Kimmelmann, Nicole
Dippold-Schenk, Katja
“It is the language that matters”
A Language Awareness Training for Adult Educators in Vocational Training
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Summary of the presentation -
Abstract
The paper presents first results of a German project conducted by an interdisciplinary team of
language didactic experts and lifelong learning researchers. It shows an evidence-based curriculum
for a language awareness training for adult educators, the didactic concept of the curriculum based
training modules and the evaluation results of these training workshops.
The paper correlates to lifelong learning in different ways. On the one side, it shows language
awareness as a present and future challenge to adult educators. Lifelong learning researchers
therefore need to cooperate with experts from language learning research in order to meet learner’s
needs and diversity. On the other side language, skills are emphasized as relevant skills for lifelong
learning processes. As language was seen mainly from the foreign language perspective for a long
time in lifelong learning research and policy, the paper shows the relevance of second language
acquisition as well as mother language learning through the life span for a successful competence
profile.
1. Language Awareness and Sensitizing as a Challenge in Vocational Training
Open borders that promote individual mobility between countries characterize the present situation
in European Life-Long-Learning. Through the Bologna Process and European Qualification
Framework, there is more recognition of qualifications and diplomas between different countries. A
changing law of recognition with respect to competences achieved in other countries when applying
for a permanent work permission in Germany has led to an increase of adaptation- and
requalification programs for adults with migration background. Integrating those foreign
professionals into the job market implies an adjustment of adult vocational training.
Adult educators in programs funded by the German government to promote these professionals in
their vocational skill acquisition are faced with culturally and linguistically diverse groups, struggling
with language problems that affect the learning processes in a massive way (Ohm, 2010).
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2. The project “SpraSibeQ”
Background of the project
The described challenges were faced in the project SpraSibeQ (Language Sensitizing and Awareness
of Trainers in Vocational Qualification Programs), financed by the Competence Centre for WorkRelated German Language within the national IQ-Network „Integration through Training“ (see
http://www.deutsch-am-arbeitsplatz.de/sprasibeq.html).
The project was conducted by an interdisciplinary team of researchers from three German
Universities in Erlangen-Nürnberg, Leipzig and Bielefeld. Including the perspectives of experts in
Vocational Education and Training (University of Erlangen-Nürnberg) and Second Language Learning
(University of Leipzig and Bielefeld) made it possible to address the linguistic demands of the target
group and challenges for adult educators both.
Objectives and aims
Aim of the project was to develop a framework curriculum for a modular training program for
specialist teachers to sensitize the specialist teachers for language awareness. Based on this
framework and an empirical needs assessment it was also an aim to provide a “toolkit” to link
professional and linguistic learning in daily working life as a way of language sensitizing.
The attempt at a precise definition of "Language Awareness" (LA) is a difficult undertaking, since this
includes voice attention, language-learning awareness, and knowledge about language, a conscious
understanding of how languages work, of how people learn them and use them. The Association for
Language Awareness (1992) defines “Language Awareness as explicit knowledge about language,
and conscious perception and sensitivity in language learning, language teaching and language use.”
As a following step specialist teachers need tools to link both - professional and linguistic learning.
The concept of language sensitizing (Tajmel 2013) enables adult educators in this field to successfully
deal with those needs of linguistic heterogeneous learner groups by entailing the raising of
awareness of the crucial role of language in knowledge transfer and equipping adult educators with
methods to promote the acquisition of vocational knowledge and language at the same time.
Consequently, there are also benefits for participants with no second language but poor levels of
education language skills in their mother tongue (Tajmel 2013, Kimmelmann et al. 2014).
To reach the aims and objectives the target plan included five steps respective phases within the
project:
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Empirical
Needs
Assessment
Framework
Testing of
3 Training
