for the language skills levels and literacy tests of migrant adults, in parallel to the development of models of didactic materials to be used in language courses aimed at their integration in vocational training.

LIFOP summary (English).pdf

LIFOP summary (Italian).pdf

Berlin-based organisation (established 2001) that aims to provide information about migration, integration, immigration politics and population development.

Website offers resources, including links to learning portals.

See also Migration citizenship education

www.network-migration.org

Set up in 2007 by Berlin-based Network Migration in Europe.
Website offering learning resources on migration. Resources include country profiles.

See also Network Migration in Europe

www.migrationeducation.org

Practitioner website on work-related language development in Germany.

Sprache - Arbeit - Migration

Vartiainen P., Pitkänen P., Asis M. M. B., Raunio P. and Koskela M. (2016), From the Philippines to Finland: Nurses’ expectations and Finnish realities, Journal of Population and Social Studies, Volume 24, Number 1, January 2016, pp. 30-46.

Based on fieldwork conducted in the Philippines in November 2014, this article examines the expectations of Filipino nurses vis-à-vis the realities of Finnish social and health care. It finds that more emphasis should be placed on language training.

From the Philippines to Finland: Nurses’ Expectations and Finnish Realities

EPALE is a multilingual, open-membership, online resource for teachers, trainers, researchers, academics, policy makers and anyone else with a professional role in adult learning across Europe.
EPALE supports communities of practice (CoPs), including CoPs focused on workplace language and literacy learning.
EPALE is funded by the European Commission.

https://ec.europa.eu/epale/en

EPALE intro-guide.pdf

EPALE slide intro.pdf

'Classroom teaching helps many adults to improve their literacy and language skills, but to sustain and develop those skills, adults must go on learning outside of and beyond the classroom. Autonomous (i.e. self-directed) learning allows adults to do this, greatly extending the benefits of any tuition they receive.'
Guidance on how to help adult literacy and language learners develop the confidence and personal learning strategies they need to take charge of their own learning.
Practical and scientific resources (including glossary) developed by the Ned-De-UK Erasmus+ research and development project, Autonomous literacy learners: Sustainable results (ALL-SR), 2014-16.
ALL-SR ran coaching pilots in a range of contexts, including a UK workplace.

See also Guide to non-directive coaching

Autonomous Literacy Learners: Sustainable Results

Workplace case study

Free web-based, online training resources for workplace supervisors (including short films, sketch-notes and checklists).
Includes special section to help supervisors support trainees or employees who are learning Swedish at work.
The section includes three parts: Language and culture, Supervision and participation, Manager and colleagues.
Produced by the YA Committee, a partnership between the Swedish Ministry of Education, the national employment service, trade unions and employer organisations.

YA Delegationen

Resources for supervisors

Online resource to support supervisors of trainees newly arrived in Sweden.
Created by the Swedish Agency for Government Employers.
Based on the YA-delegation resource, handledarstöd.
Free to use, after you register.

Programme home page

Resource

Amalathas E. (2010), Learning to learn in further education - A literature review of effective practice in England and abroad, CfBT Education Trust, Reading.

Research undertaken for UK Campaign for Learning on learning-to-learn practice in further education. Includes analysis of approaches developed in Australia, Belgium and England. "The central principle of learning to learn is that learning involves skills that can themselves be learned, and that we can all therefore become better learners."

LearningToLearn_v5FINAL_2010.pdf

Tusting K., Barton D. (2003), Models of adult learning: a literature review, National Research and Development Centre for Adult Literacy and Numeracy, London.

Review of research that identifies different models of adult learning and considers their significance for adult literacy, language and numeracy development.
"Learning is a characteristic of all real-life activities, in which people take on different roles and participate in different ways. People learn by engaging in practice and their participation can be supported in new ways. Teaching can ‘scaffold’ these activities, enabling learners to develop new forms of expertise."

Models-of-adult-learning_2003.pdf

Finnish National Board of Education (2012), National core curriculum for literacy training for adult migrants, Finnish National Board of Education, Helsinki.

"The objective of literacy training for adult migrants is for students to learn basic oral and written Finnish or Swedish language skills. ...The National Core Curriculum for Literacy Training for Adult Migrants is based on a socio-constructivist conception of learning. According to this conception, learning is the result of a student’s active and goal-oriented action, where a new topic being learnt is linked to prior learning while studying is about doing things together."

literacy_curriculum_for_migrants_finland.pdf

Education for immigrants

The Grundtvig project 'Digital Literacy Instructor' (DigLin, 2013-15) developed a Computer-Assisted Language Learning (CALL) approach to literacy learning in Dutch, English, German and Finnish for non-literate adult immigrants. The DigLin approach aimed to allow individualization of instruction and teacher-independent learning.

DigLin

Diglin-article-for-SLaTE-2013.pdf

National Strategy for the Promotion of Cross-Cultural Understanding and Management of Cultural Diversity (Government of Malta 2009)

Malta-National-Strategy2.pdf

Sfi (Svenska för invandrare / Swedish for immigrants) is the national Swedish language learning programme for migrants. SFI bas combines Swedish for migrants with basic and life skills.

Sfi bas.pdf

Free online resource

Sfx, Swedish for vocationally trained people, is Swedish teaching with a focus on the professional language. The purpose is to shorten the time for work or entrepreneurship. At present, there are free courses for ten different professional areas. The courses are paid for by the learner's local authority.

Sfx website

Krumm H.-J. (2016), Refugees need language – How can volunteers give support?, Council of Europe, Strasbourg.

Guidance for volunteers from Professor Hans-Jürgen Krumm (University of Vienna) on how to help refugees learn the language of the reception country.

Refugees need language - H-J Krumm.pdf

Casey L. (2016), The Casey Review, A review into opportunity and integration, Department for Communities and Local Government, London.

Report on integration in the UK conducted for the UK government. Includes data on migration and on language learning. Also includes appendix reviewing circumstances and policy responses in other European countries.

The_Casey_Review.pdf

Benton M. and Glennie A. (2016), Digital humanitarianism: How tech entrepreneurs are supporting refugee integration, Migration Policy Unit, Washington.

Report on use of digital technology to promote the longer-term social and economic inclusion of refugees.

Digital humanitarianism report.pdf

Transatlantic Council on Migration

The Migration Policy Institute is an independent, nonpartisan, nonprofit think tank in Washington, DC dedicated to analysis of the movement of people worldwide.

Migration Policy Institute

Brief review of policies and practice in Cyprus relevant to work-related language learning for migrant/ethnic minority workers and/or low-literate majority-language speaking workers. Includes links to further information.

lfw_country-profile_cyprus-16.pdf

Brief review of policies and practice in Denmark relevant to work-related language learning for migrant/ethnic minority workers and/or low-literate majority-language speaking workers. Includes links to further information.

lfw_country-profile_denmark-16.pdf

Brief review of policies and practice in Finland relevant to work-related language learning for migrant/ethnic minority workers and/or low-literate majority-language speaking workers. Includes links to further information.

lfw_country-profile_finland-16.pdf

Brief review of policies and practice in France relevant to work-related language learning for migrant/ethnic minority workers and/or low-literate majority-language speaking workers. Includes links to further information.

lfw_country-profile_france-16.pdf

Brochure on undocumented workers in Europe published by the European Trade Union Confederation. Includes data on and personal testimony from migrant workers.

