enjoy language handbook english final

7/28/2019 Enjoy Language Handbook English Final

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HANDBOOK


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HANDBOOK for Teachers, Trainers

and the Tourism Industry


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This project (number: LLP-Ldv/TOI/SE/11/1383 - 2011-1-SE1-LEO05-08376 is carried out with the financial support ofthe Commission of the European Communities under the Life Long Learning Programme

3

The Partnership

SwedenProjektkoordinator

Folkuniversitetet Kristianstad

www.folkuniversitetet.se

Austria

BEST Institut fr berufsbezogene

Weiterbildung und Personaltraining GmbH

www.best.at

Bulgaria

Business Foundation for Educationwww.fbo.bg

Finland

Learnwell Oy

www.learnwell.fi

Greece

Institute of Entrepreneurship Development

www.entre.gr/site-en/

United Kingdom

Careers Europe

www.careerseurope.co.uk

LDV TOI Project Enjoy Language (n LLP-

Ldv/TOI/SE/11/1383 -2011-1-SE1-LEO05-08376)

This project has been funded with support from the European

Commission.

This publication [communication] reflects the views only of the

authors, and the Commission cannot be held responsible for

any use which may be made of the information contained
http://www.folkuniversitetet.se/http://www.folkuniversitetet.se/


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Contents1 INTRODUCTION ....................................................................................................... 62 INFORMATION ABOUT THE TOURISM INDUSTRY.......................................................... 82.1 Tourism in Europe ........................................................................................................ 82.2 Types of Tourism .........................................................................................................10

2.2.1 Cultural Tourism............................................................................................................................ 102.2.2 Activity Tourism............................................................. .............................................................. .. 102.2.3 Agrotourism................................................................................................................................... 122.2.4 Languages and Tourism........................................................ ...................................................... 13

2.3 Professions in Tourism ................................................................................................143.CREATING A POSITIVE LEARNING ATMOSPHERE........................................................ 173.1 Building Positive Relationships .......................................................................................183.2 Motivation .......................................................................................................................22

3.2.1. Motivation in language acquisition............................................................................................... 263.2.2 Motivational strategies.................................................................................................................... 263.2.3 Maintaining motivation.................................................................................................................... 273.2.4 Instrumental motivation.............................................................. ..................................................... 27

3.3 Activities to Encourage Motivation ..................................................................................293.3.1 Focus on ICT.................................................................................................................................... 303.3.2 Focus on Professions................................................................ ...................................................... 31

3.4 Gender Sensitive Teaching ............................................................................................323.4.1 Gender-fair Language..................................................................................................................... 333.4.2 Gender Preferences........................................................................................................................ 33

3.5 Valuing Diversity .............................................................................................................384 LANGUAGE LEARNING IN THE TOURISM INDUSTRY .................................................. 404.1 Required levels of proficiency ......................................................................................404.2 Language Training on Tourism Courses ......................................................................414.3 Availability of Training Materials...................................................................................425 LEARNING CONCEPTS -REACHING THE TARGET GROUP......................................... 445.1 Respecting Individual Learning Styles .........................................................................44

5.1.1 Body/Kinesthetic Intelligence:.......................................................... ........................................... 465.1.2 Interpersonal Intelligence:........................................................................................................... 46


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5.1.3 Intra-personal Intelligence:............................................................... ........................................... 465.1.4 Logical/Mathematical lntelligence:............................................................................................. 475.1.5 Musical/Rhythmic Intelligence:................................................................................................... 475.1.6 Verbal/Linguistic Intelligence:..................................................................................................... 485.1.7 Visual/Spatial Intelligence:.......................................................................................................... 48

5.2 Content Integrated Language Learning (CLIL) .............................................................495.3 Self-directed Learning ..................................................................................................535.4 Principles for guidance.................................................................................................54

5.4.1 Principle: Guidance on the participants - division of responsibility and facilitation of self-responsibility......................................................... ................................................................. ..................... 545.4.2 Principle: Guidance on biography.............................................................................................. 545.4.3 Principle: Ensure biographical continuity.................................................................................. 555.4.4 Principle: Focusing on competences......................................................... ................................ 555.4.5 Principle: Guidance on reflection................................................................................................ 555.4.6 Principle: Guidance on participation through transparency and interaction ........................ 565.4.7 Principle: Guidance on the process........................................................................................... 565.4.8 Principle: Guidance on the interests of the learners................................................................ 57

5.5 ODLOpen Distance Learning ...................................................................................585.5.1

Definition

........................................................................................................................................ 595.5.2 Time and place spectrums.......................................................................................................... 605.5.3 ODL Technologies........................................................ .............................................................. .. 605.5.4 Advantages of ODL...................................................................................................................... 615.5.5 Disadvantages of ODL........................................................... ...................................................... 625.5.6 How to get started in ODL........................................................................................................... 62

6 EXAMPLES OF TOOLS ........................................................................................... 657 REFERENCES ....................................................................................................... 68


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1 Introduction

Enjoy Language is a Leonardo da Vinci Transfer of Innovation project. It aims to support

training providers in the tourism industry by adapting, testing, disseminating and

mainstreaming language learning materials through innovative styles of informal language

learning.

The projects aims to forge strategic networks between employers, unions and providers of

learning opportunities, who will then test, disseminate, advise on and mainstream the project

results. This will increase cooperation between these institutions and add to a Europe-wide

knowledge of the issues. The methods and materials will be transferred and adapted from

the Love Language project, developed in Austria.

The project partnership has adapted and developed this handbook for training providers

working with young male language learners, specifically those working in the tourism

industry. The handbook also addresses key actors for lifelong learning and language learning

training policies. It aims to inform stakeholders in education policy, as well as those

responsible for the design of adult education programmes, on how to motivate people who

have so far been reluctant to take up language learning.

The handbook is intended to be used as a guide or a reference book for trainers/teachers,

providing answers to the various problems encountered in language learning. It specifically

focuses on the tourism industry, though the framework can also be used for other learning

situations where the end users reject traditional teaching styles. It is divided into several

different modules to allow flexibility within a framework of certain specific requirements (see

contents: chapters 17).

The Enjoy Languagetoolbox is a complementary resource designed for all adult education

and vocational qualification institutions, and is based on the project handbook. Due to the

modular structure of exercises, this collection of materials and methods can also be adapted

to suit a wide variety of learners.

The Enjoy Language resources are built on several principles, first of all that a basic

knowledge about current trends in the tourism industry will help to equip teachers and

students with the skills that are needed in the labour market this knowledge includes


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background data, industry information, forecasted development and needs analysis.

Secondly, that creating a positive learning atmosphere is key to maintaining studentsmotivation. Matters related to building positive relations, the role of motivation and strategies

to maintain motivation during the language learning process are particularly examined. The

specific needs in terms of language skills in the tourism industry are identified - training

providers are encouraged to keep these in mind when delivering tourism-related learning

programmes.

