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Enhancing language education in cross-border vocational education

The promotion of language learning plays a particularly important role in border regions, especially in professional and vocational education. The project will focus on innovative processes which facilitate the crossing of linguistic and cultural borders as well as on the development of CLIL methodology in professional settings, connecting research to real needs on the ground.
Related resources

Recent developments

Workshop February 2023

Voices from participants: Montenegro, Armenia, Denmark and Norway

Network meeting 2022

Voices from participants in Czech, German, French and Lithuanian


In the second half of 2021 the project team carried out a survey that was directed to teachers, teacher educators, students, researchers and agents in professional and vocational formation who live and/or work in a border region.

The promotion of language learning plays a specifically important role, especially in cross-border vocational education and training. So far, language learning only plays a marginal role in vocational education and training as the focus is often put on the training subjects. In border regions, in which different languages and cultures come into close contact, language learning and teaching are of special importance and can be seen as decisive factor for a successful cross-border labor market. 

However, practice and research show that specific concepts for language learning and teaching in vocational education contexts in border regions are still lacking. The project activities, pooling expertise from different border regions, attempt to close this gap (regardless of the current pandemic situation).

The aim of the survey was to help prepare a manual for teacher educators, teachers and their students including guidelines, training modules and a teacher portfolio.We were interested in experiences and needs regarding the following issues:

  1. language(s) and culture(s), especially in border regions 
  2. language learning and teaching, especially in border regions
  3. cross-border teacher education programmes 
  4. the planned manual

The survey is now closed. 

The project team is very satisfied about the broad resonance from teachers, teacher educators, learners and political and economic stakeholders in many different countries. We thank all participants for sharing their experiences, opinions and needs. The results will be very helpful in the further steps of the project. 

You will soon find first insights on this website.

Download the questionnaire (pdf)

Survey results

First insights

What do teachers, teacher educators, learners, political and economic stakeholders think about languages, plurilingualism and intercultural proficiency in cross-border working environments? What are their experiences? What are the main difficulties?

The first instructive insights from replies to the survey were discussed during a project team meeting in November 2021. Although there is a wide range of answers to certain questions, not surprisingly, in view of the specificity of each border region, there is great unanimity on certain issues, first and foremost: knowing languages is an asset for professional success.

The detailed analysis of all the responses will be helpful for developing concepts and pedagogical materials.