In the framework of the European Year of Creativity and Innovation the LLP Italian National Agency - Leonardo da Vinci sectoral

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2 The brochure called Languages knowledge as a factor for competitiveness and employability. The construction of a conceptual map on Vocationally Oriented Language Competences has been realised in the framework of the activities of the 2009 workprogramme of the LLP Italian National Agency - Leonardo da Vinci sectoral Programme related to the European Language Label. The brochure is edited by: Natalia Guido, Claudio Maria Vitali and Michela Volpi, under the supervision of Marina Rozera. Data collection, normalization and processing was edited by Tito Giustozzi and Marilise Varricchio. The brochure was also realised with the contribution of Agnese Addone. The conceptual map in this brochure was designed by the Think Tank Language Group, whose members are: Paola Berbeglia, Anna Brancaccio, Giuseppe D Angelo, Elisabetta Delle Donne, Roberta Grisoni, Natalia Guido, Monica Lippolis, Rosario Maniscalco, Giuseppe Nuccetelli, Armando Occhipinti, Maria Antonietta Timi, Andrea Villarini, Claudio Maria Vitali, Michela Volpi, and with the participation of Agnese Addone. For further information on the European Language Label, see the website or contact the LLP Italian National Agency Leonardo da Vinci sectoral Programme (Via G.B. Morgagni, 30/e Rome Italy Tel Fax ). Printed on December 2009

3 Introduction In the framework of the European Year of Creativity and Innovation the LLP Italian National Agency - Leonardo da Vinci sectoral Programme decided to valorise its ten-year experience gained within the European Language Label by creating a new tool focused on the specific connection between foreign languages knowledge, business competitiveness and individuals employability. The non-immediate comprehension of the phrase Vocationally Oriented Language Competences (VOLC) highlighted the relevance but also the problems related to the existence and adoption of micro-languages - or vocational languages - within working environments. Micro-languages mastery level increasingly contributes to create competitiveness and chances to enlarge the market as well as to set and strengthen relationships and to increase turnover. But vocational languages use may also mean, for individuals, a potentially more active presence within the labour market, as it makes them more competitive workers in comparison with those lacking such a mastery. To narrow the gap between education and work, the use of transferred knowledge should be increased, especially if it is particularly relevant in relation to productive contexts requirements: this condition can be satisfied if languages teaching is performed by taking into account the needs of working contexts where those languages will be later on used. There is abundant literature available on this topic: definitions, methods, tools and needs analysis are widely discussed in many articles, meetings and conferences as well as in employment contract articles and personnel selection procedures. What seems to be obvious is that the learning of Vocationally Oriented Language Competences takes place especially within informal and non-formal contexts, with all that follows: lacking of certifications, tests and structured updating and persistence of this knowledge at unspoken level, which has never been internalized and capitalised in productive organisations. It is, at the same time, clear that there is the need to quickly intervene on not to modify what already exists but to detect real working paths and to define roles, competences and investing levels. If the European Union competitiveness lies on the quality and the quantity of individuals acquired and expressed knowledge, then the VOLC should be a key element of vocational education and training policies and procedures, apart from the contexts in which they develop. Many are those involved to perform this goal: numerous points of view, perspectives, interests, expectations, experiences and action margins. Defining and asking proper and specific working questions and hypothesis can contribute to arrange and to shift from a general, elegant and ethical attention to the several involved systems on these competences (work and education systems) to a concrete, sustainable, programmable and valuable attention and activity. Due to the aforementioned reasons, the best way to use such a topic as a mean to reduce complexity seems that one of correctly sharing specific questions with those representing different roles, competences and needs. The result of such a work is a Map on Vocationally Oriented Language Competences through which, making efforts, the key points representing the core of such concept have been highlighted. We hope this work will be a chance for further considerations. Marina Rozera Director LLP Italian National Agency Leonardo da Vinci sectoral Programme 3

4 For some years something extraordinary has been happening in the context of language teaching... The new European policy on language learning and teaching has been marked by some major steps along a path to adopt new strategies, namely a step by step approach to understand the meaning and the role played by languages when in use by European citizens. A few although not exhaustive experiences and steps that have contributed to the building of a new awareness within this area and that are in line with the development of educational, social and employment policies, as will be later illustrated, can be identified. To better understand what we mean we should show a path that goes back almost twenty years. Perhaps it would be worth starting by saying Once upon a time A devoted programme focused on foreign languages learning and teaching Measurable results Value and richness of diversity: identity and respect From the international relations to the set up of principles of transnational cooperation: a new generation of Community Programmes. Socrates, Leonardo da Vinci and foreign languages: testings and mobility for the innovation of teaching methods and approaches The Lingua Programme stands out amongst the European programmes launched within the educational and vocational fields between 1990 and Its main aim is boosting language teaching and learning in Europe, by offering a wide range of measures able to qualitatively and quantitatively