Languages serve as communicative and social tools that are the foundation of all learning and communication. Therefore, language competences in the workforce are strategically important to develop and maintain external contacts, such as with national and international customers, clients and patients. In addition, they are of importance internally within companies and work teams, where often people with different language backgrounds work together. VET programmes that prepare learners for future work situations, attract linguistically diverse cohorts. These can include young people who have resided in a particular country from birth or for a long time, as well as those who have arrived more recently in a country. 

Typically, many languages come in contact in VET programmes, such as the instructional language, any curricular foreign languages, learners’ family languages, and further languages that might be present in the workplace.   

Especially those learners who have newly arrived from abroad, often struggle linguistically and may drop out before completion of their course (Norwegian Ministry of Education and Research, 2021). Therefore, considering how languages are learnt, used and perceived in VET programmes is not just a practical concern, but also one of social justice and one related to equal opportunities for individual VET learners, and the wider economy (Blixen & Hellne-Halvorsen, 2022).  

Representatives of the LiVE network (Languages in Vocational Education) will present findings from four projects (Norway, Switzerland, Liechtenstein) that shine a light on technical, healthcare and trade-oriented vocational programmes, addressing the following questions:

• What language resources do learners bring to their VET programmes?
• How can newly arrived young people enrolled in VET programmes be supported to develop communicative competence in the locally dominant language?
• What additional languages do young people enrolled in VET programmes learn privately or desire to learn in the future?
• What is the role of English as a curricular subject, a language of instruction or a communicative tool in VET programmes in non-English dominant countries?

Drawing on qualitative and quantitative data from VET learners, as well as classroom and work-place educators, we discuss our findings with the help of critical perspectives and socio-culturally informed theoretical frameworks.

The findings presented in our symposium confirm for instance that, on the one hand, VET cohorts are likely to be highly international and multilingual (Meier & Styger), and on the other hand, that learners require language support not only to develop the language of learning where necessary (Andreassen; Brekke & Kjelaas) but also additional languages in which they may already have competences or in which they desire to develop competences (Andersen; Meier & Styger). Languages are also tied to identities (Meier & Styger; Andreassen), while apprentices’ language competences enable internal and external work communication and socialisation (Meier & Styger).

Our work has implications for VET colleges and workplaces that may not always be aware of their learners’ language competences or communicative needs. Our joint findings and considerations lead us to formulate a series of recommendations, which we will present in our symposium, above all that this research area deserves greater attention by VET programme leaders, teachers, workplace instructors, as well as respective employers, business leaders, policy makers and researchers. This is of significance, because linguistically diverse VET cohorts and work contexts are a realty for many; because workplace integration and learning is related to wider social participation and inclusion; and because multilingualism is a potential asset for individuals, employers and the wider economy.

Blixen, Tatjana Bru; Hellne-Halvorsen, Ellen Beate (2022). «All teachers are language teachers».Emergent Issues in Research on Vocational Education & Training Vol. 7. Section II in "Migration and Inclusion in Work Life - The Role of VET". p. 307-341. Bokförlaget Atlas. https://www.edu.su.se/polopoly_fs/1.597973.1644850145!/menu/standard/file/Migration%20and%20inclusion%20in%20work%20life%20-the%20role%20of%20VET.pdf Coray, R. & Duchêne, A. (2017). Mehrsprachigkeit und Arbeitswelt: Literaturübersicht [Multilingualism in the world of work: literature review]. Research Centre on Multilingualism, Université de Fribourg. Switzerland. http://www.institut-mehrsprachig- keit.ch/de/file/368 Norwegian Ministry of Education and Research (2021). Norwegian White Paper 2020-2021 The Completion Reform. Oslo. Meld. St. 21 (2020–2021) - regjeringen.no