Learning concepts for reaching individuals within a group are analysed (learning concepts

are based on different approaches of teaching and ways of learning). Methods which include

a varied mix of information processing are emphasised: seeing and hearing, reflecting and

acting, reasoning logically and intuitively, analysing and visualising etc. Finally an

explanation of how to use the toolbox and some example activities are included before

getting started in the classroom.


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2 Information about the Tourism Industry

2.1 Tourism in Europe

Tourism is highly significant to the European economy. It accounts for more than 5% of direct

employment and a proportion of the European gross domestic product, not to mention the

great effect it has on other sectors of the economy. The tourism industry has seen stable

growth over the past few years and is forecast to continue this growth in the future. As a

result, the future skill requirements for the tourism sector in Europe are of particular

significance.

Despite the increasing competition in world tourism, Europe is still the leading destination

and has the highest concentration, and variety, of tourist attractions. If Europe wants to keep

its position as one of the leading destinations in the tourism sector, we need to understand

general trends in the industry and how to better prepare a skilled workforce. The capacity for

tourist accommodation throughout Europe shows a range of differences from hotels to

campsites. In general, the hotel sector is shown to lead the way in most destinations,

exceptions being regions in the west and south of France, the north-east of Spain, thecoastal areas of Belgium, the Netherlands and the United Kingdom. According to statistics, in

2000 there were approximately 200,000 hotels in the 15 Member States of the European

Union.

Throughout Europe, the tourism sector is one of the most important sectors of the economy,

accounting for more than 800 billion euros of the EU populationsexpenditure per year. It is

responsible for more than 30% of EU external trade in services, with associated consumer

expenditure said to reach more than 12%. Gross domestic product produced by the sectormakes up more than 5% of core industry and another 7% in the related economy. With more

than two million businesses and enterprises throughout Europe, the tourism sector creates

more than seven million jobs in the core industry (or 5% of the total workforce) and twenty

million jobs in total with the associated economy (or an additional 8% of the workforce). This

leads to the potential for creating more than 100,000 new jobs each year.

It is important to note, however, that Europe is still an internal experience - more than 85% of

tourists who visit Europe come from within the European Union, and although the leisure

travel is the most popular, 20% of all travel is for business purposes.


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Extracted from: Eurostat, Tourism Indicators, 2005-2010,

http://epp.eurostat.ec.europa.eu/statistics_explained/index.php?title=File:Tourism_indicators,

_2005-2010.png&filetimestamp=20111111133515

Trends in European tourism have shown that the industry is currently on the rise and figures

are set to double by the year 2020, representing more than 720 million estimated arrivals. In

particular the number of elderly tourists is predicted to increase, with cultural tourism

constituting a large segment of the sector.
http://epp.eurostat.ec.europa.eu/statistics_explained/index.php?title=File:Tourism_indicators,_2005-2010.png&filetimestamp=20111111133515http://epp.eurostat.ec.europa.eu/statistics_explained/index.php?title=File:Tourism_indicators,_2005-2010.png&filetimestamp=20111111133515http://epp.eurostat.ec.europa.eu/statistics_explained/index.php?title=File:Tourism_indicators,_2005-2010.png&filetimestamp=20111111133515http://epp.eurostat.ec.europa.eu/statistics_explained/index.php?title=File:Tourism_indicators,_2005-2010.png&filetimestamp=20111111133515http://epp.eurostat.ec.europa.eu/statistics_explained/index.php?title=File:Tourism_indicators,_2005-2010.png&filetimestamp=20111111133515


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2.2 Types of Tourism

2.2.1 Cultural Tourism

Europe has evolved into a consumer society, where consumption is driving production and

the cultural tourism market is becoming increasingly competitive. As tourists reject traditional

holiday resorts for cultural experiences in Asia and South America, Europe has to remain

competitive and use its resources to keep up with the demand. Many cities and regions in

Europe are constantly developing strategies to promote their cultural heritage, diversity andunique selling points in this rapidly growing market. Tourism campaigns are now typically

focused around festivals/events, theatre, shows, village and rural life, gastronomy, general

sightseeing, historic/religious monuments and other such activities.

Cultural tourism plays a very important role in particular for German tourists, who regularly

take holidays outside normal peak seasons, travel independently and spend more time in

one place.

2.2.2 Activity Tourism

The table below displays participation rates in a number of recreational activities in six

European countries, Canada and the United States from the 1990s to 2000s. In all countries

it seems that outdoor/activity tourism has gained popularity in recent years.


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Extracted from: Living Reviews, Outdoor Recreation and Nature Tourism:A European Perspective,http://landscaperesearch.livingreviews.org/Articles/lrlr-2007-2/

Behavioural trends of tourists have been best documented in the US, which show a clear

preference for all outdoor activities (when measured in terms of total number of participants).Walking, fishing and hiking are all popular tourist activities, followed by boating, camping and

hunting. To be competitive in the tourism industry the demand for these types of outdoor
http://landscaperesearch.livingreviews.org/Articles/lrlr-2007-2/http://landscaperesearch.livingreviews.org/Articles/lrlr-2007-2/http://landscaperesearch.livingreviews.org/Articles/lrlr-2007-2/http://landscaperesearch.livingreviews.org/Articles/lrlr-2007-2/


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activities must be met in Europe.

Extracted from: Living Reviews, Outdoor Recreation and Nature Tourism:A European Perspective,http://landscaperesearch.livingreviews.org/Articles/lrlr-2007-2/

2.2.3 Agrotourism

Agrotourism is a relatively new idea for a packaged product in Europe, dating back just over

a decade. Case studies in this report reveal that agrotourism is at different stages of

development throughout Europe, and so products (i.e. what is on offer to tourists) and the

language used to define it can differ from country to country. Despite this, there is no doubt

about its potential to grow as a tourism product across all of Europe. Many regional and

national organisations have recognised a need to co-ordinate strategies to promote

agrotourism and in many cases act as central booking agents.

Agrotourism in many countries consists primarily of lodging and meals on a farm. Host

families often remodel farm buildings into rustic lodging facilities, and then operate them as a

type of bed and breakfast (B&B) inn. Some farms, particularly in Switzerland, do little more

than clean out a barn and spread straw on the floor, upon which people roll out sleeping

bags - others provide fairly upmarket accommodation. Visitors often tour the farms, help out

with a range of farm tasks, have meals with the host family, and genuinely experience life on

the farm. What distinguishes many of these European farm accommodations from other rural
http://landscaperesearch.livingreviews.org/Articles/lrlr-2007-2/http://landscaperesearch.livingreviews.org/Articles/lrlr-2007-2/http://landscaperesearch.livingreviews.org/Articles/lrlr-2007-2/http://landscaperesearch.livingreviews.org/Articles/lrlr-2007-2/


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B&Bs is that most countries require they be real, working farms that derive a certain

percentage of the families income from agriculture.In England, 23% of farms provide some sort of commercial leisure service, such as fishing,

nature trails, picnic sites etc, while 24% of English farms provide overnight accommodation

and/or catering. In France, hikers and cyclists can follow a network of trails around the

country which lead from farm to farm. The Netherlands and some other European countries

have centralised clearinghouses for contacting and booking stays on working farms.