Defending undocumented workers_2016.pdf

Brief review of policies and practice in Germany relevant to work-related language learning for migrant/ethnic minority workers and/or low-literate majority-language speaking workers. Includes links to further information.

lfw_country-profile_germany-16.pdf

Brief review of policies and practice in Iceland relevant to work-related language learning for migrant/ethnic minority workers and/or low-literate majority-language speaking workers. Includes links to further information.

lfw_country-profile_iceland-16.pdf

Brief review of policies and practice in Italy (Emilia-Romagna) relevant to work-related language learning for migrant/ethnic minority workers and/or low-literate majority-language speaking workers. Includes links to further information.

lfw_country-profile_italy (emilia-romagna)-16.pdf

Brief review of policies and practice in Kosovo relevant to work-related language learning for migrant/ethnic minority workers and/or low-literate majority-language speaking workers. Includes links to further information.

lfw_country-profile_kosovo-16.pdf

Brief review of policies and practice in Macedonia relevant to work-related language learning for migrant/ethnic minority workers and/or low-literate majority-language speaking workers. Includes links to further information.

lfw_country-profile_macedonia-16.pdf

Brief review of policies and practice in Malta relevant to work-related language learning for migrant/ethnic minority workers and/or low-literate majority-language speaking workers. Includes links to further information.

lfw_country-profile_malta-16.pdf

Brief review of policies and practice in Norway relevant to work-related language learning for migrant/ethnic minority workers and/or low-literate majority-language speaking workers. Includes links to further information.

lfw_country-profile_norway-16.pdf

Brief review (in French) of policies and practice in Romania (Bucharest) relevant to work-related language learning for migrant/ethnic minority workers and/or low-literate majority-language speaking workers. Includes links to further information.

lfw_country-profile_roumanie-16.pdf

Brief review of policies and practice in Sweden relevant to work-related language learning for migrant/ethnic minority workers and/or low-literate majority-language speaking workers. Includes links to further information.

lfw_country-profile_sweden-16.pdf

Berg Wilhelmine, Leinecke Rita (2016), 'I learned German at work'. How to help new employees develop their language skills.
English-language version of German brochure (Deutsch habe ich im Betrieb gelernt) giving practical hints to employers on how to improve the communication skills of staff at the workplace - and in turn increase the level of professional competence in the organisation as a whole.
For German language version, see Deutsch habe ich im Betrieb gelernt (2014).

Broschüre_english_I-learnt-German-at-work.pdf

Chapter from OECD 2016 report, Skills matter, Further results from the survey of adult Skills, OECD Skills Studies, ISSN: 2307-8731 (online), ISSN: 2307-8723 (print).
"This chapter examines the use of information-processing skills at work and in everyday life, and the relationship between the use of skills and wages, job satisfaction and economy-wide productivity. It also explores the factors associated with greater or lesser use of these skills in the workplace, including proficiency, the characteristics of workers and the features of their jobs."

How skills are used in the workplace.pdf

OECD (2016), Recruiting immigrant workers: Europe, OECD, Paris.
ISBN: 9789264257290 (PDF); 9789264257283 (print); DOI: 10.1787/9789264257290-en

Review of how the European Union manages labour migration.
From the OECD series, Recruiting immigrant workers, comprising country studies of labour migration policies analysing whether migration policy is being used effectively and efficiently to help meet labour needs, without adverse effects on labour markets.

Recruiting Immigrant Workers series

Recruiting immigrant workers Europe 2016.pdf

Muntaner C., Benach J., Hadden W. C., Gimeno D. and Benavides F. G. (2006*), ‘A glossary for the social epidemiology of work organisation’, Journal of Epidemiology and Community Health, 2006, 60, pp. 914-916, doi: 10.1136/jech.2004.032631.

Glossary of concepts relevant to the social psychology of work organisation.
Terms appear under one of three headings:
- Social psychology
- Sociology of work and organisations
- Sociology of labour markets.

*Article accepted for publication in January 2005.

Glossary of terms_social psychology of work organisation.pdf

Greinert W-D. (2005), Mass vocational education and training in Europe, Classical models of the 19th century and training in England, France and Germany during the first half of the 20th, Cedefop Panorama series 118, Cedefop (European Centre for the Development of Vocational Training), Luxembourg.


History of mass vocational education and training in Europe from the First Industrial Revolution. Industrialisation produced different vocational training models. This study attempts to isolate three ‘classical’ training models: the liberal market economy training model in England, the state bureaucratic model in France and the corporatist dual vocational training system in Germany.

CEDEFOP_History-of-VET.pdf

Cedefop (European Centre for the Development of Vocational Training) (2014), Terminology of European education and training policy. Second Edition. A selection of 130 key terms, Office for Official Publications of the European Communities, Luxembourg.

Multilingual glossary that defines 130 key terms used in European education and training policy. This is an extended and updated version of Terminology of European education and training policy (2008) and Terminology of vocational training policy (2004).

CEDEFOP_Education-and-training-policy-glossary.pdf

Bouchard P. (2009), Autonomous learning strategies in the knowledge economy, Concordia University, Montreal.
Presented at the Centre for Research in Lifelong Learning 5th Biennial International Conference, University of Stirling, Scotland.
This paper reports on the findings of a two-year investigation sponsored by the Canadian government (HRSDC) in a programme called Essential Skills for the Workplace. The investigation reported on here focused on the development of autonomous learning strategies at work.

Autonomous-learning-strategies-at-work.pdf

Online Belgian learning resource to support migrants learn Dutch.
NedBox offers a dynamic, learner-driven online environment that enables adult learners to practise tasks autonomously that meet their specific language learning needs.
Includes work-related learning resources.

NedBox

Comprehensive resource for linguistic integration of adult migrants in Switzerland managed by the Swiss Federal Office for Migration (FOM).
Includes online scenario-based learning resources including work-related resources in French, German and Italian.
Through fide, second language learning in Switzerland is placed into a conceptual framework that serves as a reference for both teachers and learners. To facilitate the practical implementation of the fide approach, a great number of documents, tools and exemplary teaching resources are available on the fide website. On the other hand, no detailed curricula or standardised teaching materials have been developed: in scenario based teaching according to the fide principles, it is the needs and abilities of every individual course group that determine the course of the learning process.

FIDE website

fideEN01_english.pdf

fideIT01_italiano.pdf

fideDE01_deutsch.pdf

fideFR01_francais.pdf

Anspear, City of London Delivery Innovation Team and Bone Wells Urbecon Ltd. (2010), Mobile phone based learning: English for speakers of other languages, Project evaluation, Local Government Improvement and Development, London.
Evaluation of a project to test the impact of mobile phone-based learning on both formal and informal English language activities in a Bangladeshi community in the City of London. This report was written in order to document the results of a project in 2010.

Mobile phone-based learning.pdf

Migranorsk is an online resource for migrants learning Norwegian. It offers interactive, internet-based learning at levels ‘Start’, A1, A2, B1 and B2 for adults who want to learn and/or improve Norwegian, as well as increase their knowledge about Norwegian society.
Includes resources for literacy learning, also for work-related language learning.
Website available in Norwegian and English.

Migranorsk

The National Centre is responsible for Swedish as a second language from pre-school to adult education, including Sfi (svenskundervisning for invandrare/Swedish for immigrants).
Website offers many resources, including research reports.

National Centre for Swedish as a Second Language (NC)

The national curriculum (regulated by the Norwegian Introduction Act) is based on the Common European Framework of Reference for Languages (CEFR).
The competence objectives in the curriculum are described for five proficiencies up to level B2 in accordance with CEFR.
The curriculum also comprises a basic literacy module for participants who cannot read or write in their mother tongue.
It also includes a separate curriculum of 50 hours of social studies in a language that the participant can understand.
The curriculum outlines various objectives within seven topics:
- New immigrant in Norway
- History, Geography and lifestyle
- Children and family
- Health
- Education and skills
- Working life
- Democracy and welfare state

National curriculum in Norwegian language and social studies for adult immigrants

EPALE blog on the curriculum

Pulinx R., Van Avermaet P. and Extramiana C. (2014), Linguistic Integration of Adult Migrants: Policy and practice, Final report on the 3rd Council of Europe survey, Language Policy Unit, Education Policy Division, Education Department, DGII, Council of Europe, Strasbourg.

Report on the 2013 survey of policies and practice related to the linguistic integration of adult migrants in Council of Europe member states.

LIAM-SurveyReport2014_EN.pdf.pdf

Research institute based at University of Birmingham (UK).
Superdiversity
The social landscapes of Britain and other countries-of-immigration have been transformed in the past two decades. The arrival of migrants from many different countries, combined with longer established minority populations, has resulted in an unprecedented variety of cultures, identities, faiths, languages, and immigration statuses.
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Institute for Research into Superdiversity (IRiS)

Wessendorf S. (2015), 'All the people speak bad English’: Coping with language differences in a super-diverse context’, IRiS Working Paper Series, No. 9/2015, Institute for Research into Superdiversity, Birmingham.