enhance the language teaching and learning in all the participating countries, focusing also on less spread and taught languages. The merit of this experience may be hardly summed up but at the moment it would be sufficient to remember that thanks to this exercise it has been possible to invest on the upgrading of language knowledge and skills of 19,000 foreign language teachers, 83,000 young people experiencing educational paths and 32,000 university students; in addition to that, the creation of more than 800 transnational partnerships was encouraged, aimed at improving the vocational training of language teachers. This experience also enabled to open a discussion on the importance of foreign languages teaching in Europe as a means to promote every Country and citizen s right to recognize and assert, if needed, the great value of their own culture and mother tongue. At the same time it offered the opportunity to reflect upon the need of guidelines and strategies aimed at creating the basis of a shared political view on this topic. The development of practical experiences intended to widen the field of intervention both with regard to education and vocational training, by overcoming local and national boundaries and by referring to the European territory is one of the main aims of the new programming period ( ). The new Socrates, Leonardo da Vinci and Youth Programmes, although having different targets and aims, try out procedures, solutions and experiences sharing the purpose of improving the quality of teaching and learning processes. As far as foreign languages are concerned, both the Socrates and Leonardo da Vinci programmes have been able to finance, over the years, the development of innovative projects aimed at boosting the cooperation between various institutions and organisations and at experiencing new solutions with regard to the training paths of foreign language teachers. Beyond that, many overseas training scholarships for teachers and trainers have been awarded, innovative tools for teaching, learning and assessment of educational-linguistic paths have been created, exchanges and placements in companies and foreign training centres useful to encourage professional experiences but also to test language knowledge with regard to business environments have been promoted The White Paper Teaching and learning. Towards the learning Society. Knowledge of two Community languages in addition to the mother tongue as priority objective 1996 The Green Paper Education - Training - Research: the obstacles to transnational mobility : knowing languages to move into a Community space Over the same period - in following the experience gained during the previous years, the White Paper Teaching and learning. Towards the learning society by Édith Cresson was published. This text, which became an important point of reference for the genesis reconstruction of the European language policy, clearly pointed out for the first time the knowledge of at least two EU languages (besides one s mother tongue) as a shared target of the European countries and as one of the 5 priorities for the training and educational systems. This objective was expressly defined as a fundamental goal that member countries had to pursue from that moment on, to ensure Europe the construction of a real social cohesion and economic progress. Shortly afterwards - in the Green Paper Education - Training - Research: the obstacles to transnational mobility was published. Starting from the analysis of the advantages of vocational and educational mobility, the Green Paper stressed the need for concrete and long lasting investments on at least two EU languages learning as a prerequisite to enable European citizens to fully benefit from the opportunities offered by the single market. In particular, the text stated that the lack of knowledge of foreign languages and of certain cultural aspects are two main obstacles to mobility and it also added that in order to reduce linguistic and cultural hindrances it is necessary to invest on practical aspects such as: learning at least two Community languages; language education linked to any mobility activity; cultural education and knowledge of living conditions and working environments of host countries;

5 awareness of European citizenship and respect for cultural and social differences; additional aid for those wishing to undertake training in a Member State particularly with reference to less spread and taught languages. In line with such reflections, in 1997 the European Commission submitted to the Council the document called Towards knowledge-based Europe and, at the same time, it launched an important campaign on early language learning, which further led to the drafting of the document entitled Foreign languages in Primary and Pre- School Education: Context and Outcomes. The former document is mainly significant as it includes languages skills among the minimum standards of competence, which, together with other basic skills, individuals are expected to achieve in order to gain a greater employability perspective beyond a cultural, social and vocational development. As far as early learning is concerned, the above-mentioned document paves the way for further research and reflections, which lead EU Heads of State and Government, in March 2002, to support the importance for children to study two foreign languages since their earliest childhood Languages skills enter the minimum standards of competence in the employability perspective In addition to what has been considered so far, several initiatives have been undertaken over the past 5 years enabling to approach different aspects related to the problem of language teaching and learning and to lay the basis of the design of a real language policy. The following initiatives can be recalled: testing undertaken within the framework of Content and Language Integrated Learning (launched between 1994 and 1995), better known as CLIL method, and the setting up of the Euroclic teachers network; the development of measures aimed at promoting the same concept of multilingual comprehension, including the seminar on multilingual understanding in Europe, mainly addressed to university teachers, held in Brussels in 1997 under the aegis of the European Commission; the presentation, in 1998, of the work of experts from several European countries aimed at drafting a Guide to quality in planning and monitoring modern languages teaching and learning programmes, a tool to support the design and development of language programmes and within which guidelines to assess and plan quality language projects and products are provided; the establishment of the Lingu@netEuropa virtual resource centre, a device designed to provide information in 20 different languages, with more than 3,500 online catalogued resources useful for foreign language learners and teachers. 