Modules
Evaluation
Modification
of the
Training
Modules
First step: Empirical needs assessment
Within this first phase of the project, we conducted a multi-perspective document analysis including
60 curricula and course descriptions as well as an analysis of 1.153 sides training and teaching
material, recorded from different text and task types used in qualification programs.
Additional we conducted a guided observation in 15 adult vocational classes (across different
sectors) analyzing 46 observation sheets in total.
Participants of these courses also filled in a questionnaire about their linguistic problems and
demands confronted with in the vocational qualification courses.
13 interviews with specialist teachers and 16 expert interviews demonstrate the trainers` perspective
about the language used and necessary in those qualification programs.
Second step: Developing a framework of 10 modules
These findings were reconciled with competence models and scientific basic literature about
language promotion/train the trainers programs. They were used as a base for a framework for
language awareness in adult vocational training. The framework was validated by an expert
conference (held in November 2013 in Hamburg/Germany).
The derived framework is structured along thematic modules including basic modules (B) and
advanced modules (A). Basic modules tries to build up an elementary understanding of relevant
processes and competences of trainers needed being faced with the described bilateral vocational
and linguistic challenge. Advanced modules can be chosen from participants purposefully to deepen
special aspects connected with language awareness and promotion in vocational qualification
programs. The graph shows the thematic and structural overview of the framework.
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Graph 1: Modules of the framework
Module 1
Recognizing and considering linguistic challenges in the course (B)
Module 2
Dealing with sociocultural aspects and multilingualism (B)
Module 3
Instructional language use (A)
Module 4
Reading comprehension, visualization & vocab. Development (A)
Module 5
In-class writing skills and professional life (A)
Module 6
Learner autonomy and learning strategies (A)
Module 7
Improving in-class communication (A)
Module 8
Language at work (A)
Module 9
Tasks and exercises (A)
Module 10
Support of linguistic competences (A)
Third step: Development and testing of three modules
Three language awareness trainings with adult educators to different aspects of the curriculum were
implemented in the cities of the participating universities. Topics included:
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A basic language sensitizing module to show the relevance of language and literacy to
vocational learning processes
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Oral communication within the vocational courses within plenum and group learning
processes
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Language aspects and difficulties in tasks, exams and exercises within vocational trainings
Between March and June 2014 three 1, 5 days modules were organized at all three university
locations. The trainings were held from external teacher-trainers in a two person team-teaching
procedure.
Step Four: Evaluation
The evaluation of the piloting phase was supposed to assess, if the didactic concept of the modules
and their materials for the outlined target group could be realized, targeted and addressed
adequately.
Step Five: Modification of the modules and framework
The findings of the evaluation were used for a modification of the tested modules and led to a
rearrangement of the framework.
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3. Description of the didactic concept
In order to motivate vocational trainers for participation in the modules and transferring the learned
approaches into their daily work the didactic concept was supposed to address participants` needs in
particular.
Following this target you are confronted with different problems connected with the high
heterogeneity of vocational trainers (Nittel & Völzke 2004), e.g. with respect to their own
educational background (Arabin 1996; Bastian/Meisel/Nuissl/Rein 2004, p. 23f.) but also some
special characteristics represented in unsecure job situations (freelancer).
A lack of solid training structures and corresponding empirically based and evaluated based
professionalization focusing this target group (Kraft 2006) are the consequence. The desire to offer
standardized trainings does not grow with the same extent in the area of teachers trainings (Nuissl
2000, p. 68).
Therefor the research team collected expectations of potential participants towards a training
program through interviews within the need assessment phase. The following aspects summarize
relevant factors from this empirical process describing the didactical for the concept development in
SpraSibeQ:

Working on concrete questions derived from the participants

Experiencing different changes of perspective itself (e.g. changing communicative roles)

Concrete benefits and materials for the practical field

Application of acquired knowledge within the course

Introduction of own experience into the course
With respect to these the research team made the decision for a highly action- and experienceoriented didactic concept training called ESRIA which is used for teachers in the field of foreign and
second languages (Legutke 1995, S. 8ff; Ziebell 2006, p. 35ff)
E–
Experience phase: Takes the experiences of the participants as an advantage and sets them
as direct starting point of further steps
S–
Simulation or self-awareness phase: Content is the experience in the role of their learners in
practice (simulation or discussion on video-based self-experiences)
R–
Reflection phase (period of reflection): Personal experiences are reflected with the help of
the following questions: How did I feel? What I liked, fun, support me, etc.? How did I learn?
In a second step, the participants reflect about whether and how this method may be
applicable and useful for their own target groups.
I–
Input phase: In the input stage should be the "theory-injection “via teacher lecture or cooperative forms of knowledge transfer
A–
Application phase: This phase involves the actual implementation of the contents of the
training on their own or provided practical materials.
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The following description of one ESRIA-Cycle used in training workshop of module 7 visualizes the
concept.
E – Experience:
The participants reflect on their own teaching experiences in teaching communication and exchange
their point of views in plenary on the results (e. g. Which form of communication dominates: Teacher
or learner?)
S – Simulation or Self-awareness:
The participants receive 5 minutes to work in a team of two groups and prepare a teaching situation,
in which they explain a topic. Afterwards there is a simulated situation of one group (explaining s.th.)
and the other group will observe the explaining situation (facing difficulties and successful
strategies).
R – Reflection:
The participants develop a common definition to the question, what are good features for explaining
and write down key points on posters.
I – Input:
Presentation to “10 characteristics of good explanation”, participants complete their posters with
features after the presentation.
A – Application:
The participants create individual dockets to “10 characteristics of good explanation” with support of
their posters.
This concept provides enough space for the professional practice of trainers. Their knowledge,
experience and the possibility of learning from each other are central elements. Putting themselves
in the role of their learners give them the advantage of changing their perspective. The need of selfreflection processes and the awareness of the difficulties of the learners can be supported (via direct
experience of the contents of the transfer to their own pedagogical action). ESRIA aims to expand its
own scope for action and the strengthening of professional self-consciousness. It includes so on
results of (biographical) teacher education research, which shows the relevance of the professional
identity, the teacher's personality and the knowledge gained through experience of the teaching staff
for the way, how and in what quality teachers perform their teaching).
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4. Research Design
The research design integrates a combination of different methods for a formal evaluation of the
modules. There was a special focus on the different forms of triangulation used – methodological
triangulation as well as investigator triangulation and data triangulation – which provided detailed
insights from multiple perspectives (Denzin 1970, S. 49).
Methodological triangulation:
In order to capture the perspective of the various actors and relate them to each other we combined
the results of 18 observations in the training workshops (Flick 2010, S. 281ff) with 81 questionnaires
of participants (compare Kirchhoff et al. 2010) after each module. Additional problem focusing group
interviews (Witzel 1985) with both teacher-trainers were conducted after each testing, which means
nine interviews in total.
Investigator triangulation:
We used two observers with different foci. The observer of the developing university observed the
trainer how he/she is handling the provided materials (practical guidance for trainers, sequenceplan). The observer from the workshop location observed the reaction of the participants towards
contents and presentation.
Data triangulation:
Researchers from the three participating universities encoded the same records in a rotation system,
using methods and rules of team encoding. The data analysis was conducted on three levels. Findings
for the didactic concepts were generated at the macro level and micro level.
Evaluation
Macro level:
- Content / Time
structure
Meta level:
- Preparation of
Trainers and
Participants
- Learning Outcomes
- Organization of the
Modules
Micro level:
- Didactic Concept in
Detail
- Fitting of the
Didactic Concept
to Participants
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5. Central Findings
The central findings concerning the didactic concept are summarized in the following graph:
Central Findings
Flexibility
Topic-TermRelationship
Change of
Perspective
Positive
Examples
Platform for
Exchange
Flexibility: The solid structure of constant sequences of phases has been described as conducive to
learning. However, both trainers, teachers and observer felt the fixed time constraints for the
sequence of subject areas as limiting and therefore expressed the desire for a greater flexibility and a
more open approach to the phases in future.
Topic-term relationship: The number of topics must be carefully considered and balanced. Fewer,
longer subject blocks within a unit, as implemented in the construction of unit 2, were thereby
judged less stressful and therefore more effective for learning.
Change of perspective: The trainers evaluated the change of perspective between teachers and
students as a successful basis in terms of their participants in practice. The survey of the participants
showed that even they felt the change of perspective in the simulation and self-awareness phase to
be particularly rewarding.
Practical examples as positive examples: Trainers and participants wanted more positive examples
for guidance for their own future implementation of the course content. Unlike negative examples in
the simulation, easier transfer was achieved through positive examples of what has been perceived
(this was also confirmed by the observers).
Platform for exchange of experiences: The data from all perspectives shows, that the exchange of
experience among themselves is seen as particularly important and desired. Participants use the
didactic model and in particular, the experience and application phases for discussion of examples
and problems from everyday life. Therefore, enough buffer times should be scheduled (help for time
management).
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6. Recommendations
From a didactical point of view, ESRIA can be seen as a suitable concept for the described target
group and objectives.
With respect to the diverse educational background of trainers in vocational training, you need to
consider about a basic educational training in addition the language sensitizing in order to build on a
common methodological basis in the training.
In addition, enough room for exchange must be part of the planning, as vocational trainers are
usually not part of fix professional networks.
A critical view towards the evaluation process and results also visualize, that there are some further
demands of research. In order to make general statements about the success of the didactic model it
requires the inclusion of additional data, which also show in particular, whether the necessary for the
transfer of what is learned in the training was realized.
Within the project, there was the limit, that the desired competencies were scale rated only on a
self-assessment by the questionnaire of the participants. Extensions of evaluation levels should be
taken into account, including based on the 4-level model of Kirkpatrick (1998) for example,
internships in the actions of the participants after the training, in particular also the comparability of
qualifications and the extension of the desired competence of the participants should be captured.
The need for adjusting didactic strategies for language learning for the training of linguistic not
professional vocational trainers makes interdisciplinary cooperation between VET and
second/foreign language learning necessary.
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Contact Details
Friedrich-Alexander-University Erlangen-Nürnberg (FAU)
Faculty of Business, Economics and Law
Chair for Competence Development in Vocational Contexts
www.beruflichekompetenz.rw.uni-erlangen.de
Prof. Dr. Nicole Kimmelmann
Nicole.kimmelmann@fau.de
Katja Dippold-Schenk
Katja.Dippold-Schenk@fau.de
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