Drawing on an ethnographic study undertaken by the author in the London Borough of Hackney, the paper presents examples of how language differences are skilfully bridged in public-space social interactions, for example at markets or in shops. The paper also shows how language differentially influences the kinds of social relations people form when it comes to more intimate social relations, and how knowledge of English as well as cultural capital shape the way in which both long-term residents and newcomers form such closer social relations.

Coping with language differences.pdf

The Fondazione ISMU (Initiatives and Studies on Multi-ethnicity) is a Milan-based research institute focused on multi-ethnicity and multi-culturalism.
Website available in Italian and English.

Fondazione ISMU – Initiatives and Studies on Multi-ethnicity

Gilardoni G., D'Odorico M. and Carrillo D. (eds) (2015), KING Knowledge for INtegration Governance, Evidence on migrants’ integration in Europe, Fondazione ISMU, Milano.

The KING Project (Knowledge for INtegration Governance) examined integration policies and governance in Europe through multidisciplinary research.
Its report makes recommendations and discusses strategies for integration at national and local levels, proposing Common Basic Principles on Migrant Integration (CBPs).
Wide range of research papers available to download from the project website.

KING-ExecutiveSummary_November2014.pdf

KING_Report_2015.pdf

KING project website

Phillimore J., Humphris R. and Khan K. (2014), ‘Migration, networks and resources: the relationship between migrants’ social networks and their access to integration resources’, KING In-depth Study n.17 / October 2014, Fondazione ISMU, Milano.

Study that investigates the meanings migrants themselves give to integration, the way that they use networks to access integration resources and the kinds of initiatives that migrants themselves feel would be beneficial in helping them to integrate.
See also KING project.

Migrants social networks.pdf

Innovative research into ways to support informal, non-formal, and social second language learning beyond the classroom.
Joint project by the universities of Southern Denmark, Jyväskylä, Tampere, and Iceland, and the Swedish Interactive Institute.
Not directly work-related, but richly suggestive for anyone interested in scaffolding language learning at work.

Products included:
Clark B. and Lindemalm K. (eds) (2011), Språkskap – Swedish as a Social Language, Ergonomidesign, Folkuniversitetet and Interactive Institute, Stockholm.
Icelandic village.
Project website no longer available.

sprakskap.pdf

From the project website - Språkskap.pdf

From the project website - Icelandic village.pdf

Established in 1951, IOM is the migration agency of the United Nations. It provides services and advice to governments and migrants. With offices in over 100 countries, IOM aims to promote humane and orderly migration.

International Organisation for Migration

Oefenen.nl is a Dutch online basic skills portal offering learning materials embedded in subjects such as Health, Work, the Internet, Parenting and Money to help adults improve reading, writing, numeracy and digital skills. Includes WERK, a section for organisations that employ people with disabilities.

Oefenen.nl

About Oefenen.nl (in English)

Sachrajda A. and Burnell E. (eds) (2017), Making inclusion work, Reaching disenfranchised groups through work-based learning, Institute for Public Policy Research (IPPR), London.

This study examines the practicalities of various approaches to work-based learning as a means of achieving greater inclusivity in labour markets, through seven case studies documenting initiatives in five European countries (France, Germany, Italy, Spain and the UK).

making-inclusion-work_Apr2017.pdf

Stirling A. (2015), Migrant employment outcomes in European labour markets, Institute for Public Policy Research (IPPR), London.

Across Europe, most migrant groups have lower employment rates, and a greater tendency to be overqualified for their jobs, than non-migrants. This report considers how European economies could benefit from the underutilised skills of their migrant populations.

migrant-employment-outcomes-in-europe-labour-markets_April2015.pdf

Coray R. and Duchêne A. (2017), Multilingualism at the workplace (Executive summary), Institut für Mehrsprachigkeit [www.institut-mehrsprachigkeit.ch] / Institut de plurilinguisme [www.institut-plurilinguisme.ch], Fribourg.

Executive summary (in German, French, Italian, Rumantsch and English) of an extensive literature review, published in German (available at www.zentrum-mehrsprachigkeit.ch/forschung/literaturberichte.html), which focuses on sociolinguistic research in Europe from the end of the 20th century onward. Topics covered include language and work, multilingualism in a changing work environment, access to the labour market and language as a gatekeeper, linguistic socialisation at work and in job training programmes, managing language diversity, multilingual practices at work, and valorisation of multilingualism at work.

Multilingualism at the Workplace (Executive Summary).pdf

Benton M. (2013), Maximizing potential: How countries can address skills deficits within the immigrant workforce, Migration Policy Institute, Washington DC.

Research report reviewing policy and practice around labour market integration across countries.
"Migrants have more complex skills needs than local workers, because of their need for country-specific skills in particular, and because they are more likely to have a unique learner profile (e.g., high educational attainment, but with the need for basic language skills)."

TCM-Skills-ImmigrantWorkforce.pdf

Centre on Migration, Policy, and Society [COMPAS] (2013), ‘With a lot of help from my friends: How do immigrants use social networks to access jobs?’, Breakfast briefing no. 24, COMPAS, Oxford.

"Understanding how individuals search and obtain jobs is important for both employers and policymakers. While job seekers typically use both formal and informal channels, the methods used appear to be relevant in whether or not they are successful in their job hunt. Focusing on immigrants in the UK, this briefing examines the extent to which individuals who rely on their social networks to look for jobs are able to secure employment."

BB-2013-Social_Networks_Immigrants.pdf

McHugh M. and Challinor A.E. (2011), Improving immigrants' employment prospects through work-focused language instruction, Migration Policy Institute, Washington DC.

Research report on policy approaches to language learning for labour market integration.
"Implementing effective employment-focused language systems is difficult, as policymakers must find ways to design cost-effective programs that are sufficiently tailored to the needs of a wide range of occupations and that take account of immigrants' underlying literacy skills and their financial and family circumstances."

workfocusedlanguageinstruction.pdf

Free online resources to help adult migrants to the USA learn English, including videos and interactive activities. Includes work-related language learning. Developed in 2008 with support from US government. Citizenship resources in development (2017).

USA Learns

US Citizenship Resource Centre

Online resource to improve communication between New Zealand employers, managers and their new migrant employees from other cultures.
Offers online test of cross-cultural / intercultural communication skills, also practical tips for migrants and employers, including More then work booklet. Developed by Immigration New Zealand in collaboration with the Language in the Workplace team, School of Linguistics & Applied Language Studies, Victoria University of Wellington.

Worktalk

More-than-words.pdf

Guidance for migrants and employers on job interviews produced by Immigration New Zealand in collaboration with Victoria University's Language in the Workplace Project.
Part of online job search resource produced by the government of New Zealand.
Guidance for migrants (and practitioners supporting them) includes
Riddiford N. (2017), Communicating effectively in a job interview: A resource for newcomers to New Zealand, The Language in the Workplace Project, School of Linguistics and Applied Language Studies, Victoria University of Wellington, Wellington.

Note: this resource is aimed at migrants with professional (i.e. higher level) qualifications. Guidance for employers includes practical advice for inclusive recruitment.

Succeeding in job interviews

Communicating Effectively in a Job Interview.pdf

Online guidance for employers

Website of the German Federal Institute for Vocational Education and Training.
Available in German and English.

BIBB in English

BIBB auf Deutsch

Braddell A. (2017), Citizens' curriculum guide to non-directive coaching, Learning and Work Institute, Leicester.

Explains how non-directive coaching works and suggests ways to apply it in adult basic education and language learning for migrants, including at work.

See also Coaching to support self-directed literacy and language learning (2016)

Non-directive coaching guide.pdf

German-Austrian-Swiss Leonardo project (2013-15) that developed resources for workplace basic skills classes. Resources available German and English.

A and O project

A and O-manual-materials_eng.pdf

Canadian organisation that promotes quality in language teaching to migrants in Alberta region of Canada.
Includes online resource centre with work-related language learning resources.

