When you train bilingual apprentices April 2009

1. When you trainbilingual apprenticesApril 2009

2. Content • The apprentice’s background and challenges • Challenges for the training company • The 4 language competencies • Work place 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 limited vocabulary / variety in language • Possibly difficulties in reading / writing • Possibly from a country with a very different culture • 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. • 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. • Difficulties in adapting to the social life of the training company. • Limited or no possiblities for doing homework. • 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. • The trainer is not able also to support the apprentice in his/her language development. Training Consultant Lis Heichendorff, Aarhus/Denmark

5. Challenges for the training company • Moving from an unclear ”The apprentice does not speak well enough” towards pointing out, how to improve the apprentice’s language competencies. • 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. • Separating language competencies from professional and personal competencies, if an apprentice has difficulties in reaching certain learning objectives in the practice periods. • Supporting the apprentice in becoming a part of the social life at the workplace. Training Consultant Lis Heichendorff, Aarhus/Denmark

6. The 4 language competencies

7. Language competencies versus personal competencies • The apprentice is doing fine in spite of 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’. • Implementation of the language in a meaningful context and in interaction with others. • 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. • Technical terms. • Correct time expressions. • 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 ”pee” = to ”urine” • From ”use” = to ”application” • Explain abbreviations and make a list about abbreviations within your professional field Training Consultant Lis Heichendorff, Aarhus/Denmark

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

12. Set focus on the apprentice’s language right from the beginning. 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. Support and motivate the apprentice to also spending energy on the language issues. The trainer can delegate tasks, to be delivered as a written version and to be presented orally. If possible, take contact to your VET school and ask for a language observation in the company. Exchange experience with the VET school’s language teacher. In some countries (such as Denmark), it is possible to require language training during training periods in the companies. How can the company support the development of the apprentice’s language ? Training Consultant Lis Heichendorff, Aarhus/Denmark