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    Languages, disciplines and professions

Enhancing language education in cross-border vocational education

Overview
Examples of
border regions
Cross-border vocational education
Plurilingualism
Intercultural competences
Languages, disciplines and professions
Cette page sera disponible en français en 2024. Veuillez vous référer aux pages en anglais pour le moment.

Carte des régions frontalières

Les régions frontalières d'Allemagne-France-Luxembourg-Belgique, Allemagne-Danemark, Pologne-République tchèque et Lituanie-Pologne revêtent une importance particulière pour ce projet. Veuillez cliquer sur la carte pour en savoir plus sur une région particulière.

Plurilingual and inter-/pluricultural competences are of special importance for language education in cross-border vocational education contexts, but it is also essential to choose suitable teaching methods and to know how communication in multilingual teams work. In this section, you can discover different teaching methods and ways of integrating them into your teaching contexts. Further, you can find out why English is not always the appropriate language for communication, how many languages can be part of a successful company communication and why this is important for vocational language learning and teaching in border regions. Start to discover right away:


Teaching methodologies


One, two or multiple languages?


Multilingual resources in professional practice


The role of mobility

What you will learn in this section

  • English as a lingua franca plays an important role in professional communication. At the same time, multilingualism in companies should be promoted, because it fosters language and culture awareness and thus can help to reduce misunderstandings in communication.
  • Promoting competences in English AND in other languages should be encouraged, as well as the reflection on language to foster Multilingual Language Learning Awareness, to aquire intercomprehensive strategies, for example, especially in border regions.
  • Language teaching and learning should also focus on (inter)cultural aspects.
  • An objective should be to promote (language) learning by doing through authentic contact situations with/in other languages, especially with the neighbour's language in border regions (e.g. through internships, tandems...).