ATESL

Information sheet on language mentoring in companies, published in Germany in 2018.

Info_für_Betriebe_Sprachmentoring.pdf

Applied linguistics project that has been collecting recordings of workplace interactions in New Zealand since 1996.
The continuing aims of the project are to:
- identify the characteristics of effective communication between people;
- diagnose possible causes of miscommunication;
- explore possible applications of the findings for New Zealand workplaces.

Website offers practical resources.

Language in the workplace

Language in the worplace project diagram.pdf

Building_site_unit_1.pdf

Eldercare_unit_2.pdf

Sample-Unit.pdf

Online article by Amy Thompson, Associate Professor of Applied Linguistics, University of South Florida, discussing how language learning helps develop cultural competence (including cross-cultural understanding) and tolerance of ambiguity.
Although focussing on higher education the findings will certainly be valid for other levels of society: another incentive for LfW.

How learning a new language improves tolerance.pdf

Ingemann K., Bayer F., Stegman C. P., Villads Vedel P. (eds) (2017), Guide - Good practice in Danish language training targeted at the labour market, Ministry of Immigration and Integration, Copenhagen.

Guide (in English) to work-related language learning in Denmark for Danish municipal councils and job centres (responsible for supporting labour market integration) and also language centres and employers.

Good-practice-Guide-in-Work-related-Danish.pdf

The Erasmus + VIME project (2016-18) focused on the roles and competences of language volunteers to support migrant language learning, integration and participation in society.
The project developed guidance and training materials for volunteers, learning providers and policy makers.
These resources can be downloaded free from the project website.

VIME_Framework_sept2018.pdf

VIME-Project-Model-FINAL-6918-1.pdf

VIME project

Braddell A. and Miller L. (2017), Supporting migrants in low‐paid, low‐skilled employment in London to improve their English, in Beacco J-C., Krumm H-J., Little D. and Thalgott P. (eds) (2017), The Linguistic integration of adult migrants - Some lessons from research / L’intégration linguistique des migrants adultes - Les enseignements de la recherche, De Gruyter Mouton, Berlin / Council of Europe, Strasbourg.

Describes research carried out in 2013 to identify the barriers to and enablers of English language development for migrants in low-paid, low-skilled employment in London, with a view to making practical recommendations on how to help this group improve their English. Sixty migrants were interviewed about their experiences of and preferences for English language learning. Work emerged as a key location for learning, along with a clear set of requirements to support language development in the workplace.

Supporting migrants in low paid low skilled jobs.pdf

Sjösvärd K. and Braddell A. (2017), Using workplace learning to support linguistic integration of adult migrants – Lessons from a decade of work in Sweden, in Beacco J-C., Krumm H-J., Little D. and Thalgott P. (eds) (2017), The linguistic integration of adult migrants - Some lessons from research / L’intégration linguistique des migrants adultes - Les enseignements de la recherche, De Gruyter Mouton, Berlin / Council of Europe.

Short paper that reviews learning from a decade-long series of large-scale projects to support linguistic integration of adult migrants employed in adult social care in the Stockholm region. Despite the assumption that employment was in itself a guarantee of language learning, at the outset it was found that for many migrants, secure long-term employment in the sector had led to very limited progress learning Swedish. The projects set out to remedy this, developing a holist approach that enabled the sharing of responsibility for language development.

Workplace learning to support migrant integration in Sweden.pdf

The "Language Agreement" (Taalakkoord) is an initiative of the Dutch Ministry of Social Affairs and Employment.
The goal of the "Language Agreement" is to encourage businesses to invest in the language skills of their employees and to share knowledge and expertise. By joining the agreement, language providers and businesses can find each other and apply for a subsidy. The website contains many videos about learners and good practice.

Het Taalakkoord

Video about Het Taalakkoord (2015, Dutch)

Kaplinska-Zajontz M., Ferber-Brull R. and Beune A. (2015), Sprachcoaching für berufliche Unterstützung und Qualifizierung, AWO Bielefeld, Bielefeld.

Language Coaching is an approach to support individuals developing their second language and communication skills for work or qualification purposes.
The future language coaches receive training. The coaching consists of three main parts: cooperative inventory-taking, developing goals, and working on strategies for language learning. The brochure gives information about the participants, the training, and the outcomes of the project.

Sprachcoaching für berufliche Unterstützung und Qualifizierung

Sligo F. (2011), “Although they are looking at the words, they are not actually reading”: Apprentices’ liminal literacy and literacy tutors’ dilemmas, ANZCA Conference Proceedings 2011, Hamilton, New Zealand.

Study based on qualitative analysis of ten in-depth interviews with literacy tutors providing remedial literacy support to apprentices in New Zealand. Three major issues affected what tutors could achieve. First, tutors experienced substantial role ambiguity; second, apprentices were working in oral and experiential modes more than in print-literate modes; third, tutors found they had to employ an instrumental approach to their teaching in response to the situation they encountered.

Apprenticeship literacy in New Zealand Sligo_ANZCA2011.pdf

Australia and New Zealand Communication Association

Bellinder K. and Klefbeck J. (2016), Språkstöd till Demens ABC, Svenskt Demenscentrum, Stockholm.

Language course book to accompany Dementia ABC, a Swedish online dementia care course based on Sweden's national guidelines for dementia care.
Språkstöd till Demens ABC (Language support to Dementia ABC) covers not only specific dementia care terminology and everyday language but also includes exercises that encourage dialogue and discussion at work.

Språkstöd till Demens ABC (pdf) and trailer

Poster_Language support to Dementia ABC (språkstöd).pdf

Centre for Canadian Language Benchmarks (2015),Work ready: CLB resources for counselling, hiring and working with internationally trained individuals, Centre for Canadian Language Benchmarks, Ottowa.

Collection of tips and resources for employment counsellors and human resource (HR) professionals, to facilitate the successful employment of internationally trained individuals. Includes section with case studies of employment-based projects where migrants have received training to help them work successfully in Canada.

Work Ready.pdf

The Centre for Canadian Language Benchmarks is the centre of expertise in support of the national standards in English and French for describing, measuring and recognizing second language proficiency of adult immigrants and prospective immigrants for living and working in Canada.

English version: Canadian Language Benchmarks
French version: Niveaux de compétence linguistique canadiens

Centre for Canadian Language Benchmarks

Thomas C. (2017), Deutsch am Arbeitsplatz in der Kartoffelmanufaktur Pahmeyer Abschlussbericht 2017, IQ Netzwerk NRW, AWO Bielefeld.

This report presents the promotion of German in a medium-sized business and evaluates the activities by interviewing the participants.

Deutsch am Arbeitsplatz in der Kartoffelmanufaktur Pahmeyer.pdf

Campaign for Learning (2012), Leading on learning - A hands-on guide for line managers, Campaign for Learning, London.

Practical guidance for managers and supervisors on how to create a learning culture at work, including for staff with limited literacy, language and numeracy skills.

Leading on learning.pdf

Darby O., Farooqi A. and Hsiang-Yun Lai (2016), Empowerment through education: Women breaking the English barrier. Women’s consultation report, The Wonder Foundation, London.

Report on research into ways to support female migrants to learn English in the UK. The report includes practical recommendations.

Women Breaking the English Barrier.pdf

Bell R., Plumb N. and Marangozov R. (2017), Integration not demonisation. The final report of the All-Party Parliamentary Group on Social Integration’s inquiry into the integration of immigrants, All Party Parliamentary Group on Social Integration, House of Commons, London.

Report on an inquiry into the integration of immigrants in the UK by the All Party Parliamentary Group on Social Integration. Includes practical recommendations on how to support language learning by migrants.

Integration_not_Demonisation.pdf

Lancaster H., Doremus M. and Tondre B. (2003), Tennessee ESOL in the workplace, A training manual for ESOL supervisors and instructors, A collaborative project of Tennessee Department of Labor and Workforce Development (DOLWFD), Office of Adult Education, and University of Tennessee, The University of Tennessee Center for Literacy Studies, Knoxville.

Practical guide to setting up and running workplace language courses for migrants, produced in Tennessee (USA). Includes resources for practitioners, case studies and references to US research and practice in the 1980s and 1990s.

Tennessee_ESOL_in_the_Workplace.pdf

Guide to European statistics - an official Eurostat website presenting statistical topics. Together, the articles make up an encyclopedia of European statistics for everyone, completed by a statistical glossary clarifying all terms used and by numerous links to further information and the latest data and metadata, a portal for occasional and regular users.
Labour market and Labour force survey (LFS) statistics
Migration and migrant population statistics
Migrant integration statistics – labour market indicators

Eurostat statistics explained

L2 Paths (2016), The role of language advisor: A guidebook, L2 Paths, Galway, http://www.l2paths.eu

"The language advisor is a professional who assists and gives learners advice on finding the best possible personalized learning pathway to reach their language objectives. Therefore, he/she facilitates (rather than directs) a learner’s personal learning plan and self-directed learning process when required."

This guidebook will be of interest to those who wish to learn more about the professional practice of language advising and/or the facilitation of self-directed language learning, including in the workplace.
It was produced by L2 Paths (Pathways to Host Country Language for Migrants). This EU-funded project (2014-16) aimed to create a methodology for providing language advice to migrants in order to enhance their integration and employability. The project's partners came from Germany, Ireland, Italy, Latvia and Sweden.
Other resources (including a guide to setting up an advice centre) are available from the project website.

See also:
'35 examples of practice', examples 2. 'ALL (Advising for Language Learning at work)', 17. 'Language advisors' and 30. 'Språkombud [(Workplace) language advocate/champion]'

L2 Paths

The_Role_of_Language_Advisor.pdf

Experience_of_Language_Advising_final_report.pdf

Language_Advisor_case_study_selection.pdf

Grünhage-Monetti M. and Nispel A. (2018), Kommunikation in der Verwaltung – Empfehlungen für Führungskräfte und für Mitarbeitende, beramí e.V., Frankfurt am Main.

Grünhage-Monetti M. and Nispel A. (2018), Kommunikation in Jobcentern – Empfehlungen für Führungskräfte und für Mitarbeitende, beramí e.V., Frankfurt am Main.

Two leaflets offering strategies and practical tips to help public service organisations to address language barriers when supporting clients with limited language skills.
Kommunikation in Jobcentern is aimed at managers and staff in job centres. Kommunikation in der Verwaltung is aimed at staff in local administrations.
Each leaflet has two sides. One offers suggestions to managers on how to support their staff with everyday communication with clients. The other offers tips to staff.
The leaflets also invite readers to reflect on their own communication style, in what is today becoming an increasingly multicultural and transnational working environment.

Kommunikation in der Verwaltung.pdf

Kommunikation in Jobcentern.pdf

Braddell A., Grunhage-Monetti M., Portefin C. and Sjosvard K. (2017), Language for work – A quick guide. How to help adult migrants develop work-related language skills, Council of Europe (European Centre for Modern Languages), Graz.

For the many migrants who arrive with limited language skills and no recognised qualifications, support to develop work-related language skills is vital.This short resource offers guidance on how to provide that support.
Available in multiple languages.

Quick guide

Tijdschrift Les (Lesson magazine) is a professional magazine for teachers Dutch as a second language, founded in 1982. Subscribers can read practical articles on approaches, good practice and research in the field of Dutch as a second language for (young) adults, both online and on paper. Language for work is one of the themes the magazine had been publishing about for many years. Subscribers can find all relevant articles in the online archive.

Tijdschrift Les

Languages: Italian, English

Living and working in Italy is an Italian government website that supports migrant integration.
On-line since 2012, the website is divided into areas: Language, Work, Housing, Minors and second generations, Health. Intercultural mediation is added as a cross-section service.
In each area, the portal allows users to find useful information on the services provided to migrants in different parts of Italy.
The portal is available in Italian and English.

Living and working in Italy

L2 Nursing Trainees in Hospital – Learning professional language in interaction
Poster (no date) by Inkeri Lehtimaja
Department of Finnish, Finno-Ugrian and Scandinavian Studies, University Of Helsinki

"Vocational language skills include handling multifaceted communication situations at the workplace. This study examines vocational language learning situations for a L2 nursing trainee in a hospital."
Poster published by the research project, Finnish as a second language and situated learning.

L2 nursing poster_lehtimaja.pdf

Finnish as a second language and situated learning

Nuwenhoud A. (2018), The My Plan approach, Peer coaching for migrant cleaners in the Netherlands.

This paper describes the ‘My Plan’ non-directive coaching approach.
'My Plan' is a weekly group conversation developed for a group of low-skilled workers on a course of Dutch at the workplace.
My Plan adapts the GROW model of coaching to help learners become more aware of their motivation and goals, to develop confidence and to take ownership of their own learning.

This is the English version of a paper that appeared in Italian in the publication: Braddell A. and Grünhage-Monetti M. (eds) (2018), I Quaderni della Ricerca 40. Lingua e lavoro, Loescher Editore, Bologna.
We are grateful to Loescher for permission to publish this English version of the paper on the Language for Work website.

My Plan_Nuwenhoud_Loescher.pdf

Flyer advertising professional development scheme to equip teachers of L2 German to support work-related language learning.
The scheme prepares L2 teachers in centres of adult education for new tasks and roles in work-related provision, where they face learning and teaching contexts and activities different from the ones they are used to, e. g. designing customised curricula, developing teaching materials, adapting own teaching plans to company’s working schedules, e. g. shifts, communicating / cooperating with labour market actors, etc., negotiating aims between different actors with different aims.

iq_flyer_Qualifizierung_berufsbez_deutsch_2016.pdf

Jong M. de, Nijhoff K., Wilbrink D., Sjoer E. and Vries S. de (2018), Syrische Vluchtelingen Aan Het Werk: vragen en antwoorden uit de praktijk (e-book) [Syrian refugees at work: Questions and answers from practice], Zwolle: Lectoraat Sociale Innovatie, Windesheim.

This e-book was produced by the Dutch project, 'Syrian refugees at work'.
The project was undertaken by researchers from universities of applied science in the Netherlands: Windesheim, with partners Inholland and Haagse Hogeschool.
The researchers aimed to develop knowledge and tools for employers wanting to hire Syrian refugees. They also looked at enablers and barriers to supporting Syrian refugees into work and then keeping these refugees at work in a sustainable manner.
The project included:
- Summarising existing literature on the recruitment of refugees to work and dealing with ethnic and cultural diversity in organisations.
- Organising a learning network in which organisations involved in the recruitment of refugees can exchange experiences.
- Conducting case studies at organisations where Syrian refugees are at work. This involved investigating the trajectory prior to placement, the start-up phase in the organisation and what happened afterwards. The researchers did this from the perspective of the employers, the refugees, the organisations that organised the guidance and colleagues and managers of the refugees.

This ebook is one of the ways to make the acquired knowledge accessible.

Syrian refugees at work ebook.pdf

‘Fast Lane to the Labour Market’ (2016-18) is an Erasmus+ project that aimed to produce a fast-track model for labour market integration of migrants.
The Fast Lane model combines language learning, social and cultural integration and the acquisition of a vocational qualification to encompass all the phases that migrants must pass through (arrival, orientation, education and qualification, labour market entry). It is based on the principles of Work-based learning (WBL), the European Credit System for Vocational Education and Training (ECVET), and content and language integrated learning (CLIL).
In addition to this model, the Fast Lane project produced a range of materials for trainers, teachers, VET schools, training centres, employer organisations and others. Products include:
• monitoring tools
• state-of-the-art report
• competence quick scan
• European curriculum for faster integration
• training material for employers, trainers and teachers
• video tutorial
All products are available for free in four languages: German, English, Italian and Dutch.
Fast Lane product page

In het project Fast Lane to the Labour market & VET ontwikkelden partners uit vijf landen een aanpak voor een snelle toeleiding naar de arbeidsmarkt en beroepsopleidingen voor inburgeraars.
Het project heeft de volgende volgende producten opgeleverd:
• Succescriteria (Engels) voor arbeidstoeleiding van vluchtelingen. De succescriteria zijn gebaseerd op literatuuronderzoek en de verzameling van good-practices in de verschillende landen.
• Een quickscan
• Een curriculum bevat een aanpak voor werkgericht leren, met aandacht voor het versterken van de taalvaardigheid, beroepscompetenties en softskills. Als materialen zijn een set met praktijkopdrachten, een logboek en een handleiding met organisatiemodel ontwikkeld.
• 24 praktijkopdrachten
• Een stagelogboek
• Trainingsmateriaal
• Een video met een toelichting op het project en tips over het werken met het materiaal.
• Monitoring instrumenten met checklists
In dit Erasmus+ project werkten partners uit Nederland, België, Duitsland, Oostenrijk en Italië samen. Vanuit Nederland zijn ITTA UvA en de roc's Alfa-college en Scalda betrokken.
Het twee jaar durende project is september 2018 afgerond.
Voor informatie over het project of de toepassing in uw eigen organisatie

Fast Lane product page

Zimmer V. and Grünhage-Monetti M., (2014), 'German in the workplace: Workplace learning for immigrant and/or ethnic workers', Universal Journal of Educational Research, 2, pp. 544- 550.

