1. Initial guidance for developing a programme to embed English language
teaching in Vocational Training
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Identify vocational courses or units for embedding English language
teaching through consultation with language teachers, vocational teachers
and students.
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It will be useful to discuss the project with local businesses to identify
gaps/needs in the local labour market eg the hospitality sector in Liverpool
encourages people of all backgrounds and languages to enter the industry
to meet needs of tourists, visitors and other customers; the Electronics
industry in Braila, Romania is closely linked with investment from the
Netherlands, but English will be needed as the working language for
students/businesses.
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It is essential that the senior managers of the institution/college support
the project concept, as it will require significant time and resources to
develop.
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A first step will be to “map” the vocational course or unit to consider the
level and range of English language skills that will be needed.
Consideration of the students’ starting level in English will affect the scope
of the overall work and the development of materials and, may require a
decision to develop the course at a particular language level.
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Vocational and English language teachers need to work together to
identify language used in the classroom and develop/adapt materials to
teach this, including glossaries.
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The development of the work needs to be regularly trialled and reviewed
to assess suitability and progress.
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In developing the project, on-going English language support linked to the
vocational area will be assessed. It is likely that extra English lessons
may be required as well as classes where the English teacher works
alongside the vocational teacher in the classroom or workshop.