Agrotourism is often closely linked to cultural and nature tourism, which has experienced an

increase in annual gains of between 20 and 34% in the 1990s, compared to around 7% for

conventional tourism. Day and weekend trips to nearby rural areas are also gaining in

popularity as they offer a quick alternative to the rapid pace of urban living.

In Greece, as in most countries, agrotourism is still at a very early stage, although in some

countries in Europe, such as Austria and France, it is a sector that has existed for more than

one hundred years. In Sweden and Switzerland agrotourism reaches more than 20% and in

Austria it is higher than 10%.

Statistics and data show that agrotourism is an emerging and growing part of the tourism

industry which presents great opportunity for further development. The economic crisis and a

shift towards alternative types of tourism will lead to a further increase in demand for such

services. As a result, the sector of agrotourism holds great promise, while the need for labour

and skills in this sector are also high.

2.2.4 Languages and Tourism

The skills needed in the tourism sector can greatly vary depending on the type of labour and

the labour category. When looking at management in the tourism industry, there is emphasis

on transversal skills and managers most often have an educational background in marketing,

law, economics and accountancy. Managers are also expected to have computer skills,

management skills, product development, HR, marketing and sales skills as well as language

skills. They should also be able to communicate with important clients and customers, i.e.

have interpersonal skills.


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Skills categories, including supervisors, skilled workforce and low skilled, have indicated a

need for accounting, supervision, training skills, personal skills, computer skills and basicskills such as language, behaviour, culture and organisation. It is necessary to improve

training and skills to better serve customers and tourists.

According to the report by Cedefop Trends and skills needs in Tourism, staff for luxury

tourism should be equipped with educational and psychological qualifications, as well as

communication and sports skills. Travel reps are generally expected to be friendly,

enthusiastic, and communicative, should have organisational skills, take initiative and work

well under pressure. Additional requirements include the ability to provide sales and

customer service, knowledge of legal matters, familiarity with destinations, products and

services and computer skills. Other essentials include skills in foreign languages,

communication and presentation techniques.

Practical training programmes related to services in the tourism industry need to be

introduced in EU countries. As tourism expects its HR staff to be familiar with different

cultures and languages, practical experience and systems which enable the exchange of

best practice needs to be developed.

In general, the rise in tourism and the fact that total number of visitors to Europe is, and will

be, increasing each year means that learning foreign languages is necessary to better serve

the needs of visitors and ensure their satisfaction.

2.3 Professions in Tourism

There are two major stakeholders directly affected by the tourism industry in Europe: a) the

hotel and catering industry b) travel agents and tour operators. In some countries in Europe,

this sector also includes leisure parks, youth hostels, holiday resorts, casinos, as well as

tourism offices and tourist guides.

Hotel and catering accounts for more than 50% of all employment in the tourism industry a

figure of approx. five million salaried workers. Below is a table of tourism-related figures in 11

European countries.


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Extracted from: European Trade Union Liaison Committee on TourismETLC, What kind of

Jobs in Tourism, http://www.etlc-

network.eu/etlc/welche_art_von_jobs_im_tourismus/data/what_kind_of_jobs_in_tourism_-

_final_results_2001_en.pdf

The tourism sector has been known to create the most jobs in Denmark and Norway, while

eco-tourism is leading the way in Finland. In France, tourism is the leading sector offering

employment for young adults new to the labour market and this trend is also developing in

Spain. In Germany, a return to economic growth over the last two years has seen an

increase in the ratio of bed nights to salaried workers; however in Belgium, jobs in the

tourism sector seem to be primarily part-time. Jobs in travel agencies throughout Europe are

growing rapidly as Europeans have increasing amounts of time and money to spend on their

holidays.

Employers and HR managers agree that there is the lack of qualified employees available for

recruitment in the tourism sector. Social and personal skills are gaining preference as the

most important, while the ability to learn and work independently is also highly regarded.

Knowledge of foreign languages and specific IT/technology knowledge is often lacking.

There is an increasing demand for flexibility and multitasking as employers seek a

combination of skills, enabling them to have mobility within the sector (both geographical and

cross-occupational). Given the economic situation in Europe, employers are looking for ways

to reduce cost and this has also had an effect on labour. Employers apply informal

recruitment procedures which either do not acknowledge the experience of employees in the

sector, or lead to the recruitment of unskilled labour to reduce total labour costs.
http://www.etlc-network.eu/etlc/welche_art_von_jobs_im_tourismus/data/what_kind_of_jobs_in_tourism_-_final_results_2001_en.pdfhttp://www.etlc-network.eu/etlc/welche_art_von_jobs_im_tourismus/data/what_kind_of_jobs_in_tourism_-_final_results_2001_en.pdfhttp://www.etlc-network.eu/etlc/welche_art_von_jobs_im_tourismus/data/what_kind_of_jobs_in_tourism_-_final_results_2001_en.pdfhttp://www.etlc-network.eu/etlc/welche_art_von_jobs_im_tourismus/data/what_kind_of_jobs_in_tourism_-_final_results_2001_en.pdfhttp://www.etlc-network.eu/etlc/welche_art_von_jobs_im_tourismus/data/what_kind_of_jobs_in_tourism_-_final_results_2001_en.pdfhttp://www.etlc-network.eu/etlc/welche_art_von_jobs_im_tourismus/data/what_kind_of_jobs_in_tourism_-_final_results_2001_en.pdfhttp://www.etlc-network.eu/etlc/welche_art_von_jobs_im_tourismus/data/what_kind_of_jobs_in_tourism_-_final_results_2001_en.pdf


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As a result, the difficulties and problems within the tourism sector are apparent. Emphasis onsocial dialogue at all levels and in learning processes is essential.


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3. Creating a Positive Learning Atmosphere

Learning a foreign language can be an enriching experience for everyone it is a form of

communication influenced by combination of factors, including the social context of learning,

social relations between those communicating and attitudes to the new culture. Language is

not only a communication system; it represents a cultural code that gives information about

cultural norms, values, traditions and rules of behaviour. Foreign language skills allow a

deeper understanding of other cultures and lifestyles, open horizons, promote intercultural

communication and help us overcome our personal and national barriers.

Learning languages can sometimes become dull and boring, for example, when a curriculum

focuses strictly on learning vocabulary and grammar. If classes are centred the students'

needs and are tailored to their interests, it can be motivating, exciting and interesting, not

only addressing the transfer of knowledge but developing new skills.

This handbook aims to combine the experience and focuses on what would most influence a

positive atmosphere conducive to language learning, how to motivate students for active

participation and commitment. The handbook will also introduce didactical approaches and

concepts that have been tested and/or researched within the Enjoy Languagepartnership,

with proven success in reaching the target group. They focus on raising motivation and

respecting individual learning styles, propose content integrated learning and self-directed

approaches. They challenge teachers and learners to reflect on their role and their

responsibility in the learning process.

In this part of the handbook, we discuss matters related to building positive relations, the role

of motivation and strategies to facilitate motivation during the language process. Particular

attention will be given to the content of teaching and its role on creating a positive learning

atmosphere, including the role of teachers and their coaching skills. We will focus on

sensitivity and respect of cultural differences during the learning process.


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3.1 Building Positive Relationships

Language serves as a method of communication and connection between people, and an

environment for interpersonal cooperation. It is used to share thoughts, feelings and desires,

knowledge of ourselves and the world. Motivation to participate in foreign language classes

would be increased if learning were not only by books, but connected to a different place

where we communicate with other people and create positive relationships. In today's

technological world, real communication with new people is always a possibility, and so

hours of language learning are important to encourage communication between people in a

positive, friendly environment.

Building a positive relationship has many aspects and can be influenced by several factors. It

is essential to create an environment where all students feel recognised and valued. Classes

should be small enough to provide the personal attention each student needs. Many students

feel more comfortable participating in classroom activities when they already know their

teacher and their peers. Creating a safe and comfortable environment where everyone feels

like a part of the team is one of the most significant factors in encouraging motivation. Doing

so may take time as students adjust themselves to a new setting.

From the beginning of the school/course, you can accommodate students with a bright and

colourful classroom, with pictures and projects completed by the previous year's students.

This gives students the impression that learning the target language will be easy and

enjoyable. It also gives students a chance to learn from what is present in the environment

and is possible to do in an informal language learning situation. Pair and group activities can

be used from the very outset, reducing the pressure of teacherstudent interaction and

allowing students to feel recognised by their peers. The feeling of belonging to a united

group is one of the strongest motivational factors at the beginning of a school year/course

year.

An ice-breaker that you could use to start this process is the nickname activity.

Students/language learners can invent and write down a nickname (or use a nickname they

already have). Arranged in a circle, each student has to stand up and explain his or her

nickname. Along with introducing themselves, this fun activity gives students a chance tocreate a friendly and flexible classroom atmosphere.


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Another approach is to encourage learners to personalise their learning environment.Providing students with a learner-centred, low-anxiety learning environment has a great

impact on language acquisition. Personalising the environment can relax students and

encourage a friendly atmosphere, which will increase their desire to learn and develop their

language skills. Students who feel safe and comfortable will feel more secure taking

chances; they will display greater motivation to read aloud in class or write an essay without

the fear of being criticised. A holistic learning approach with various possibilities of

environment and strategies, including group activities, will encourage learners to achieve

their objectives.

As previously mentioned the training location should be a place which is comfortable and

stimulating for all students. Besides the main classroom, teachers should offer a variety of

learning environments. The Enjoy Language Toolbox offers various examples on how to

diversify learning places and environments in order to raise motivation and have fun with

language learning. The use of different learning environments is particularly suitable for

teaching foreign languages to people involved in the tourism sector, as they can choose

places and contexts similar to the their working environment.

The coaching skills of trainers, such as communication skills, are also central to building

positive relationships with the students. Teachers and trainers should jointly aim to develop a

feeling of respect, trust and partnership with their students. In such an environment, students

will be given the opportunity to express themselves and will gain more self-confidence. They

will become aware of the fact that they can keep up with the group and reach their aims in

language learning. Most of all, it is important to actually listen to what the students are

saying, teaches and trainers should try to make sure they confirm what they have understood

as much as possible.

What is right for the teacher or trainer may not necessarily be right for the young male

language learner. In developing self-confidence and sustainable motivation, learners need to

feel respected. Additionally, most communication comes from the tone of voice and body

language as opposed to actual words. A person can usually detect, even if not on a

conscious level, if someone is not being genuine. Teachers and trainers need to be honest

whilst being sensitive.


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It is known that males are success oriented and therefore part of building positiverelationships among students is giving positive feedback and reinforcement. This will

encourage and increase the students' self-esteem. A student who feels a sense of

accomplishment will be better able to direct his or her own studies and learning outcomes.

Both positive and negative comments influence motivation, but research indicates that

students are more affected by positive feedback, praise and success.

Some researchers consider self-esteem is crucial in the learning process (Gertrude

Moskowitz [1978:1]). When teaching a foreign language it is essential to build a creative

atmosphere where individuals feel good about themselves, they are then sure to be more

motivated to use the foreign language. As well as positive feedback, highlighting the best

aspects of students workand giving clear explanations about their mistakes is essential for

progression. Students respect teachers who assess their work on its merits, and this in turn

encourages them to begin assessing themselves.

A way of building positive relationships and increasing the confidence of students is byinvolving them in different group activities (giving exercises in pairs and in groups). Small-

group activities and pair work boosts students' self-confidence and are excellent sources of

motivation. Group work can give quiet students a chance to express their ideas and feelings

on a topic because they find it easier to speak to groups of three or four than to an entire

class. Once students have spoken in small groups, they usually become less reluctant to

speak to the class as a whole. Group activities allow students not only to express their ideas

but also to work cooperatively, which increases class cohesion and thus motivation.

An example of such an exercise is to divide students into pairs and ask them to discuss their

favourite tourist attraction in their hometown. People will be connected by both personal

relations (hometown and what the student likes) by their professional guidance - tourism.

To build a positive classroom atmosphere and positive relationships, it is important that each

course module has/is:

adjusted to the students skillsand level, if the level is too high then students will lose

interest, if too low they will not feel challenged


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an interesting topic for the target group

at a suitable pace according to the students capacities.

a selection of tools and exercises

Social skills are extremely important for people working in tourism and exercises which

develop these skills will make the lessons more meaningful for students. Social skills include

communication, problem-solving, decision making, self-management, and interpersonal skills

that allow people to initiate and maintain positive social relationships with others. Deficits or

excesses in social behaviour interfere with learning, teaching, and the overall organisation

and atmosphere of the classroom. Social skills are in essence the personal equivalent of

marketing skills in business.

Concerning the issue of gender, the partnership clearly points out that our young male target

group is not a homogeneous group. Gender intersects with a range of other factors, including

developmental and sub-cultural factors, which affect each students experience of foreign

language acquisition. Some students may have experienced a tension between being

masculineand getting on in school, resulting in a reluctance to participate in class and to

demonstrate their masculinity, thus making school an overall negative experience. However,

not all males identify with aspects of masculinity that conflict with educational engagement,

there are many boys who do successfully integrate into schooling.

