The role of the teacher/trainer
In order to make teachers linguistically sensitive while doing vocational training, there is a need to „train-the-trainer“. For the German context, you can find Can Do-descriptors in the SpraSiBeQ framework („Sprachsensibilisierung für Fachlehrende in der beruflichen Qualifizierung“): „The aim of this SpraSiBeQ framework curriculum is to develop the competencies of the two model educators who are necessary in order to be linguistically sensitive to the respective participants“ (translated from Kimmelmann et al. 2014, 8). Declarative knowledge in the field of teaching methodology is the following:
- The teacher knows linguistic structures that can cause difficulties to the participants/learners.
- The teacher has basic knowledge of the levels of the CEFR and the levels of the CEFR written competences.
- The teacher knows that within individual language competences linguistic-communicative activities (reception, production, interaction, language mediation) have to be evaluated differently (ibid., 13).
At the same time, the teacher knows the importance of multilingual resources, which can support subject-specific learning.
What does this mean in practice and how to benefit from these multilingual resources? Let’s have a look at two approaches: