Language in the Workplace and in vocational education YouRNI Karlsruhe 2018 Language in the Workplace and in vocational education Eva Götz

Language in the workplace Vocational Training in Schools and Companies Young refugees work together with other students from various educational and social backgrounds.

Language in the workplace Comments on Vocational education I can cope well at work, but I do not understand the lessons in school. I understand the work when somebody shows me how to do it. I do not understand the texts in my books. I have passed the B1 exam, but the language in my lessons now is very different. I cannot read or write fast enough to pass the test. I often try to say something, but I cannot get the meaning across to the other person. In math I can do the calculations, but I do not understand the texts.

Why is language level B1 not sufficient for vocational eduaction? Academic language versus everyday language in general subjects, Professional language versus general usage in vocational subjects

Language in the workplace Different registers of Language Ich gieße die Flüssigkeit ab. Da sehe ich etwas Braunes auf dem Boden. Als ich die Flüssigkeit abgoss, sah ich einen brauen Bodensatz. Wenn man die Flüssigkeit abgießt, erkennt man den braunen Bodensatz. Wird die Flüssigkeit abgegossen, zeigt sich der braune Bodensatz. Nach Abgießen der Flüssigkeit wird ein brauner Bodensatz sichtbar. Quelle: Schmölzer-Eigner: Sprachförderung im Fachunterricht. S. 18

Language in the workplace Language Registers I pour out the liquid. Then I can see something brown at the bottom of the glass. When I poured out the liquid I can see brown residue at the bottom of the container. When the liquid has been drained, brown residue can be seen. The liquid having been drained, brown residue can be observed. The solution having been decanted, brown residua becomes visible. Quelle: Schmölzer-Eigner: Sprachförderung im Fachunterricht. S. 18

Language in the workplace Professional language Long sentences with complicated grammar. Passive constructions with shortened subclauses. Nouns modified by several adjectives. Adjectives derived from verbs. Verbs with pre- and suffixes and different meanings. Polysyllabic and compound nouns Homonyms for instance „der Engländer“

Example: das kunststoffummantelte Präzisionsstahlrohr Denkendes männchen

Language in the Workplace Reactions What is the situation in other countries and school systems? How do you cope with the problem?

Language in the workplace Scope of the problem The difficulties arise in many groups of students, not just among refugees. Native students with German as first or second language are also in need of support. Vocational exams set a certain standard and are needed to master a trade. Trades are becoming more advanced with technological development. Professional skills pave the way to higher vocational education and therefore must not decline.

Language in the workplace What is to be done? School organisation and curricula? Teacher training? Schools? Teaching materials? Digital tools?

Language in the workplace Teacher Training Language should be included in all subjects. Teachers should be aware of problems surrounding professional language. Teachers should acknowledge that language deficiency is a possible reason for struggling students. Teachers should help the students to improve their language abilities along with academic or vocational skills.

Language in the workplace Introducing Language awareness Introducing language awareness into the teaching process means: Enabling teachers to identify language problems among students (diagnosis) Teachers can adjust to the language level of an individual students (or slightly above) so that they can follow the lesson (adjustment) Teachers have the knowledge and the material to help the students improve their linguistic skills (improvement)

Language in the workplace Adjusting the teaching material by Scaffolding

Language in the workplace Scaffolding as a teaching principle Scaffolding Individual support system for students Helps the student to understand new terms and processes Uses different teaching methods and channels if there are communication barriers

Literature Becker-Mrotzek , Michael: Sprachförderung in deutschen Schulen – die Sicht der Lehrerinnen u. Lehrer Ergebnisse einer Umfrage, Stiftung Mercator, Köln, 2012. Cummins, Jim (1979), Linguistic Interdependence and the Educational Development of Bilingual Children. In: Review of Educational Research 49, 222-251. Gibbons, P. Scaffolding Language, Scaffolding Learning. Teaching Second Language Learners in the Mainstream Classroom. Portsmouth, NH 2002. Kniffka, G., Neuer, B. (2008). „Wo geht‘s hier nach ALDI? – Fachsprachen lernen im kulturell heterogenen Klassenzimmer.“ In: Budke, A. (Hg.) Interkulturelles Lernen im Geographie-Unterricht. Potsdam, Universitätsverlag, S. 121-135 Leisen, Josef (2004): Der Deutschsprachige Fachunterricht: Inhalte, Herausforderungen, Perspektiven. In: Fremdsprache Deutsch 30., 6-14. Leisen, Josef (2010): Handbuch Sprachförderung im Fach. Sprachsensibler Fachunterricht in der Praxis. Bonn: Varus 2003. Leisen, Josef : Praktische Ansätze schulischer Sprachförderung – Der sprachsensible Fachunterricht http://www.hss.de/fileadmin/media/downloads/Berichte/111027_RM_Leisen.pdf vom 21.Nov.2011, 13.12.2012, 18:25 Uhr.

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