We have to be careful to distinguish between different groups of people who may be

regarded as outsiders, as they have different profiles and different problems. In any case

there are special requirements for working with difficult or needy young language learners.

In order to minimise the emotional drain, it seems that the key lies in whether teachers and

trainers are performing superficial acting or deep acting. Superficial is where someone

would feign being pleasant whilst inside she/he is loathing the situation and/or person,

whereas deep acting is where someone changes the way she/he feels towards someone

with a more positive attitude. [2]

People who seem to engage in deep acting found their jobs more personally rewarding.

Some ways of learning how to deep act can be taken from the acting world by finding


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people who demonstrate the according behaviour: What are their motivations? How do they

see the world?

By trying to develop sympathy for the person or people considered as difficult to deal with,

teachers and trainers could begin to enjoy their role and reduce potential stress. It is

essential for teachers and trainers to be balanced and confident in their direction. This allows

for a degree of flexibility in responding to students reactions, yet is not so vague that

students feel that the teacher or trainer is not in control. Good teachers are not controlling,

but in control. They remain calm and willing to modify plans, but they dont getting stuck in

endless useless discussions.

3.2 Motivation

Many Europeans already understand the numerous personal and professional advantages of

knowing another language but it is also important to understand why many others do not

currently study languages. They may regard language learning as irrelevant to their lives,

too academic, too time-consuming, too boring, or they may have been put off by their

experiences at school. Whatever the reason, imaginative solutions are required to overcome

their reluctance to learn.

Motivation is at the heart of successful language learning, but what is motivation in the field

of teaching and learning? How can we define and categorise motivational techniques? Which

of them could attract young male students? How can we incite motivation and long term

interest in foreign language acquisition?

The term motivation describes:

Why people decide to do something, how long they are willing to sustain the activity [ and]

how hard they are going to pursue it.[3]

In general, this motivation has to be self-motivation. Students have to be doing something

because theywant to do it. Motivation is fuelled by the prevention of pain and the pursuit of

pleasure. Some of the should goals that have to be done to achieve the want goals are

often prevention of pain. Even if paying bills may be annoying and inconvenient, you are


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motivated to do it to avoid the greater inconvenience of paying fines etc. Pain can be

indicated by unusually high levels of stress and anxiety.

The pursuit of pleasure is an equally powerful and positive motivator. Pleasure can come

under the guise of a great feeling, for example when you are proud of something you have

done. Research shows that one of the intrinsic reasons we do things is not necessarily to

obtain financial rewards, but social rewards such as praise and admiration from others.

Many researchers are working on motivation to study foreign languages. Some of them are

exploring the relationship between motivation and a second language. According to Gardner

and Lambert [1972] in the field of second language acquisition,two main kinds of motivationare identified:

Integrative motivation to learn a second language in order to identify oneself with

the community that speaks the language (cfr. R. Gardner Social psychology and

second language learning: The role of attitude and motivation, 1985)

Instrumental motivation to learn a second language in order to meet urgent needs

and desired goals, such as to get a job or to ask for specific information (cfr. R.

Oxford & J. Shearin, Language learning motivation: Expanding the theoretical

framework, 1994).

While instrumental motivation relates to growth and research (personal and professional),

integrative motivation involves identity, personal preferences, peer group and community

acceptance - therefore, it also covers stereotypical male interests like football, cars and

music etc.

According to Gardner [1985] overall motivation is better because it supports and justifies the

effort required to master the language. Dornyei [1990] asserts that the importance of overall

motivation fits well to a bilingual community (studied second language) but is not suitable for

learning the language as a foreign language. At a later stage, Gardner [1985] distinguishes

between those who develop language in a bilingual environment and those who only study in

the classroom. However, at the centre of his research, interest continues to dominate the

overall motivation. According to Ely [1986] it is sometimes difficult to distinguish between full

and instrumental motivation. He believes that both the overall and type of instrumental


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motivation are positive factors for the strength of motivation. This fact is confirmed by studies

of other theorists [Au, 1988; Horwitz, 1990, Crookes and Schmidt, 1989 cit. in Oxford, 1992],who argue that a single type of motivation cannot be consistently superior in terms of

language learning.

There are numerous factors which influence the motivation of the individual, the main ones

being a means of expression, desire, willingness to learn, perseverance, interest, pleasure,

classroom incentives, benefits of knowing a foreign language and more. In this sense,

knowledge of students specificmotivations, and how to design lesson plans that reinforce

this motivation, is an important educational matter. Material and tasks need to be exciting,

workable, appropriately challenging and easy to understand.

Topic choices and content are important for motivation. Below is a list of subjects or methods

that can be used to motivate students:

Sport

Favourite sports team

Famous people who speak different languages

Media

Accelerated learning

Michel Thomas

Link words

Tony Buzan

Mind mapping

Brain gym

ICT

Techniques

Perfect Day exercise

Film making, drama, pantomime

Games, online, creation of, board games

Event organisation

Derby School

PowerPoint


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You Tube

Songs, popular music texts, karaoke singing

Talent shows

Teach a friend/family member a language

Cover lessons

Love

Involvement of parents

Tools and methods for combating inhibitions (acting)

Support for busy teachers

More stimulating material for high achievers (fast tracking, learning more than one

language)

Link words

Fighting

Teasing each other

Plotting

Fishing

Intensive lessons

Work experience abroad

Exchanges

Holidays (adventure)

Vocational guidance abroad

Outdoor education

Motor shows

Video conferencing

Business development

The challenge of focusing language training on the topics which are interesting to young

male students brings key educational principles into question. In general, language courses

should not be limited to gender stereotyped contents, roles and expectations, but provide

flexibility to ascertain and respect individual interests within learner groups.


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3.2.1. Motivation in language acquisition

Motivating young adults in acquisition of a second language is not only a question of why

they have to learn it, but also how long they are willing to sustain the activity. In order to

stimulate male learners interests and motivation, its also important to show them language

learning as a process of reaching a major goal. Both these problems, why and how long,

are especially felt by younger students. For example, trainers can facilitate motivation by

helping male learners identify short-term goals and reflect on their progress and

achievements in language learning. In this way, its possible to measure progress on a time

scale and estimate the usefulness of the short term language learning process. It provides a

purpose and avoids the sense of it being a waste-of time.

Students can help themselves achieve their goals by determining their own language needs

and defining why they want to learn the language. Having goals and expectations leads to

increased motivation, this in turn leads to a higher level of language competence. We as

teachers should encourage students to have specific short-term goals, such as

communicating with English speakers or reading books in English. No matter what these

goals are, we should help students set and pursue them.

