Taking into account the particularities of vocational education and training in the implementation of language curricula

Ans ter Haar, De Meerwaarde, BarneveldNynke Jansma, SLO (Netherlands institute for curriculum development)Strasbourg, 10 May 2012

VET in the Netherlands (see overview)

• Vmbo:pre-vocational secondary education- individual schools

• Mbo : senior secondary vocational education- so called ROC's, regional training centres with many different departments

Curriculum development in the Netherlands

• National level (macro): aims, content ("WHAT")

• Schools, teachers (meso+micro): further operationalization of the curriculum ("HOW")

Language education in vmbo

Examination syllabuses for languages in vmbo• One document for all foreign languages

English, German, French, Spanish, Arabic, Turkish

• Separate document for Dutch language

• General part plus specifications for different language skills

General points: intercultural and multilingual aspects

• knowing and handling one's own and other people's values and standards

• functioning as a democratic citizen in a multicultural society, also in international contexts

• understanding the role and importance of (foreign) languages in vocational contexts

• understanding the role and importance of languages in international contacts

Language curriculum at De Meerwaarde (vmbo)De Meerwaarde: app. 1650 students

Languages in the organisation

• Subjects centred in ‘subject areas’, e.g. people and society (geography, history, economics, ….) and foreign languages.

• Language of schooling (Dutch) and foreign languages are separate subject areas.

Languages in the curriculum• English and Dutch: compulsory in all years and

all levels• German:

– compulsory in year 2 of theoretical/combined track and advanced vocational track,

– compulsory in year 3 of advanced vocational track economic sector; optional in year 4

– optional in years 3 and 4 theoretical/combined track

• French and Spanish: optional as a course

Foreign Languages• Implementing the CEFR into the curriculum• Transition from textbook learning to task-based

learning • Tasks related to sector (year 3/4)• Learning by doing

• Taking EQF into account

Foreign languages and Europe

Present:• German: yearly trip to Dinslaken, Germany in

year 3

Goal:• English: training exchange in European country

(in combination with CLIL)

In Real

• An example: http://www.youtube.com/watch?v=nh_N-sgsR_U

• Live footage: “Small schools in one building”

Language education in mbo

Qualification dossiers mbo

• Separate dossiers for all courses / vocations

• Q.D. describes key tasks and work processes of the vocation.

• Required professional knowledge, skills and competencies are mentioned with each work process.

• Language competences are part of these (with specific discourse genres).

• Indication of CEFR levels for foreign languages.

Key Task 4 Working in Hospitality 4.2 Work process: Informs/advises the guest and takes the order Description: The Fast Food Manager/Entrepreneur welcomes the guests. He gains a sense of the guests’ needs and requirements, provides

information and/or advice, and makes proposals or suggestions regarding their order. He takes the guests’ order, with due observance of the relevant regulations and guidelines, and passes the order on if necessary.

Desired result: Guests are treated with due care and attention and in a cordial manner. Guests are informed and advised and place a commercia lly viable order. The order is taken and, if necessary, passed on so it can be prepared.

Competency

Component(s) Performance Indicator Professional knowledge and skills

H Convincing and influencing

Expressing and justifying ideas and opinions

Makes proposals and suggestions that encourage the guest to make a commercially viable order, ensuring that his suggestions are sound, so that the interests of the guest and the interests of the company are both met.

Knowledge of: etiquette drinks, dishes, components of

the menu, composition and preparation of dishes and combinations of drinks and dishes

the business formula and other relevant guidelines/regulations on safety, hygiene, the environment and quality

Skills: verbal communication skills verbal and/or writing skills:

Dutch, English and a second modern foreign language

I Presenting

Providing clear explanations and clarification

Coming across as expert and reliable

Tailoring communication to the listener(s) / viewer(s)

Provides guests with clear information and advice on drinks, products and dishes in an appropriate manner, tailoring his language and approach to the guest, so he comes across as expert and reliable and guests are properly informed. Then takes the order in such a way that the order can be prepared in accordance with the guest’s instructions.

K Using professional expertise

Use of profession-specific mental abilities

Has an insight into the different drinks, products and dishes, so he can inform and advise guests and the guest can place an order.

R Focusing on ‘customer’ needs and expectations

Identifying needs and expectations

Endeavouring to meet needs and expectations

Gains a sense of the guest’s needs and requirements and acts accordingly, so the guest’s needs and requirements are met as effectively as possible.

T Following instructions and procedures

Following prescribed procedures

Working in accordance with safety regulations

Complying with statutory guidelines

Bears the business formula in mind and acts in accordance with safety regulations and statutory guidelines when taking orders.

General requirements

Besides specific professional requirements:

• General examination requirements for Dutch, English and numeracy skills.

• General examination requirements for citizenship, including intercultural competence, understanding and respect for other cultures.

Language education in mbo

• 'Language policy' is decided at school level.• Departments make their own curriculums.• Differences in the way teachers work together.

• Double focus: – qualification dossiers– general examination requirements (CEFR,

Dutch framework of reference)

Foreign languages in mbo

• Number of languages taught varies (1 – 3)

• First foreign language: generally English

• Second / third foreign language: German, French, Spanish, other language (incidentally student's mother tongue)

Foreign languages in mbo (2)

• Action oriented approach: working with vocational language tasks (with specific discourse genres) – Integrated in vocational assignments– Separately, in language courses

• General programme for preparation of general examination (task based or other)

Foreign languages in mbo (3)

• Work place training abroad is stimulated, sometimes compulsory.

• Some schools offer bilingual / entirely English courses (CLIL), with international certification.

• Example: using foreign language in a professional setting; using a language task diary in work placement. www.filmmettaal.nl

Language task diary

Dutch language in mbo

• Importance of language skills for work, citizenship and personal life is widely recognized.

• Three-part approach:– using and training language skills in

vocational contexts (assignments, projects at school, work simulation, work place training)

– language lessons– individual support (remedial teaching)

Using and training language skills in vocational contexts

• Necessary for better results, to attain the required level of proficiency.

• Vocational teachers and language teachers work together.

• Language tasks are included in vocational assignments, projects.

• Vocational teachers teach in a 'language-oriented' way. (context, interaction, language support).

Vocational teachers need encouragement, training (e.g. by language coaches).

Using and training language skills in work place training

• Students sometimes receive special language assignments to do at the work place or keep a language task diary.

• Work place training supervisors are encouraged to pay attention to language proficiency and stimulate language use.

They need practical 'handles'. Example: "15 tips for language support at the shop-floor"

Language lessons and individual support

• Sector-specific learning materials are used, if available.

• Non-specific training for general examinations.

• More and more: diagnosis at the beginning of the course, individual support.

Disadvantage: no connections with vocational learning programme.

Examination of Dutch language in mbo

• Examination of language in vocational contexts– language examination totally included in

vocational examination or– specific language assessments / tests

• separate language examinations (general contexts)– part national examination (reading, listening)– part school examination (speaking, writing)