5 years effervescence of the Community initiatives on language skills CLIL and the Euroclic teachers network European Seminar on multilingual comprehension A group of European experts realises a guide to support planning and implementing of language programmes Establishment of the Resource Center, Lingu@netEuropa From this point of view, the initiative called European Label for innovative projects in language teaching and learning deserves to be analysed separately. It was launched on an experimental basis in 1998 in the wake of what was stated by the Cresson White Paper and, since 1999, it has become the main activity of the European Commission and the Member States to detect and valorise foreign languages teaching and learning quality. This tool immediately appears to be distinct from economic goals. It paves the way for new criteria and principles considered as necessary to set the quality of language teaching experiences. The main purpose of this initiative is to foster the visibility of already finalised or ongoing experiences, which proved to have original features and innovative solutions for language teaching. Among the criteria to be considered to positively assess the projects, the Language Label recognises not only testing originality and innovation but also integration capacity, added value compared to existing solutions, learners motivation, methodological creativity, the European dimension, spreading strength and ability to transfer results EUROPEAN LANGUAGE LABEL The period was also characterized by the eventful activity performed by the Council of Europe as far as language development and linguistic and cultural diversity of Member States safeguard. The particular liveliness and productivity of Strasbourg within this field come from the desire to promote multilingualism and multiculturalism among European citizens and from the purpose of fighting intolerance and xenophobia. Therefore, asserting the role of communication and mutual understanding among individuals as a tool to enable the establishment of relationships between populations becomes the main way to emphasize the deeper intent of Europe to support languages and cultures learning. Thanks to the activities carried out by the Language Policy Division of the Council of Europe and, in particular, thanks to the implementation of several specific language projects, it has been possible, over the years, to reach some important goals including: to stress the importance of safeguarding linguistic heritage and the European cultural diversity, intended as resource and enrichment for individuals and as a consequence drafting a Regional Chart On Languages Minorities; to encourage physical mobility and ideas exchange by developing and boosting communication skills in various languages; to develop a harmonious approach to language teaching based on shared principles, through the implementation of tools such as the Common European Framework of Reference and the European Language Portfolio. The Council of Europe and languages. Guidelines and directions for work: safeguarding linguistic heritage and cultural diversity, fostering mobility, developing harmonic approaches to language teaching. The Common European Framework of Reference and the European Language Portfolio 5

6 The Lisbon Strategy: a mandatory reference Education and Training 2010: enhancing language learning is one of the 13 shared goals The new programming period ( ) starts with the definition of the political framework of reference for the European Union economic, social and environmental renewal launched in March 2000 and known as the Lisbon Strategy. In the final Recommendation of the Lisbon Council education policy plays a crucial role and language learning becomes a key element. The key goals and specific measures required for their achievement are set out in the Education and Training 2010 work programme, which explains the contribution of education and training to the Lisbon Strategy. This programme has a very wide scope: it sets out shared ambitions for 2010, including diversity and cooperation between general intents and it states how to achieve the 13 defined goals. Among these tasks is that one of encouraging foreign languages study which should be considered as a contribution to education and training opening to the outside world. With regard to languages, Education and Training 2010 sets out criteria to assess progress made by the Member States and it gives utmost importance to three areas, where experiences exchange should be promoted: methods and conditions to manage language teaching; early language learning; how to promote foreign languages study and practice. The Eurobarometer surveys: measuring the level of foreign languages knowledge among Europeans European Year of Languages Establishment of a European Day of Languages: every year, September 26 Since Lisbon Brussels Council identifies investments needed Council of Barcelona: removing barriers, ensuring mobility and basic skills mastery Among the most important initiatives aimed at drawing the European language policy profile of these years, the following should be mentioned: The two Eurobarometer surveys on foreign languages knowledge in Europe, the first one performed in December 2000 (whose results were published in 2001) and the second one carried out and published in More than 15,000 people were interviewed and results analysis led to identify the geographic distribution, language preferences and obstacles for language learners and users in Europe; the organization in 2001 of the European Year of Languages, sponsored by the European Union and the Council of Europe. The initiative essentially aimed at increasing public awareness about linguistic diversity being a source of richness within the EU and about the value that such richness embodied in terms of civilization and culture. The goal was encouraging multilingualism, drawing most people s attention to