Example: Europass Language Passport

The Europass Language Passport is a tool that offers a link to a major goal in vocational

guidance and development. It could be used to raise the topic of vocational aims, mobility,

experiences based on internships abroad etc.

Learners can access self-assessment tools and checklists to identify skill strengths and

weaknesses, record the use of practical experience in any single task and/or track their

progress on meeting a language learning goal, i.e. how to ask time/date.

3.2.2 Motivational strategies

Its important to design a framework of motivational strategies in order to broaden the range

of choice available to teachers. [4]


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Dornyei offers his own framework, based upon three key units:

Creating/generating the basic motivational conditions i.e. setting the scene formotivational strategies: for young male learners, focusing on integration granted by

a second language knowledge;

Maintaining learnersmotivation - a main challenge for teachers and could be done

through self-assessment tools as well as by facilitating the learners autonomy;

Encouraging a positive learner self-evaluation - working on the way learners feel

about their accomplishments in order to make each feeling positive.

Dornyei shows three strategies:

relating attributions to effort rather than ability;

providing motivational feedback;

increasing the learner satisfaction experience after task completion.

3.2.3 Maintaining motivation

Following this framework of motivational strategies its clear that the real challenge for a

teacher and trainer is the second key unit. Maintaining a male students motivation during a

second language learning process could be made easier by encouraging learner autonomy.

During the learning process its important for teachers to guide learners to being responsible

for their own learning and become a mentor. Trainers have to encourage young male

learners to imagine a conversational situation in which they could be involved, to select their

own topics and start a discussion in a foreign language, or to share an experience with the

rest of the class.

Students have to be able to usea second language rather than just learning about it. By

expressing a personal interest in the foreign language, older learners feel that theyre actively

involved and that they are not limited to a passive learning process.

3.2.4 Instrumental motivation

As previously mentioned, integrative motivation is the real driving force behind young male

students progress in a second language. However, this does not mean that instrumental


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motivation can be forgotten some students will be working towards goals such as a

qualification. Teachers should be aware of maintaining and enhancing instrumentalmotivation through a goal-oriented programme:

Teachers must clearly understand the goals of students and organise a programme

which meets them. Its good practice to set up an individualised package of teaching

methods which targets learnersspecific goals

Instrumental motivation (i.e. engagement) is enhanced by teachers and trainers giving

praise and encouragement, particularly when given one-on-one attention. Beware:

overuse of praise and encouragement can reduce its reward value and even seem

condescending to learners - knowing how and when to provide encouragement is a

part of the trainers professional development and will mostly be a process of trial and

error.

Theories of motivation generally seek to explain why and how individuals choose, perform,

and persist in various activities, but ultimately, they are also expected to provide insights to

those whose job it is to motivate others. Indeed, teachers are more interested in finding out

what they can do to overcome deficits in students motivation to learn than they are inexplanations of what accounts for variance in language proficiency (a typical preoccupation

in research). More specifically, teachers are eager to find ways of increasing the quantity

and quality of students engagement in learning activities, since students active participation

in class helps everyone learn more efficiently, and makes life more pleasant in the

classroom.

Language teachers cannot effectively teach a language if they do not understand the

relationship between motivation and its effect on language acquisition. Motivation fluctuates

and it is challenging to keep language learners' motivation at a constant high level. When

designing a language course, teachers must take into consideration that each learner has

different interests and expectations.

The core of motivation is what might be called passion, which relates to a person's intrinsic

goals and desires. Successful learners know their preferences, their strengths and

weaknesses, and effectively utilise strengths and compensate for weaknesses. Successfullanguage learning is linked to the learners passion and instructors should find ways to

connect to this passion.


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Learners need quality instruction, input, interaction, and opportunities for meaningful output,not only to make progress, but also to maintain motivation for language learning. A good

teacher should tap into the sources of intrinsic motivation and find ways to connect them with

external motivational factors that can be brought to a classroom setting. This is especially

significant when the language being taught is not seen as important to the students'

immediate needs, other than to pass exams. Because individual learners have different

reasons for studying a language, it is important for instructors to identify these and develop

proper motivational strategies. Students should understand why they need to make an effort,

how long they must sustain an activity, how hard they should pursue it, and how motivated

they feel toward their pursuits.

3.3 Activities to Encourage Motivation

Materials and tasks are essential for increasing motivation for learning a language. They

have to be exciting, workable, appropriately challengingand presentedin an understandable

manner, allowing the promotion of successful performance by students. This is a way to

changeanynegative attitudesand stereotypesthat canundermine themotivation ofstudents

tolearn a foreignlanguage.

Male students in particular often feel alienated from foreign language learning because of

their earlier experiences of learning vocabulary and grammar in formal language classes.

They lack the motivation for success in school, which very often leads to a lack of self-

confidence. The language classroom is important and essential for most learners to

understand the structure of a language and its grammar, however there is hardly ever

enough time in the classroom for the language teacher to go beyond this learning process.

Designing a curriculum that engages students, gives them regular feedback and a sense of

accomplishment, as well as giving them real choice (as opposed to variety) is the teacher's

strongest and most powerful tool.

Learners need time to acquire a new language. This is where content-based programmes

are of interest because the main focus is on the subject, not on the language. The learners

motivation will increase as it helps them to build self-confidence and a can do attitude.


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According to Munoz and Nussbaum (1997), using content-based programmes is one way of

providing extra exposure of the target language in foreign language settings, it alsocompensates for the very limited exposure learners get from traditional foreign language

instruction. The corresponding product of this project, the Enjoy Language Toolboxprovides

a variety of exercises and methods on how to involve male language learners in activities

and exercises by referring to the special requirements of the target group.

3.3.1 Focus on ICT

In todays high-tech learning environment, it would be unfair to limit learners to traditional

methods. Encouraging students to relate their classroom experience to outside interests and

activities makes developing language skills more relevant. For example, computer-assisted

language learning can involve playing computer games, or be linkedto computer programs

that the students are interested in using. Listening to foreign language songs, watching

foreign language films or videos, and reading foreign language web sites can lead students

to broaden their perspective on their language acquisition process.

Computer games, internet downloads and electronic communications cover the young male

interests. Whereas the latter is nearly used to the same degree, the general frequency of

internet use differs significantly according to gender - on average young females only use

computer games and downloads half as often as males. They also show fewer competencies

in handling computers than males. Studies prove that the internet is used more by boys and

men due to their fascination with technology, games and pleasure [5].

It is well known by the Enjoy Languagepartnership that the young male target group, and

especially students who are under-achieving, respond favourably to the use of information

and communication technologies (ICT) as a means of engaging them in learning activities.

Many of the lessons involved in this project have drawn on the motivational and educational

powers of ICT, and teachers and trainers can adapt, modify and add tools accordingly.