Paper describing findings from the project, Deutsch am Arbeitsplatz/German in the workplace (DaA), that investigated communication in a range of German workplaces and then devised training for teachers supporting work-related L2 language learning.

German in the workplace.pdf

Guide for refugees arriving in Italy, in Italian, French and English, produced in 2016 by non-governmental organisations in Italy running reception centres for migrants/refugees.
The guide offers simple, practical advice and a small section of useful phrases.

guida-per-i-rifugiati.pdf

Vosloo S. (2018), Guidelines for designing inclusive digital solutions and developing digital skills, UNESCO, Pearson, Paris.

'Guidelines to help [...] build more inclusive digital solutions. They show private sector companies, NGOs, international organizations and governments what factors to consider, questions to ask and processes to follow when developing solutions for people with limited literacy skills and low digital skills.'

unesco guidelines for inclusive digital technology.pdf

IQ Fachstelle Berufsbezogenes Deutsch (2018), Ein Tag Deutsch in der Pflege. App, available on android or iOS.

Free learning game for download on smartphone or tablet.
The game presents numerous authentic conversations of everyday work in health care: with patients, relatives, medical staff, etc. Users choose what to say in the different situations.
Additional exercises on communication, grammar, vocabulary and pronunciation enable users to internalise the main linguistic aspects of the setting.
A dictionary helps with unknown words and an info box provides useful information about working in health care in Germany.

Ein Tag (web)

Ein Tag (android download)

Ein Tag (iOS download)

Köhler U. and Leinecke R. (2018), Deutsch am Arbeitsplatz - Betriebliches Sprachmentoring, passage gGmbH, Hamburg.

This brochure describes how L2 learning at the workplace can be supported by colleagues, instructors, and supervisors. It gives ideas how these "language mentors" use the learning opportunities work offers and what they need in order to do so.

Betriebliches_Sprachmentoring_Deutsch-am-Arbeitsplatz.pdf

This brochure describes a CLIL (Content and Language Integrated Learning) approach to L2 instruction for migrant apprentices in the German dual system.
The approach was developed at the University of Munich.

berufssprache-deutsch_unterrichtsprinzip.pdf

Reportage de presse : La Chambre de commerce du Montréal métropolitain a trouvé un moyen original et efficace pour permettre aux petits commerçants d'apprendre le français.
Publié janvier 2018.

Students Paid to Teach French to Montreal Small Traders
Short newspaper article describing a project run by the Board of Trade of Montreal in which university students were matched with small businesses to give their owners French classes at work.
Published January 2018.

Des étudiants payés pour enseigner le français aux petits commerçants de Montréal.pdf

Students Paid to Teach French to Montreal Small Traders.pdf

A place for information, knowledge exchange and cooperation between academic and industrial environments in the context of teaching/learning and use of languages.

Observatoire de l'Usage des Langues en Entreprise

This mind map is intended to illustrate the context for a course of work-related German in Germany. It covers concepts, practice, institutions, methodology, learners, teachers, funding, and more.

The text (in German) provides summary information on what language skills have to do with the acquisition of technical knowledge and vice versa.

Diese Mindmap soll das Handlungsfeld veranschaulichen, in dem ein Unterricht "Deutsch als Zweitsprache für Erwachsene und Jugendliche zu beruflichen Zwecken" in Deutschland stattfindet: Konzepte, Praxis, Organisationsform, Didaktik / Methodik, Lernende, Lehrkräfte, Wissenschaft, Forschung, Stiftungen / Projekte, Administration.

Zu den gängigen Konzepten bietet der (deutschsprachige) Text einige zusammen-fassende Informationen: Was haben Sprachkenntnisse mit dem Lernen von Fachkenntnissen zu tun? oder: Was hat der Erwerb von fachlichem Wissen mit dem Sprachwissen zu tun?

Berufsbezogener DaZ-Unterricht.jpg

Was haben Sprachkenntnisse mit dem Lernen von Fachkenntnissen zu tun? oder: Was hat der Erwerb von f

UN Refugee Agency (UNHCR), International Organization for Migration (IOM), Business in the Community (BITC), and UK Government (2019), Tapping potential: Guidelines to help UK businesses employ refugees, UNHCR, IOM, BITC, UK Government, London.

Resource offering practical guidance to employers on how to help refugees enter the workforce and build their skills.

Tapping potential guidelines for business-apr2019.pdf

Klassen T.R. and Dwyer J. A. (2015), How to succeed at university (and get a great job!) - Mastering the critical skills you need for school, work, and life, University of British Columbia, Vancouver.
Klassen T.R. et Dwyer J. A., traduit par Laramée E. (2018), Décrocher son diplôme (et l’emploi de ses rêves!) - Comment maîtriser les compétences essentielles menant au succès à l’école, au travail et dans la vie, Presses de l’Université d’Ottawa, Ottawa.

Practical guidance on developing skills for university and work.

decrocher-son-diplome-et-l'emploi-de-ses-reves.pdf

HowToSucceedAtUniversity.pdf

CATAPULT is a three-year project (2018-2021) co-funded by the ERASMUS+ programme of the European Union. It aims to offer training and tools to language teachers teaching Languages for Specific Purposes (LSPs) in adult and higher education, and to therefore make sure they are equipped with the necessary professional skills to train LSP learners in the digital era. This objective will be reached through a collaborative European project consortium which strives to contribute to the improvement of the quality of the teaching and learning of Languages for Specific Purposes in Europe.

ErasmusPlus Project CATAPULT

Logo-Catapult.jpg

Green A., Atfield G., Staniewicz T., Baldauf B. and Adam D. (2014), Determinants of the composition of the workforce in low skilled sectors of the UK economy: Social care and retail sectors, Warwick Institute for Employment Research, Warwick.

Research report on factors that affect the composition of the low-skilled labour market in the UK, with particular reference to the social care and retail sectors.
Includes discussion of migrant workers and of importance of language skills to employers.

Composition-UK-low-skilled-wrkforce-care-retail-2014.pdf

This short film, produced by the Swedish Vård och omsorgscollege, describes the concept of the 'språkombud' or 'language advocate'.
The film (in Swedish, with English subtitles) shows the advantages of investing in training of language advocates in the workplace.
See also: 'ArbetSam', 'Better language skills, better care', and 'Language advising'

Varför satsa på spårkombud? Why invest in language advocates?

Watson M., Nicholson L. and Sharplin E. (2001), Review of research. Vocational education and training, literacy and numeracy, NCVER/ANTA, Kensington Park.

Review of research focused on literacy and numeracy within vocational education and training (VET), produced in 2001 by the Australian National Centre for Vocational Education Research (NCVER), for the Australian National Training Authority (ANTA).

ncver_research_rev_vet_lit_num_2001.pdf

The National Centre for Vocational Education Research (NCVER) is responsible for collecting, managing, analysing and communicating research and statistics in Australia on vocational education and training (VET).
It has published many studies on workplace language, literacy and numeracy development.