the advantages arising from being skilled in several languages, fostering lifelong learning of foreign languages and collecting and disseminating information about language teaching and learning. the launching of the European Day of Languages in December 2001, regarded as crowning achievement of results obtained through the European Year of Languages. This recurrence was declared by the Council of Europe which, under the aegis of the EU and on the occasion of the 776th Council of Ministers decided to dedicate a recurrent space in order to raise awareness on the importance of language learning among European citizens, to improve multilingualism and to encourage the creation of a multicultural society, as well as to promote linguistic diversity in Europe and to foster lifelong learning of foreign languages. Since then, every year in Europe on 26 September people celebrate and organise events to stress the importance of knowing other peoples culture and using foreign languages. More detailed activity guidelines were provided during the European Councils, following the one held in Lisbon, in order to improve linguistic training and educational offer and to ensure all individuals the chance to seize such opportunities. In particular, during the Brussels Council held in February 2002, the importance of language skills as a key feature required to build a knowledge-based society was further stressed and the importance of investing on some outstanding aspects, such as the following one, was also strengthened: to train language teachers; to improve relationships between learners and teachers; to develop early language learning process; to use effective training methods; to increase willingness, in young people, of learning two languages besides their mother tongue. In addition to that, it was once again highlighted how language learning enables to overcome one of the major psychological and cultural obstacles to mobility, as it is the first step towards the acquisition of the intercultural competences necessary to understand the host country s reality. Briefly, the ability to understand and communicate in other languages is acknowledged as a fundamental skill for all European citizens. During the European Council held in Barcelona in March 2002, all these points were further supported, especially in view of the 2010 target, aimed at turning the European Union education and training systems into a point of worldwide quality reference. To achieve such a goal, the Council believes it essential: to remove barriers in Europe; to ensure real mobility for European citizens involved in training, research and innovation processes; to reduce obstacles to the recognition of vocational qualifications, with special attention to competences acquired through non-formal or informal learning processes; to guarantee all citizens basic skills mastery. The Council calls for further activity to improve the mastery of basic skills, in particular by teaching at least two foreign languages from a very early age. 6

7 In early 2002, the Education and Youth Council submitted a resolution that, following guidelines regarding new strategies in education and training as well as objectives achieved during the European Year of Languages, stressed the importance of language diversity, considered to be a source of cultural richness in Europe and a key factor to improve citizens mobility, to support social integration and to promote cohesion between Member States. Learning at least two foreign languages besides one s mother tongue is strongly encouraged and the Member States are urged to adopt all the necessary measures to pursue such a goal within the educational teaching and training context and to safeguard and enhance linguistic diversity. In 2003, the European Commission, on Parliament s request, submitted a document entitled Consultation on the promotion of language teaching and learning. All the strategic players in the sector (experts, educators, trainers, teachers, policy-makers) were asked to provide an opinion on some prominent topics related to the language issue. Outcomes of such consultation enable to introduce the Action Plan for Languages Promoting language learning and linguistic diversity ( ) in July 2003, aimed at promoting specific measures to be carried out between 2004 and 2006 by local, regional and national authorities Resolution of the Council of Education and Youth: the importance of linguistic diversity and learning of at least two other languages besides mother tongue From Consultation to Action Plan for Languages The action plan outlined 3 focused areas: 1. to extend language learning benefits to all citizens, by turning it into a permanent training activity - activities related to such category regarded language teaching at all levels (preschool and elementary, secondary, higher and adult education); 2. to improve language teaching quality at all levels - activities related to such a category regarded the establishment of language-friendly schools, language teachers training, the teaching of other subjects through foreign languages, language skills examination; 3. to create a friendly environment for languages promotion and development in Europe by welcoming linguistic diversity, by creating communities open to languages and by facilitating language learning (e.g. making specific facilities available to those needing them). In August 2005 the Commission proposed a communication to Parliament and Council on the European Indicator of Language Competence. The need for such a communication comes from the fact that progress towards the achievement of the target, set in Lisbon and stressed in Barcelona, of assuring every citizen the chance to learn and use two languages beyond their own, can be measured only through reliable data on foreign languages teaching and learning results. These data should be based on language competences objective tests and their analysis should enable a more productive comparison of linguistic policies and language teaching practices across Member States, in order to detect and share good practices. As stated by the Commission Communication, the indicator s purpose is to measure the overall foreign language competences across Member States. It should have a high level of accuracy and reliability that will determine its political acceptance. In line with other similar international indicators, data should be collected at regular intervals, for example at three-year cycles. That means that it is necessary to proceed with a detailed strategic approach, including a survey across Europe on language skills as a tool enabling the collection of necessary data to compile a European level indicator. The survey took place in 2006 through Eurobarometer, thanks to which it was possible to verify data collected in 2001 (as above mentioned). 