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Vocational languages/applied learning
Principles of teaching
Designing the syllabus
If your students are following a main course of study which is not languages, eg a BTEC National in Business or Hair and Beauty, find out as much as you can about what they will be studying in their main course and try to link the language learning in. This could mean:
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Using some of the same resources they use in their main course, designing the syllabus for the language element with the vocational team, observing people on the job. Hear how one teacher prepares a syllabus for Air Cabin Crew learning Spanish. |
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Finding out some of the tasks students may be carrying out in their chosen vocational area and plan to simulate such tasks in the foreign language: see this video clip of Air Cabin students carrying out air safety instructions. |
| Asking the students what they feel it would be useful to learn and the kind of language they think would be useful for their future or current job. This makes students feel a part of the learning process and is very motivating for them. | |
| Be aware that even basic language can be taught within a context, eg numbers, greetings and directions. For example, students on a technical course like motor vehicle, engineering or construction will be more interested in practising numbers linked to measuring quantities or distances as opposed to learning numbers in order to buy products in a supermarket. Instead of teaching students to be able to say ‘My cat’s name is Horace’, why not teach them to say ‘My colleague’s/boss’s/customer’s name is Horace’! | |
| Plan realistic activities which may last for several weeks and which develop in complexity both in terms of the task and of the language. For example, you may decide to send an e-mail to the students in the language asking them to set up a programme of events for a visiting football team or for a group of colleagues coming from head office. This could involve students organising an induction session, planning a schedule of activities and preparing presentations in the language. The activities could be simulated or even real. |
The following example resources, contained on CILT’s Vocational Languages Resource Bank, are part of a programme of linked activities undertaken by students at Loughborough College on a BTEC National course in Business. The first activity is to attend a meeting, to which students are invited by email in Spanish, to find out about opportunities for working at the company’s offices in Spain. Interested parties are then asked to complete a CV and letter in preparation for an interview. Students are then asked to design a business card, which they present at their interview for the post. These activities take several weeks to complete and follow a logical and realistic pattern of tasks which students find engaging and motivating.
- Plan to include some technical vocabulary or words specific to a vocational area. This does not have to include difficult words but could, for example, be job titles related to a particular area, words for different types of cars (for motor vehicle students) typical tools used within a trade. For an example, see this list of words used for hair and beauty students at University College Birmingham (doc 225 KB).
- Choose the right qualification to match your students’ needs (see section on ‘organisational issues' for further information).
- Don’t rely on text books, which for these kinds of courses often do not cover the topics or vocabulary your students need. You will certainly have to develop some of your own resources (see section on resources for further information).
In the classroom
You may well be teaching students whose primary learning aim is not the foreign language or students who are not confident in language learning. These students need a different approach which will inspire confidence in them and allow them to achieve in small, bite-sized chunks.
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Plan for a variety of activities within a single lesson, being careful not to spend too much time on each one so that students start to lose attention. If students struggle with one activity, they may thrive in another. In particular, take care about the amount of time you spend giving teacher instruction, especially when introducing new language concepts. Do a little bit at a time and then get students practising as soon as possible to consolidate. Listen to this teacher talking about the importance of changing activities regularly and see some boys in action! |
| Get the students doing things, moving around the classroom and practising their speaking skills as much as possible. Opportunities for students to play language games in small groups, to do exercises on a computer and to simulate real-life working situations will give students more confidence. | |
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Always explain to the students why they are learning that particular piece of language and what relevance it may have for their chosen vocational area. See this example of a teacher describing the usefulness of learning directions to students who work in workshops. |
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Use the target language throughout, even with beginner students! They may be daunted at first but they will soon get used to it and appreciate the added confidence it gives them with the increased exposure to the language. |
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Encourage the students to have a go and to enjoy having a go. Stress that the language does not have to be perfect in order to communicate and give lots of praise when they do something right. |
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Wherever possible, make links with local businesses and try to arrange either for employers to come into the classroom or for visits to be made to local companies. This will open the students’ eyes in terms of meeting people who do actually use another language in their job and help them see possibilities for themselves. See this example of students on a company visit to AESSEAL in Sheffield, as part of the International Business Communications (formerly VIPS) scheme. |