The interactive nature of many new technologies helps create learning environments where

students can learn by doing, receive immediate feedback and continually build new

knowledge and enhance their level of understanding. This enables students to learn


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vocabulary and further language skills. Sometimes the learners also lead their teachers in an

area where they are often experts and teachers or trainers are learners.

ICT that has an emphasis on application, and tailoring education to the needs of individual

learners is also supportive of a shift in practice to more learner-centred approaches. This

encourages the active participation generally preferred by the majority of male students in

the learning process, rather than the passive absorption of knowledge.

Teachers need to assess and understand how to reach all students by understanding how to

introduce ICT into course concepts of foreign language acquisition. The Enjoy Language

Toolboxprovides relevant examples focusing on music, downloads and information research

via the internet.

3.3.2 Focus on Professions

How could a foreign language course benefit from the interest of young male learners in

vocational guidance? What could be done by teachers and trainers to guide the learners in

preparing for the global working world they are about to or have already entered?

The general objective of vocational guidance is to help individuals find a profession or an

occupation. In order for this to be done successfully the individual needs to take an inventory

regarding his interests, skills, qualities, experience and personal and social needs. To select

a fitting occupation or a profession, we need to be aware of factors that influence vocational

choices, as well as personal values and preferences.

A language course may be of added value for learners if content is directly related to their

career. Given the target group of this project - young men involved in tourism - special

exercises with clients in a restaurant, cafe, taxi, hotel etc. can be included. Career related

tasks may also be a particular study of the terminology frequently used in the tourism sector.

Foreign language learning can also be geared towards developing various soft skills which,

as we discussed earlier, are an essential part of the skills needed to work in tourism -

communication skills, working with different clients etc. Examples of learners' experienceworking with difficult clients, different situations, funny misunderstandings, stories about the


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coolest customers, etc. Presenting the materials using direct experience of learners

experience will help to capture the learners interest.

3.4 Gender Sensitive Teaching

Gender does not refer to the biological differences between men and women; it identifies the

social relationships between men and women bound by cultural and societal structures. The

fact that gender in itself is a learned behaviour based upon the cultural and social norms

specific to an individual means that gender roles are a dynamic evolutionary process and

vary across the globe.

Gender-fair teaching challenges educators to recognise and accommodate different learning

styles. Teachers, trainers and training providers who focus on helping learners should be

knowledgeable about the effects of gender, in particular its impact on the vocational

education of their target group. Sensitivity to gender means taking gender into consideration

in all activities.

Males learn their gender roles in sandpits, playgrounds, schoolrooms, camps, churches, and

hangout places, and are taught by peers, parents, brothers, sisters, coaches, teachers, and

just about everybody else. They feel the pressure of the "boy code" in the classroom just as

much as anywhere, and it can be very detrimental to their education when boys are labelled

as "troublemakers" and "hyperactive", they may also be afraid to express themselves in the

classroom.

A gender-sensitive course concept helps male language learners to reflect on their

experiences and attitudes in learning/education, and to empower their integrative and

instrumental motivation. Another important task of gender-sensitive language teaching is to

support those who have chosen a line of work considered unusualfor their gender. In order

to achieve their full potential as individuals, the students should be aware that many of the

limitations and expectations of men and women are social constructs and that, therefore,

they may have to challenge or reject established gender roles.


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The approach the njoyLanguage partnership takes to teaching gender issues focuses on

two aspects: one is the linguistic, particularly the grammatical sense; the other is the human,cultural sense of gender.

3.4.1 Gender-fair Language

People try to solve this mystery in both the grammatical and cultural sense of gender. As

most nurses are women, English marks a deviation from the "norm" by adding the prefix

"male."

Gender-fair language, therefore, is inclusive language, in which you say what you mean. For

example, if both genders are meant, then say "men and women". Avoid using male pronouns

by switching to plural forms (i.e. students/their). Titles such as "chairman" and "fireman" are

inappropriate. Non-biased titles include "chair" and "fire fighter".

3.4.2 Gender Preferences

Concerning the human, cultural sense of gender, several existing studies have demonstrated

that females and males learn differently [6]. There is a significant difference in learning style

preferences between males and females. As such, it is the responsibility of teachers and

learners to be aware of learning style preferences to improve learning. Teachers need to

understand how to reach all learners and assess how to present information in multiple ways.

By being aware of different learning styles, teachers can help learners to determine their

preferences more effectively, both in and out of the classroom. As a learner, it is vital to be

aware of your own preferences in order to choose the right study techniques. Information and

instruction which doesnt fit the preferred style can always be adapted.

In general, the studies on males' and females' learning differences have concluded that more

females are relational learners, whereas males are more independent learners. More males

indicate a preference for applied learning styles (i.e. using every-day-life experiences as a

basis of learning), whereas females prefer abstract (i.e. numerous reading assignments,

organised learning materials, and knowledgeable instructors').


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It has been reported that males have a preference for rational evaluation and logic, whereas

females use "elaborative" processing in which they tend to seek personal relevance orindividual connections with the material being taught.

Research also suggests that the majority of male learners are multimodal learners [7],

including visual input (learning from graphs, charts, and flow diagrams), auditory (learning

from speech), read-write (learning from reading and writing), and kinesthetic (learning from

touch, hearing, smell, taste, and sight) whereas females prefer uni-modal learning.

Research further suggests that, whereas many females may prefer to learn by watching or

listening, males generally prefer to learn by doing, i.e. engaging in an action-oriented task.

Throughout our pilot courses we observed young male learners who were so resistant to

reading books in class that they literally tossed them aside to pursue more hands-on

activities. Some of these same students have been motivated to read on a computer, which

allowed them to have fun acquiring the foreign language by scrolling through the pages using

a keyboard or mouse.

German studies prove that the internet is used by girls and women as a goal and user

orientated tool, whereas fascination with technology, games and the internet are of

importance to boys and men [8]. The preferred learning styles and methods of young males

are as follows:

The teacher leads from the start. Assertive, but friendly.

Lessons are constructed of a series of short, varied activities.

The lesson objectives are explained on the board

Brief, short tasks, preferably visual

Multimodal learning

Male friendly learning styles tend to be kinaesthetic, visual, and logical

Active learning

Challenges

Competitions

Quizzes


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Sociable learning

Group work

Questions are directed at individual learners rather than whole classes

Make use of information and communication technologies (ICTs)

At the end of each activity the teacher gives honest but positive feedback. When

possible, praise should be given in private.