NCVER website

Berghella T., Molenaar J. and Wyse L. (2006), The professional development requirements of Workplace English Language and Literacy Programme practitioners, NCVER, Adelaide.

This research paper, produced by the National Centre for Vocational Education Research (NCVER) in Australia, examines the professional development needs of workplace language and literacy practitioners in response to the changing needs of industry and reforms to vocational education and training in Australia.
The paper proposes strategies to ensure that the professional development needs of both new and existing practitioners are met.

PD requirements WELL practitioners_support.pdf

PD requirements WELL practitioners_rept.pdf

Benseman J. (2013), Recruiting and retaining learners in workplace literacy programs in New Zealand, Australian Journal of Adult Learning, Volume 53, Number 1, April 2013.

Research paper reporting on recruitment strategies used in New Zealand in a large workplace literacy and numeracy project, involving 535 workers in 18 courses.
Includes analysis of the strategies used, their rates of success in the companies, the overall retention rates, and ways to implement the strategies.

Recruiting-retaining-wrkpl-lit-learners.pdf

Mikulecky L., Lloyd P., Horwitz L., Masker S. and Siemantel P. (1996), A review of recent Workplace literacy programs and a projection of future challenges, NCAL Technical Report TR96-04, National Center on Adult Literacy, University of Pennsylvania, Philadelphia.

Review of 121 workplace literacy programme reports between 1990 and 1993.
Analyses programme organisation, target learners, programme goals, curriculum and materials, and programme complexity.
Also discusses implications for workplace literacy programmes of demographic and national/global economic trends; and developments in workplace literacy programmes.
Main conclusions include: partnerships are integral to programme success, programmes must emphasise continuing lifelong learning in rich educational environments, and, more attention must be paid to programme evaluation.

Review-of-US-Workplace-Lit-Progs-90s.pdf

Source for research and development on literacy in the US and worldwide, housed at the University of Pennsylvania’s Graduate School of Education.
Literacy.org is comprised of the National Center for Adult Literacy and the International Literacy Institute.

Literacy.org

Mikulecky L., Lloyd P., Kirkley J. and Oelker J. (1996), Developing and evaluating workplace literacy programs: A handbook for practitioners and trainers, National Center On Adult Literacy, University of Pennsylvania, Philadelphia.

Guide produced in USA in the mid-1990s. Outlines methods for establishing, running and evaluating a workplace literacy programme.
Discusses some of the literacy demands that workers face and how workplace education programmes can address them.

Developing-and-evaluating-wrkpl-lit-programmes.pdf

Venezky, R.L. (1992), Matching literacy testing with social policy: What are the alternatives?, National Center on Adult Literacy, University of Pennsylvania, Philadelphia.

Paper aiming to delineate the central issues in literacy testing and to define options that might provide an improved data base for social policy development.
Discusses basic issues in literacy testing (including perceived needs for literacy funding, potential outcomes of literacy programmes); various types of testing and the measures used for reporting literacy levels.

Literacy testing for social policy.pdf

Mikulecky L. and Lloyd P. (1995), Effective workplace literacy programs: A guide for policymakers, National Center on Adult Literacy, University of Pennsylvania, Philadelphia.

Report produced in USA in the mid-1990s.
Discusses the influences on workplace literacy of changes in the national and global economic picture, which groups of workers would benefit from targeted literacy programmes (including L2 workers); documented indicators of workplace and workforce programme quality; and policy suggestions for government and business.

Policymaker guide to workplace lit programmes.pdf

Newton B., Miller L., Bates P., Page R., Akroyd K. (2006), Learning through work: Literacy, language, numeracy and IT skills development in low-paid, low-skilled workplaces: Literature review, Research Report No. 433, Institute for Employment Studies, Falmer.

Review of research related to literacy, language, numeracy and information technology (IT) in low-pay, low-skilled workplaces.

Workplace literacy research review.pdf

Imel S. (1995), Workplace literacy: Its role in high performance organizations. ERIC Digest No. 15, ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus.

Describes the relationship between collaborative approaches to workplace literacy and high performance work organisations in USA.
Reviews principles underlying the collaborative approach, and presents results of research on literacy development in high performance work organisations.

Role_of_Workplace_Literacy_in_High_Perf_Orgs.pdf

Kerka S. and Imel S. (1993), Workplace literacy: Lessons from practice. ERIC Digest No. 131, ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus.

Practice descriptions of workplace literacy programmes in the USA.
Produced to support 1990 US national education goal: "by the year 2000 every adult American will be literate and will possess the skills necessary to compete in a global economy and to exercise the rights and responsibilities of citizenship". Objectives included ensuring that all workers would have the opportunity to acquire the knowledge and skills needed to adapt to constantly emerging new technologies, new work methods, and new markets through public and private vocational, technical, workplace, or other innovative programme.

Workplace_Literacy_Lessons_from_Practice.pdf

Imel S. and Kerka S. (1991), Workplace literacy: A guide to the literature and resources. Information Series No. 352, ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus.

Includes annotated bibliography of 87 resources (mostly produced in USA) organised by: general information, research, evaluation and assessment, curriculum and instructional materials, programme development guidelines, programme descriptions, policy information, and resource lists/bibliographies.
Also includes practice descriptions of seven US programmes, selected because they used innovative approaches or encountered problems that provide useful information. Each description includes: title, partners, special features, target population, source of information, programme description, successes and problems, and recommendations.

Guide-to-Literature-on-Workplace-Literacy.pdf

Imel S. (1992), Workplace literacy: An update. Trends and issues. Alerts, ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus.

Short discussion paper on issues associated with workplace literacy in USA in the early 1990s. Includes a bibliography.

Workplace_Literacy_Trends_Issues_92.pdf

Duval-Couetil N. and Mikulecky L. (2011), Immigrants, English, and the workplace: Evaluating employer demand for language education in manufacturing companies, Journal of Workplace Learning, 23(3), pp. 209-223.

Paper examining the impact of limited English proficiency on employee performance in manufacturing companies in the US, to help explain the degree to which employers are willing to invest in language classes or other initiatives designed to overcome language barriers.

Immigrants_English_and_the_workplace.pdf

Mikulecky, L. (1988), Literacy for the workplace, Educational Resources Information Center (ERIC), Washington DC.

Review of (mostly US) research in 1980s, focusing on what was known about literacy demands in the workplace and the abilities of various segments of the adult and adolescent population to meet them.

Literacy_for_the_Workplace.pdf

Imel S. (1989), Workplace literacy: An update. Trends and issues. Alerts, ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus.

Short discussion paper on issues associated with workplace literacy in USA in the late 1980s. Includes a bibliography.

Workplace_Literacy_Trends_Issues_89.pdf

Building Blocks is an interdisciplinary project exploring the Finnish language resources needed and developed by adult immigrants whose aim is to get employed in their own field in Finland.
The host institution of the project is Department of Language and Communication Studies, University of Jyväskylä, Finland. The project is funded by the Academy of Finland for years 2019-2023.
Resources in Finnish and English.

Building blocks

Migrants in working life: Language and im/mobilities

AILA Research Network (AILA ReN) that investigates the language practices of employed and employment-seeking migrants, using a range of theoretical and methodological approaches.

Migrants in Working life

Mikulecky L., Lloyd P. and Kirkley J. (1995), Assessment approaches and impact results in workplace literacy programs, National Center on Adult Literacy, University of Pennsylvania, Philadelphia.

Research paper that examines the evaluation of workplace literacy programmes in USA in the mid-1990s.
Includes discussion of challenges of evaluating workplace literacy programmes; current practices; effective evaluation methods and practice; and assessment of programme impact on productivity.

Assessment_Approaches_and_Impact_Results.pdf

Shearer F. M. (2013), Remaining student centred: A critical discourse study of an adult literacy organisation's publicity in Aotearoa New Zealand from 1973 to 2009, PhD thesis submitted to Massey University, Wellington.

Historical study of publicity for adult literacy provision issued by a learning provider in New Zealand. Includes several sections on publicity for workplace literacy provision.

Remaining_student_centred.pdf

Mikulecky L. and Lloyd P. (1996), Evaluation of workplace literacy programs: A profile of effective instructional practices, National Center On Adult Literacy, University of Pennsylvania, Philadelphia.

Study of ten groups of learners in workplace literacy programmes at six companies in USA in the early 1990s, that aimed to determine which programme practices lead to success and in what areas.

Evaluation_of_instructional_practice.pdf

CATAPULT (Computer-Assisted Training And Platforms to Upskill LSP Teachers) is a three-year EU - ERASMUS + project that started in September 2018. It aims to provide training and tools for teachers who provide Languages ​​for Specific Purposes (LSP) in higher education and adult education, thereby contributing to their professionalization for teaching LSP students in the digital age. Relevant resources include the reports 'LSP Teachers ’Needs for Skills and Training' and 'Towards a Common Competence Framework' and the related MOOC.

The Catapult project resources

Logo-Catapult.jpg

Leinecke, R., and Köhler, U. (2019), Deutsch am Arbeitsplatz Deutschkurse in Unternehmen, Bausteine zur sprachlichen Integrati on Zugewanderter in Betrieben für Beratende, Planende und Lehrkräfte. Hamburg: IQ/passage gGmbH

This German publication describes ways to plan and implement German language courses in the workplace.
It sets out the different phases of the process, and discusses a number of questions that arose on actual workplace courses, highlighting the difference between planning and delivering programmes at work as opposed to programmes in educational settings.

DeutschkurseinUnternehmen_Baustein_III_doppel.pdf

Leinecke, R. (2018), Deutsch am Arbeitsplatz Sprachcoaching, Bausteine zur sprachlichen Integration Zugewanderter in Betrieben für Beratende, Planende und Lehrkräfte. Hamburg: IQ/passage gGmbH.

Second language (L2) coaching, as elaborated in Germany's 'Integration through Qualification' programme (IQ), offers individual support for migrants who need better German skills for their professional development.
This brochure introduces the methodology, explains how the coaches were trained for the task, and how the coaching was implemented in different projects and settings.

Deutsch-am-Arbeitsplatz_Sprachcoaching.pdf

Vaughan, K., O’Neil, P. and Cameron, M. (2011), Successful Workplace Learning: How learning happens at work. Wellington: Industry Training Federation / New Zealand Council for Educational Research – Te Rūnanga O Aotearoa Mō Te Rangahau I Te Mātauranga.

Report on a research study of teaching and learning at six different New Zealand workplaces, across four different industry sectors: agriculture, construction, leisure and tourism, and social care.
The study, which included a literature review as well as primary research at the six workplaces, focused on identifying the kinds of conditions, strategies, and activities that make workplace learning successful in a range of ways including employee retention and motivation, qualification completion, employee participation in communities of practice, and workplace productivity.

Successful_workplace_learning.pdf

The official website of the Building Blocks research conducted at University of Jyväskylä (2019-2023).This interdisciplinary project explores the Finnish language resources needed and developed by adult immigrants whose aim is to get employed in their own field in Finland.

Building Blocks: Työelämässä tarvittavien toisen kielen resurssien rakentuminen - Developing second

Braddell, A. (2012), Language Development through work. In Bär, M., Bonnet, A., Decke-Cornill, H., Grünewald, A. and Hu, A. (eds.) (2012), Globalisierung – Migration – Fremdsprachenunterricht, Dokumentation zum 24. Kongress für Fremdsprachendidaktik der Deutschen Gesellschaft für Fremdsprachenforschung (DGFF) Hamburg, 28. September – 1. Oktober 2011. Baltmannsweiler: Schneider Verlag Hohengehren.

This paper discusses practitioner-led UK action research into ways to support learning in low-skill, low-pay workplaces, including how to help migrant workers learn English. The research, carried out between 2003 and 2011, consisted of four loosely linked projects. The first (2003-4) developed a bitesize curriculum for workplace language coaching. The second (2005-9) explored the potential of work activity itself as a vehicle for language learning. The third (2006-10) examined ways to motivate and enable operational managers to support workplace learning, while the fourth (2010-2011) investigated how to utilise informal peer learning for language development at work. Taken together, findings from these projects suggest a practical model for learning in low-skill, low-pay workplaces.

Language Development Through Work.pdf

IPTR-EIR (2012), Développer les compétences clés pour rechercher un emploi - Outil pédagogique: Guider la mise en place d'une action de formation linguistique à visée d'insertion professionnelle. Paris: IPTR-EIR.

Un dispositif de formation linguistique à visée de recherche d’emploi
Développer les compétences clés pour rechercher un emploi est destiné aux acteurs intéressés par la mise en place de formation linguistique à visée de recherche d’emploi. Il apporte un appui méthodologique, mais ne constitue pas un modèle. Il doit être adapté aux contextes et complété dans une perspective d’évolution.

Job-search language training scheme
Developing Key Skills for Job Search is intended for those interested in setting up job search language training. It provides methodological support, but does not constitute a model. The scheme must be adapted to the context and followed with a view to its further development.

developper competences cles pour rechercher un emploi.pdf

Bärenfänger, O., Nitsche, N., and Plassmann, S. (2019), Berufsbezogene Deutschsprachförderung LERNZIELE A2-C1 [Job-related German language support Learning Objectives A2-C1]. Frankfurt am Main: telc gGmbH. www.telc.net

Framework that specifies learning objectives for work-related L2 German, A2 – C1, and is aimed at teachers and providers of ‘Berufssprachkurse’ (work-related language courses mainly for unemployed migrants, and jobseekers).
The framework aims to get migrants ‘language-ready’ for the labour market by upskilling to a higher CEFR level, and extending their German language skills to generic and transferable work-related situations. These skills are specified via functional scenarios, e.g. Discussing task distribution within a team.

lernzielkatalog spezial und basisberufssprachkurse.pdf

Recommendations for promoting German as a second language in the context of work

Position paper developed from the 2023 Zukunftswerkstatt (future workshop), Promoting German as a Second Language where it is needed: in the workplace.

Targeting decision-makers in politics, companies, trade unions and L2 education, this paper outlines how fair, effective, and sustainable work-related German-as-Second-Language support should be designed to complement existing initiatives.
Authentic case studies illustrate concrete language demands in different workplaces, and show how state-funded support does not meet the real needs of employees or employers.
The paper closes with concrete recommendations and demands, to expand support from the existing state-funded work-related L2 system in Germany.
Many recommendations will be relevant to other European countries as well.

Introduction in English, main paper in German.

LfW_Positionspapier_Fallbeispiele_23-10_06.pdf

EN_Position Paper_introduction.docx

Rabassini, A. (2024), “Il mondo del lavoro”: percorsi per studenti adulti del Primo Livello e di italiano L2, in EPALE Journal 15, pp. 94-98; Matellini Flamini, M., "Lavoro e istruzione degli adulti. Corsi di italiano L2 per studenti lavoratori", ivi, pp. 99-105.
The CPIA Alberto Manzi in La Spezia (Italy) is a centre for adult education. At the CPIA Alberto Manzi, several meetings with external experts have been organized, focusing on the world of work and targeting groups of adult students, both Italian L2 learners and students in the first two years of upper secondary school. Following an experimental phase in 2022-2023, the project was expanded and implemented in a more structured manner the following year. Andrea Rabassini's article outlines the key features of the program offered to participants, highlighting its success and outcomes, including in terms of glottodidactic (L2 teaching and learning) practices, and provides suggestions for making the initiative transferable. Margherita Matellini Flamini's article, on the other hand, offers a brief description of how certain Italian L2 courses were adapted within the same CPIA Alberto Manzi to meet the needs of its users. The latter, consisting entirely of workers — mainly from the shipbuilding and nautical sectors — exhibits specific characteristics that give rise to well-defined needs.

EPALE_JOURNAL_N_15_2024.pdf

Adapted from Education and Training Foundation (no date), Supporting ESOL Learners on Vocational Courses, Top Ten Tips. London: ETF. This resource offers practical guidance on how vocational education and training providers can support language development on their programmes. Available in English, French, German and Dutch.