Transcript Kiezen van beoordelingsformulieren

Taking into account the
particularities of vocational
education and training in the
implementation of language
curricula
Ans ter Haar, De Meerwaarde, Barneveld
Nynke Jansma, SLO (Netherlands institute for
curriculum development)
Strasbourg, 10 May 2012
VET in the Netherlands
(see overview)
• Vmbo:
pre-vocational secondary education
- individual schools
• Mbo :
senior secondary vocational education
- so called ROC's,
regional training centres with many
different departments
Curriculum development in the
Netherlands
• National level (macro): aims, content ("WHAT")
• Schools, teachers (meso+micro):
further operationalization of
the curriculum ("HOW")
Language education in vmbo
Examination syllabuses for languages
in vmbo
• One document for all foreign languages
English, German, French, Spanish, Arabic, Turkish
• Separate document for Dutch language
• General part plus specifications for different
language skills
General points:
intercultural and multilingual aspects
• knowing and handling one's own and other
people's values and standards
• functioning as a democratic citizen in a
multicultural society, also in international
contexts
• understanding the role and importance of
(foreign) languages in vocational contexts
• understanding the role and importance of
languages in international contacts
Language curriculum at De Meerwaarde
(vmbo)
De Meerwaarde: app. 1650 students
Languages in the organisation
• Subjects centred in ‘subject areas’, e.g. people
and society (geography, history, economics, ….)
and foreign languages.
• Language of schooling (Dutch) and foreign
languages are separate subject areas.
Languages in the curriculum
• English and Dutch: compulsory in all years and
all levels
• German:
– compulsory in year 2 of theoretical/combined
track and advanced vocational track,
– compulsory in year 3 of advanced vocational
track economic sector; optional in year 4
– optional in years 3 and 4 theoretical/combined
track
• French and Spanish: optional as a course
Foreign Languages
• Implementing the CEFR into the curriculum
• Transition from textbook learning to task-based
learning
• Tasks related to sector (year 3/4)
• Learning by doing
• Taking EQF into account
Foreign languages and Europe
Present:
• German: yearly trip to Dinslaken, Germany in
year 3
Goal:
• English: training exchange in European country
(in combination with CLIL)
In Real
• An example:
http://www.youtube.com/watch?v=nh_NsgsR_U
• Live footage: “Small schools in one
building”
Language education in mbo
Qualification dossiers mbo
• Separate dossiers for all courses / vocations
• Q.D. describes key tasks and work processes of
the vocation.
• Required professional knowledge, skills and
competencies are mentioned with each work
process.
• Language competences are part of these (with
specific discourse genres).
• Indication of CEFR levels for foreign languages.
Key Task 4 Working in Hospitality
4.2 Work process: Informs/advises the guest and takes the order
Description:
Desired result:
Competency
The Fast Food Manager/Entrepreneur welcomes the guests. He gains a sense of the guests’ needs and requirements, provides
information and/or advice, and makes proposals or suggestions regarding their order. He takes the guests’ order, with due
observance of the relevant regulations and guidelines, and passes the order on if necessary.
Guests are treated with due care and attention and in a cordial manner. Guests are informed and advised and place a commercially
viable order. The order is taken and, if necessary, passed on so it can be prepared.
Component(s)
Performance Indicator
Professional knowledge and skills
H
Convincing and
influencing

Expressing and justifying
ideas and opinions
I
Presenting

Providing clear
explanations and
clarification
Coming across as expert
and reliable
Tailoring communication to
the listener(s) / viewer(s)
Use of profession-specific
mental abilities


K
Using professional
expertise
R
Focusing on ‘customer’
needs and expectations

T
Following instructions
and procedures





Identifying needs and
expectations
Endeavouring to meet
needs and expectations
Following prescribed
procedures
Working in accordance
with safety regulations
Complying with statutory
guidelines
Makes proposals and suggestions that encourage the
guest to make a commercially viable order, ensuring that
his suggestions are sound, so that the interests of the
guest and the interests of the company are both met.
Provides guests with clear information and advice on
drinks, products and dishes in an appropriate manner,
tailoring his language and approach to the guest, so he
comes across as expert and reliable and guests are
properly informed. Then takes the order in such a way
that the order can be prepared in accordance with the
guest’s instructions.
Has an insight into the different drinks, products and
dishes, so he can inform and advise guests and the guest
can place an order.
Gains a sense of the guest’s needs and requirements and
acts accordingly, so the guest’s needs and requirements
are met as effectively as possible.
Bears the business formula in mind and acts in
accordance with safety regulations and statutory
guidelines when taking orders.
Knowledge of:
 etiquette
 drinks, dishes, components of
the menu, composition and
preparation of dishes and
combinations of drinks and
dishes
 the business formula and other
relevant guidelines/regulations
on safety, hygiene, the
environment and quality
Skills:
 verbal communication skills
 verbal and/or writing skills:
Dutch, English and a second
modern foreign language
General requirements
Besides specific professional requirements:
• General examination requirements for Dutch,
English and numeracy skills.
• General examination requirements for
citizenship, including intercultural competence,
understanding and respect for other cultures.
Language education in mbo
• 'Language policy' is decided at school level.
• Departments make their own curriculums.
• Differences in the way teachers work together.
• Double focus:
– qualification dossiers
– general examination requirements (CEFR,
Dutch framework of reference)
Foreign languages in mbo
• Number of languages taught varies (1 – 3)
• First foreign language: generally English
• Second / third foreign language:
German, French, Spanish, other language
(incidentally student's mother tongue)
Foreign languages in mbo (2)
• Action oriented approach: working with
vocational language tasks (with specific
discourse genres)
– Integrated in vocational assignments
– Separately, in language courses
• General programme for preparation of general
examination (task based or other)
Foreign languages in mbo (3)
• Work place training abroad is stimulated,
sometimes compulsory.
• Some schools offer bilingual / entirely English
courses (CLIL), with international certification.
• Example: using foreign language in a
professional setting; using a language task diary
in work placement.
www.filmmettaal.nl
Language task diary
Dutch language in mbo
• Importance of language skills for work,
citizenship and personal life is widely
recognized.
• Three-part approach:
– using and training language skills in
vocational contexts (assignments, projects at
school, work simulation, work place training)
– language lessons
– individual support (remedial teaching)
Using and training language skills in
vocational contexts
• Necessary for better results, to attain the
required level of proficiency.
• Vocational teachers and language teachers work
together.
• Language tasks are included in vocational
assignments, projects.
• Vocational teachers teach in a 'languageoriented' way. (context, interaction, language support).
 Vocational teachers need encouragement,
training (e.g. by language coaches).
Using and training language skills in
work place training
• Students sometimes receive special language
assignments to do at the work place or keep a
language task diary.
• Work place training supervisors are encouraged
to pay attention to language proficiency and
stimulate language use.
 They need practical 'handles'. Example:
"15 tips for language support at the shop-floor"
Language lessons and individual
support
• Sector-specific learning materials are used, if
available.
• Non-specific training for general examinations.
• More and more: diagnosis at the beginning of the
course, individual support.
Disadvantage: no connections with
vocational learning programme.
Examination of Dutch language in mbo
• Examination of language in vocational contexts
– language examination totally included in
vocational examination or
– specific language assessments / tests
• separate language examinations (general
contexts)
– part national examination (reading, listening)
– part school examination (speaking, writing)