3 lines of activity: language learning, as a benefit for all European citizens The quality of teaching: the language-friendly school welcome linguistic diversity Measuring language learning: a European Indicator of Language Competence In November of the same year the New Framework Strategy for Multilingualism was presented, through which the fundamental principles of multilingualism concept were reaffirmed and purposes of multilingualism Commission strategy were newly stressed. They can be summarized in three main goals: to encourage language learning and promoting linguistic diversity in society; to promote a good multilingual economy; to provide citizens with public access to European Union legislation, procedures and information in their own languages. Among the most relevant points of the document it is important to mention the reference to the commitment that Member States should take to help achieving these targets. The need to draw up National Plans to give coherence and lead activities addressed at promoting multilingualism among individuals and in society as a whole was also stressed. As stated in the strategic framework, such National Plans should set clear goals for language teaching at various stages of education and should be supported by a greater effort to raise public opinion s awareness on the importance of linguistic diversity. On 20 September 2006, the Commission set up a High Level Group on Multilingualism whose duty is to create a new global strategy for multilingualism. The creation of such a group is announced for the first time in the 2005 Commission Communication on Multilingualism with the task of supplying support and counselling in developing initiatives, as well as giving impetus through new ideas to a global approach to multilingualism in the European Union. Set targets deal with starting ideas, experiences and good practices exchange as far as multilingualism regards and delivering recommendations to the Commission on activities in this area. In line with its general and specific mandate the group tried to develop ideas related to policies and practices across the European Union as well as making recommendations for concrete action at EU level A New Framework Strategy for Multilingualism Recommendations of High Level Group on Multilingualism 7

8 2007 Language learning in the Lifelong Learning Programme ( ) The language issue: a transversal focus and a vertical one In November 2006, when launching the new programming period , the Decision No 1720/2006/ EC of the European Parliament and of the Council was presented; it established the operational education and training programme whose core concept was lifelong learning. This new initiative was named Lifelong Learning Programme. Its structure s analysis shows a clear desire to pay a special attention to the issue regarding foreign language learning and, more particularly, the need to define and testing new activities and strategies aimed at recognising the value of linguistic diversity and at encouraging foreign languages teaching and learning. The language issue is dealt with as a strategic point to focus on and for which ad hoc funding is allocated in order to develop new tools, to test innovative methodologies and to design learning paths addressed to learners and market needs. In order to accomplish all that, the programme should devote a space to such issue, both within single subprogrammes characterizing LLP structure and within a specific transversal initiative called Key Activity 2 - Languages mainly aimed at developing practices, tools and strategies on foreign languages teaching and at building networks of key players. Prominent goals stressed in the transversal activity are: to promote language learning and to support linguistic diversity across Member States; to develop new materials for language learning, including online courses and tools to test language competences; to organise dissemination and valorisation conferences and events. From 2007 onwards: growing emphasis on language competences. A Commissioner for Multilingualism The Framework for the European survey on language competences The Business Forum on Multilingualism Over the past few years activities have been undertaken to develop European language policy. Since 2007, the Commission appointed the Commissioner for Multilingualism, whose tasks and responsibilities are closely related to promoting the study of foreign languages, protection of cultural diversity and the defence of every citizen s right to historical, social and cultural identity, among European citizens and across countries outside Europe. Among Commissioner Leonard Orban s activities it is worth to mention the launch of the Framework for the European survey on language competences regarding a study launched by the European Commission in 2007 for a survey to be conducted in 2009, to measure knowledge and use of five languages (English, French, German, Spanish and Italian), in particular in relation to three language skills (listening and reading comprehension and writing). Regarding the fourth skill (speaking), the Commission will take the initiative to develop tools to cover it in time for the subsequent survey. In November 2007, a Business Forum on Multilingualism was set up, with the aim to reflect on ways to increase the intercultural skills in order to help enterprises enter new markets. Among newly emerging elements the recognition of language skills to improve employment prospects and people s vocational mobility must be highlighted; therefore, the Business Forum was also asked to look further into opportunities in that field. At the Business Forum meeting held on 14 March 2008 the following themes were dealt with: multilingualism in small companies, multilingualism in Brussels and intercultural skills as a management tool in large enterprises subsidiaries. The Forum submitted its report to the Commission in July In the European Year for Intercultural Dialogue a group of intellectuals