Banque de ressources

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