Least popular learning styles

Copying from the board

Listening to the teacher

Worksheets

Writing on their own

Reading on their own

Preferred attitudes

Males tend to be more achievement oriented (whereas females are more social and

performance oriented)

Males tend to attribute their success in the classroom to external causes

Mainly males focus on eradicating weaknesses and limiting the amount of damage

Due to their fear of expressing themselves in the classroom some males tend to be

labelled as "troublemakers" and as "hyperactive"

(Therefore) teachers tend to give more attention to male learners

Studies on males' and females' learning differences have also concluded that males are

likely to attribute their success in the classroom to external causes, such as teaching,

whereas females generally see their success are being directly related to their efforts in the

classroom. This suggests that males tend to be more externally focused, but females tend to

be more introspective and self-critical. [9] In class many male learners will engage

themselves more readily using hot-seating or role-play as it is less personal when tackling

issues of self-esteem.


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A more complete picture of the differences between men and women and their learning

styles is presented by Bulgarian professor Ivan Ivanov from University of Shumen. [10]Variousquestionnaires have shown the following conclusions about men:

less motivated thanfemales to learn

highly developedskills inselectinginformation- important and unimportant

logicalthinkers

tend tobring theadditional argumentsto provea thesis

averageabilityto memorisetexts

prefer to receive information visually

prefer a sensoryexperience intraining,

the learning processis highlyemotional;

faith in authorities, experts, rules, the teacher, but confident in his own opinion, the

least likely to seek advice and assistance

prefer to study more in silence, in bright light in a cool environment in less formal

design environment;

more volatile, learning depends on their mood;

exhibit less persistence in the pursuit of their goals for learning;

prefer uniformity in training, structured lessons;

fear of error, incorrect opinions, risk;

strictly one-way thinking;

more assertive;

prefer to study alone rather than with peers;

prefer their parents to have an active attitude towards learning;

prefer their teachers to have an active attitude towards their learning,

very sensitive to hunger - learn better if they are full;

learn best early in the morning can study well before noon, cannot learn well after

lunch;

consistency in decision making;

moderate influence of previous experience in problem solving

These resultscan be taken intoaccount when designingcurricula content.


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According to European policy, it is the responsibility of VET training providers, teachers and

learners to be aware of gender aspects within our society, particularly within vocationaleducation and training. They should learn about gender mainstreaming, value people for

their differences and reflect on how gendered perspectives influence our daily life. The

following quiz therefore aims at providing some foodfor thought.

Example: Gender Quiz

If your father was a nurse and your mother a bricklayer, would you

a) say men are better nurses?

b) say nursing and bricklaying were fine professions?

c) tell your friends he was a doctor and say she worked for a building firm?

Your mother goes out to work and your father stays home and looks after the house. Do you

a) tell everyone about it as often as you can?

b) think it is strange and keep quiet about it?

c) get annoyed when people laugh about it?

If a girl friend of yours got hurt playing football in a mixed team, would you

a) say it could have happened to anyone?

b) tell her football is too rough for girls?

c) blame the boys for not being more considerate?

A male learner arrives at the course with his finger nails painted red. Do you

a) say they really suit him?

b) tell him he must be out of his mind?

c) ask the rest of the boys in the class why they don't do it too?

If you applied for a job and the manager was a woman, would you

a) decide you didn't want the job?

b) say how pleased you would be to work for her?


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c) not even notice?

You go out with friends one evening; he is wearing a skirt and she's got trousers on. Do you

a) ask them if they feel comfortable?

b) congratulate them on the shock they've given the waiter?

c) tell them it's not Halloween?

Imagine you had a sister who did bodybuilding and a brother who was a ballet dancer. Would

you

a) never mention them in public?

b) hope they were both successful?

c) carry pictures of them to show to peopleat every possible opportunity?

3.5 Valuing Diversity

Respecting diversity and differences between people is another very crucial aspect of

creating a positive learning atmosphere. We live in a diverse society: there are younger and

older people, some people have disabilities, others are from different countries, some people

are straight and others gay some have children and others choose not to have them.

Managing diversity refers to the experience of human differences and commonalities, an

experience which is becoming increasingly relevant to peoples daily lives in the 21st century.

In order to be successful, all kinds of organisations (training sector, public administration,

business, etc.) must confront equality and diversity issues. It is important to be open to

difference, and to celebrate it, so that we can benefit from a range of personalities and

talents.

Students have their own expectations, interests, needs and personality characteristics, which

must be taken into account as much as possible. Working in groups sometimes makes it verydifficult to recognise the differences and specificities of each individual. When learners are

well informed about the training structure right from the beginning of term, their differences


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can be covered and their expectations fulfilled. For example, tutors can specify particular

rules for a certain group: either as formal guidelines for the duration of the lesson, orguidelines related to how you treat people when they talk, work, exercise, etc.

Guidelines for different lesson scenarios can be elaborated at any time: allow flexibility to

dedicate time to an interesting topic such as curious facts, questions and discussions. The

aim is to identify the working style of the group, establish appropriate guidelines and rules for

working together and ensure the diverse needs of each participant are met.

The topic of diversity is an interesting discussion for the classroom, particularly as

professionals in the tourism industry will come across many different kinds of people. A

discussion on this subject will enhance their personal and social skills.

The corresponding product of this project, the Enjoy Language Toolbox provides some

exercises and methods on how to involve male language learners in recognising individual

needs and valuing every point of view.

As you can see there are many factors that contribute to creating a positive atmosphere for

learning foreign languages. A professional environment means a pleasant and desirable

place to learn about new languages, cultures and human relationships.


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4 Language Learning in the Tourism Industry

For tourism professionals, skills such as knowledge of foreign languages and the use of IT

are gaining importance. Having a decent level of English and knowledge of up to three other

foreign languages is a necessity for most jobs in the tourism industry.

But how can employees in the tourism industry keep up their language skills and learn other

international languages? We believe an analysis of language learning in the tourism sector

should be placed within a wider discussion targeting those involved in language learning. We

need to be clear on the required levels of proficiency, where to find language training

providers and the availability of courses and training materials.

4.1 Required levels of proficiency

According to the Cedefop report on Trends and skills in the tourism sector , many national

tourism organisations in Europe have identified a lack of language skills as being a common

problem and even a competitive disadvantage. [11]

In addition, the European Reference Framework for key competences for lifelong learning

highlights eight key skills and competences that all individuals need for personal fulfilment

and development, active citizenship, social inclusion and employment:

communication in mother tongue

communication in foreign languages

mathematical competence and basic competences in science and technology

digital competence

learning to learn

social and civic competence

sense of initiative and entrepreneurship

cultural awareness and expression

Competence in a foreign language is defined as having the right language skills to workwithout any further training. In the tourism industry a second and third language is often

required.


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Communication in foreign languages is based on the ability to understand spoken messages,to initiate, sustain and conclude conversations and to read, understand and produce texts

appropriate to individual needs.An individuals level of proficiency will vary between the four

dimensions (listening, speaking, reading and writing) and between different languages, and

according to that individuals social and cultural background, environment, needs and/or

interests. [12] As professions can differ with

enjoy language handbook english final

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