exchange opinions on language learning for intercultural dialogue and peace Two proposals to encourage the learning of a personal adoptive language In January 2008 a group of personalities from the cultural word, chaired by the writer Amin Maalouf, put forward a few proposals on how languages could foster intercultural dialogue and mutual understanding, establishing a clear link between linguistic diversity and European integration. The Group of Intellectuals, set up under request by the European Commission President and the Commissioner for Multilingualism, took particular interest in those wishing to learn or who already knew a second mother tongue, also called a personal adoptive language, with which they identify for personal or professional reasons. The personal adoptive language is already a reality for a growing number of EU citizens who identify with the values and culture of such a language, feeling to master it like their first native language. Two main points can be highlighted in the proposals submitted by the group: 1. Bilateral relations between the EU countries should be hinged to the languages of the two countries involved rather than on a third language. Each country should have enough proficient speakers of the other language; 2. Europe should promote the concept of personal adoptive language, to be seen as a second mother tongue with every European citizen being motivated to learn one. It should be part of everyone s school education/ university studies and professional life, as closely linked to aspects involving history, culture and literature. These points are supported by a number of practical considerations: immigration has a growing impact on political, economic, social and intellectual life in Europe. To immigrants, the personal adoptive language would normally be the language of the host country; EU citizens should be encouraged to learn non-eu immigrants own languages; for those Europeans whose mother tongue occupies a dominant position in the world, acquiring a personal adoptive language would be particularly important in order to avoid remaining isolated in monolingualism; to ensure that this linguistic diversity is maintained countries should establish a common organisation entrusted with the task of promoting mutual knowledge of each other s language and culture.

9 In the light of this experience and of what emerged during the year dedicated to Interculturality, the Council Resolution on a European strategy for multilingualism was introduced on November 21st, 2008, which set the following recommendations: the linguistic and cultural diversity must be part of a European identity and shared heritage, richness, challenge and an asset for Europe; multilingualism must be a major transversal theme as encompassing the social, cultural, economic, and therefore educational spheres; the promotion of less widely used European languages must represent an important contribution to multilingualism; significant efforts should still be made to promote language learning and to valorize the cultural aspects of linguistic diversity at all levels of education and training, while also improving information on the variety of European languages and their dissemination across the world; multilingualism should play a special role in promoting cultural diversity, inter alia in the field of media and online content. The intercultural dialogue between cultures in Europe and other regions across the world must be supported; on account of this purpose translation must give a substantial contribution as it establishes a link between languages and cultures and provides broad access to works and ideas; linguistic diversity within Europe should constitute an added value for the development of economic and cultural relations between the EU and the rest of the world; multilingualism should contribute to develop creativity by allowing access to other ways of thinking, interpreting the world and expressing imagination The recommendations and conclusions in the Council Resolution of 21 st November In December 2008, an Updated Strategic Framework for European Cooperation in Education and Training was introduced by means of the Commission Communication to the European Parliament, the Council, the Economic and Social Committee and the Committee of Regions. The document highlighted the importance of priority themes to be addressed in Among these priorities, Member States and the Commission should improve the implementation process, including language skills: by providing citizens with the tools to communicate in two languages in addition to their mother tongue, by encouraging language learning during vocational and educational training and for adult learners and by giving migrant workers the opportunity to learn the language of the host country In an Updated Strategic Framework for European cooperation in education and training: priorities for The document also states that the Commission intends to propose the following benchmark: at least 80% of pupils in lower secondary education should be taught at least two foreign languages. A benchmark for the language skills: at least 80% of students engaged in learning two foreign languages In the context of the European Year of Creativity and Innovation 2009, the Commission stressed that language skills can contribute to social and individual realization and therefore in October of the same year two initiatives on the creation of two platforms were presented: 1. the Civil Society platform to promote multilingualism, which aimed at promoting dialogue between the European Commission and citizens on several aspects of the multilingualism policy. It is a tool for the exchange of good practices addressed to the media, to cultural organisations and to non-formal and informal education actors. The aim was to encourage public debate on the best way to promote a wider use of different languages. Among the privileged target groups of the platform s works are young school drop-outs, trainees, the elderly and immigrants; 2. Business Platform for Multilingualism, addressed to the business world, social partners, trade organisations, chambers of commerce and organisations helping disseminating the language learning culture according to much more aware and motivated vocational purposes A platform for promoting multilingualism in civil society A platform to promote multilingualism in the business world 9

