Banque de ressources

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

The CPIA Alberto Manzi in La Spezia (Italy) is a center 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 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