When you train bilingual apprentices April 2009 When you train bilingual apprentices April 2009

Training Consultant Lis Heichendorff, Aarhus/Denmark 2 Content The apprentice’s background and challenges The apprentice’s background and challenges Challenges for the training company Challenges for the training company The 4 language competencies The 4 language competencies Work place language Work place language How can the training company support the development of the apprentice’s language? How can the training company support the development of the apprentice’s language?

Training Consultant Lis Heichendorff, Aarhus/Denmark 3 The apprentice’s background and pre-conditions for learning Possibly a short school education from the home country Possibly a short school education from the home country Possibly a limited vocabulary / variety in language Possibly a limited vocabulary / variety in language Possibly difficulties in reading / writing Possibly difficulties in reading / writing Possibly from a country with a very different culture Possibly from a country with a very different culture Possibly none or very limited learning strategies Possibly none or very limited learning strategies

Training Consultant Lis Heichendorff, Aarhus/Denmark 4 Challenges for the apprentice Believes herself/himself, that her/his language level is sufficient. Believes herself/himself, that her/his language level is sufficient. Starts an education in spite of that the education- preparing initiatives have caused difficulties. Starts an education in spite of that the education- preparing initiatives have caused difficulties. The apprentice does not understand the expectations from the training company, in spite having been guided during the practice-periods and informed by the school before practice. The apprentice does not understand the expectations from the training company, in spite having been guided during the practice-periods and informed by the school before practice. Difficulties in adapting to the social life of the training company. Difficulties in adapting to the social life of the training company. Limited or no possiblities for doing homework. Limited or no possiblities for doing homework. Limited knowledge about the society and culture in school or workplace. Limited knowledge about the society and culture in school or workplace. Problems in private life that shadow for the education and make regular participation and engagement impossible. Problems in private life that shadow for the education and make regular participation and engagement impossible. The trainer is not able also to support the apprentice in his/her language development. The trainer is not able also to support the apprentice in his/her language development.

Training Consultant Lis Heichendorff, Aarhus/Denmark 5 1. Moving from an unclear ”The apprentice does not speak well enough” towards pointing out, how to improve the apprentice’s language competencies. 2. Making clear, what can be defined as a sufficient language regarding the needs in work: Clarification of which part of the language has to be improved, in which way and how much time is available. Clarification of which part of the language has to be improved, in which way and how much time is available. 3. Separating language competencies from professional and personal competencies, if an apprentice has difficulties in reaching certain learning objectives in the practice periods. 4. Supporting the apprentice in becoming a part of the social life at the workplace. Challenges for the training company

The 4 language competencies SPEAKING LISTENING AND UNDERSTANDING WRITINGREADING Communication with colleagues, citizens, customers, affiliates, etc. Communication with colleagues, citizens, customers, affiliates, etc. Telephone conversations, small- talk, messages, conversations during breaks, reporting. Telephone conversations, small- talk, messages, conversations during breaks, reporting. Presentations at school and during practice. Presentations at school and during practice. Expression of opinions. Expression of opinions. Getting statements through in spite of language faults. Getting statements through in spite of language faults. Messages, technical terms, information, instructions. Messages, technical terms, information, instructions. Conversations during the breaks, small-talk. Conversations during the breaks, small-talk. Telephone conversations. Telephone conversations. Lessons at school. Lessons at school. Communication with customers, clients, colleagues, etc. Communication with customers, clients, colleagues, etc. Filling in schedules and blankets. Filling in schedules and blankets. Messages and notes. Messages and notes. Tasks at school. Tasks at school. Portfolio and log book. Portfolio and log book. Schedules and forms. Schedules and forms. Messages and notes. Messages and notes. Information search. Information search. Directions for use. Directions for use. Memos of meetings. Memos of meetings. Learning objectives. Learning objectives. Coordinating notes, interdisciplinary memos. Coordinating notes, interdisciplinary memos. Indexes. Indexes. Professional literature. Professional literature. Newspapers. Newspapers.

Training Consultant Lis Heichendorff, Aarhus/Denmark 7 Language competencies versus personal competencies The apprentice is doing fine in spite of insufficient language competencies. The apprentice is doing fine in spite of insufficient language competencies. The apprentice is doing less fine and insufficient language competencies. The apprentice is doing less fine and insufficient language competencies.

Training Consultant Lis Heichendorff, Aarhus/Denmark 8 Work place language From a ’learning arena’ to a ’practice arena’. From a ’learning arena’ to a ’practice arena’. Implementation of the language in a meaningful context and in interaction with others. Implementation of the language in a meaningful context and in interaction with others. There is a consequence for, what the apprentice is saying! There is a consequence for, what the apprentice is saying!

Training Consultant Lis Heichendorff, Aarhus/Denmark 9 Development of a professional vocabulary Create themes and word lists. Create themes and word lists. Technical terms. Technical terms. Correct time expressions. Correct time expressions. Abbreviations. Abbreviations.

Training Consultant Lis Heichendorff, Aarhus/Denmark 10 Technical terms, synonyms and abbreviations The apprentice’s language has often to be lifted (examples from health sector): From ”pills” = to ”tablet” From ”pills” = to ”tablet” From ”pee” = to ”urine” From ”pee” = to ”urine” From ”use” = to ”application” From ”use” = to ”application” Explain abbreviations and make a list about abbreviations within your professional field Explain abbreviations and make a list about abbreviations within your professional field

Training Consultant Lis Heichendorff, Aarhus/Denmark 11 Communication training Train the apprentice in Communication in tasks with customers, clients, colleagues etc. Communication in tasks with customers, clients, colleagues etc. Pronunciation, speaking speed, sound volume. Pronunciation, speaking speed, sound volume. The apprentice’s ability to understand. The apprentice’s ability to understand. Body language and eye contact. Body language and eye contact. Let the apprentice observe varying communication situations between the trainer and customers/colleagues/cli ents etc. Let the apprentice observe varying communication situations between the trainer and customers/colleagues/cli ents etc. Train the apprentice in writing logbook with focus on Work tasks Work tasks Technical terms Technical terms Time expressions Time expressions Interaction between theory and practice Interaction between theory and practice Vocabulary Vocabulary Learning objectives for the training period in the company Learning objectives for the training period in the company ”You cannot think yourself to a good spoken language – try!

Training Consultant Lis Heichendorff, Aarhus/Denmark 12 How can the company support the development of the apprentice’s language ? 1. Set focus on the apprentice’s language right from the beginning. 2. Trainers and colleagues should support the apprentice in daily work life: Correct obvious mistakes, include the apprentice into the conversations during the breaks, explain abbreviations, etc. 3. Support and motivate the apprentice to also spending energy on the language issues. 4. The trainer can delegate tasks, to be delivered as a written version and to be presented orally. 5. If possible, take contact to your VET school and ask for a language observation in the company. 6. Exchange experience with the VET school’s language teacher. 7. In some countries (such as Denmark), it is possible to require language training during training periods in the companies.