10 A conceptual map on Vocationally Oriented Language Competences The LLP Italian National Agency - Leonardo da Vinci sectoral Programme has been developing for many years activities aimed at urging reflections on problems related to foreign languages teaching and learning as well as education strategies and policies, having as focusing interest both the needs of the individuals and the work expectations. Keeping such an experience into account the Agency meant to address the problems related to the valorisation of foreign languages knowledge and use, aiming at considering vocational aspects especially by analysing the several needs highlighted by those having a direct or indirect relation with this issue and with the concept of Vocationally Oriented Language Competences (VOLC). The questions at the core of our reflections can be summarized as follows: What are the Vocationally Oriented Language Competences? Which is the difference between them and language skills in general? Who are those profiting from a higher level of knowledge of Vocationally Oriented Language Competences? How and under which circumstances can such competences be acquired or improved? What s the role of different players to ensure a correct development of Vocationally Oriented Language Competences? A map which everyone can surf The need to set some fixed points characterizing the language specificity within vocational contexts through a conceptual map has been immediately clear. By elaborating the definition of Vocationally Oriented Language Competences we have come to detect the heart of our reasoning and thanks to such a definition we have been able to graphically get into connection with strategic elements related to such a concept. To shape this map we considered as relevant the involvement of some experts whose know-how and the different reference contexts could give rise to a much more complex discussion and open exchange on key issues, to define relations and connections with the vocationally oriented language concept. While setting up such an experts group the need to portray both educational, training and academic contexts was taken into account, a need which contributes to draw a picture fitting real educational, teaching and learning experiences and social partners needs, including both local authorities and competent ministries (Ministry of Education and Ministry of Labour), that play a pivotal role as regards the development of strategies and policies within the educational and training field. Amongst those, the presence of some business and trade union representatives enabled us to clearly prove the connection between language teaching and learning and the real labour market needs. From the methodological point of view the Metaplan animation method was chosen, as well as a poster, both in English and in Italian, to be used as a verification tool, whereby the achieved results could be disseminated. Due to the heterogeneity of actors involved and the chosen working method - which enabled everyone to freely and democratically express their points of view, experiences, competences and all expectations-, the working group agreed on the general philosophy characterizing the Think Tank Groups: together in diversity to achieve a shared goal. The result that has been reached can therefore be identified in the conceptual map poster on Vocationally Oriented Language Competences designed by the Think Tank Language Group created by the LLP Italian National Agency - Leonardo da Vinci sectoral Programme in the framework of the activities related to the European Language Label. 10

11 Several activities were undertaken. A few key words can help us describe them... to reflect, to compare, to select, to reason, to synthesize, to prioritize, to define, to exclude and include, to handle space and time, to negotiate finally, to search and detect points of contact to be shared and sustained. To achieve these goals, all those involved devoted much of their time to the project, by voluntarily calling themselves into the play and by following a logical path to discover the elements through which it was possible to set and describe Vocationally Oriented Language Competences specificities. Amongst factors contributing to create a cooperative atmosphere the breakthrough barriers must be stressed, by giving up every formality, by means of the adopted methodology and the characteristics of the tools that were used and that were a novelty for many. Thanks to that, proactivity and participations levels went beyond expectations. This brochure is the logbook of the work performed by the Think Tank Language Group. It aims at helping those, who didn t take part in such activity, to understand the project genius and activities series as well as to stimulate a reflection on what came up and to boost the expected exchange of opinions, which should be absolutely held in consideration when implementing such a project. This work undoubtedly represents just a starting point in view of a wider and more detailed discussion; therefore, we hope that all those involved in such topics will put forward suggestions and contribute to develop similar activities in the future. Which vocationally oriented language? Which general language? From an operational point of view, development activities performed to draw the conceptual map were introduced by two short forewords, enabling people to familiarize with the Metaplan method and to understand writing techniques and communication modalities. Once the necessary level of knowledge of working techniques was acquired, the group focused its attention on the first element of comparison, that is the existence or lack of a clear boundary line between general and Vocationally Oriented Language Competences discussed by the first Metaplan board. Such a board was outlined in order to underline elements drawing boundaries between general and vocationally oriented language (see Figure 1). Due to the heterogeneity of experiences and competences of the several experts involved, the starting question, addressed by the National Agency experts as a stimulus to set up the discussion ( The difference between Vocationally Oriented Language Competences and language competences is...: ), enabled a very interesting comparison, through which two points of view came out: in the former case, the concept of vocationally oriented competences can t be fully separated from the concept of general language and therefore there is no clear boundary between the two, but a more substantial difference may be detected, as far as higher Figure 1 levels of competences are concerned; in the latter case, there is a marked difference between sectoral and general language. Such evidence is easily detectable due to the fact that the aim, through which language is used, draws a clear distinction between vocationally oriented and general communication language. It was possible to go forward in analysing this point through a brainstorming on the definition of concepts and lingo, through which a language, used within vocational contexts, can be identified and characterized. The group pointed out many aspects underling differences between such typology of language and the general one: - sectoral vocabulary; - vocational environment in which it is used; - specific aims and goals; - additional use of a non-verbal communication related to vocational practices in general; - the suitable teaching methodology; - knowledge and sharing of a specific culture as far as vocational framework is concerned (see Figure 2). A deep reflection was encouraged on these first elements since the different points of view - one of which coming from the academic and business environment -, proved to be numerous as related to knowledge and problems analysis fields apparently far away from one another. Figure 2 Through the analysis of links between contributions, it was possible to fulfil the purpose of providing a shared definition of Vocationally Oriented Language Competences (see Figure 3 and Plan 1), which met the approval of all participants and represented the starting point for subsequent analysis. 11

12 Who is involved in activities related to vocationally oriented language teaching and learning? Who are the potential beneficiaries of VOLC development activities? Once the concept of Vocationally Oriented Language Competences was defined, it was necessary to carry out an in-depth analysis to define the target groups closely tied to the concept of vocationally oriented language. To this purpose, a wide discussion followed, both on the mixed backgrounds of the Think Tank Language Group s components (in particular different cultural and vocational environments which these people belong to) and the complexity of the raised issues. For this reason, it was difficult to summarize the key points. In order to achieve this result experts were split into two sub-groups: 1. the first one was asked to list subjects, whose language teaching activities are addressed to; 2. the second group was asked to list subjects taking advantage from vocationally oriented language use. Figure 3 Discussion led to rephrase the question in terms of: direct and indirect beneficiaries. More specifically, as far as the indirect category is concerned, the concept was analysed by considering other aspects as well, such as system, market, context, etc. The work ended with the final production of board 3 (see Figure 4), where results were highlighted by stressing the ones that are regarded as belonging to the categories of direct and indirect beneficiaries. As regards the first group, subjects directly benefiting from vocationally oriented language can be summed up in the following categories: - Individuals experiencing post compulsory school education/training; - First-time job-seekers; - Individuals experiencing retraining and/or further training; - Individuals to be reintegrated into the labour market; - Managers/Businessmen. As regards the second group, those indirectly benefiting from learning/teaching language with vocational purposes are: - Institutional decision-makers; - Labour market; - Social-economic system; - System competitiveness; - Knowledge society, schools and universities, employers. A vocationally oriented language aims to communicate in specific contexts and to reach specific objectives. It is featured by: 1. Sectoral vocabulary 2. Recurrent language acts 3. Specific text typologies Furthermore, it can be featured by: A different order of priorities at pragmatic level Relevant cultural and intercultural implications What are vocationally oriented language learning goals? What are their specificities? What kind of enterprises are involved? Plan 1 12 Figure 4 Further topics covered by panel s members interaction regard mainly desirable objectives and expected outcomes of vocationally oriented language learning both from the point of view of individuals and of the world of work. The following points have been developed: - to define elements necessary to ensure real benefits to those learning a foreign language for vocational purposes and particularly to guarantee the language specificity in terms of content, methodologies, learning context, actors involved; - to define activities that enterprises can, must and should undertake to benefit from language teaching and learning experiences. In order to face such questions the team voluntarily decided to split up into two sub-groups, each of which was asked to explore, through specifically arranged Metaplan boards, the following topics under question: - The point of view of individuals learning languages; - The point of view of enterprises investing and enjoying benefits from foreign languages learning. To start with, the two groups concentrated on detecting desirable objectives and expected outcomes, and secondly on the conditions necessary to turn such objectives and outcomes into reality. With regard to the group focusing on issues relating to INDIVIDUALS, the debate called

13 for a first important explanation concerning the concept of desirable objectives. The group discussed the term objective both from the linguistic learning and the vocational and working point of views. Same reflections and meanings were provided for the term expected outcomes. Discussions enabled to achieve a result shared by all members of the working sub-group (see Figure 5) and to provide a set of ideas and reflections on both objectives and outcomes used as point of reference to analyse the existing relationship between the learning of foreign languages on vocational purposes and individuals needs and expectations. On the other side with regard to conditions necessary to individuals to concretely benefit from foreign languages learning the specifically arranged board stressed 4 key elements: - contents, object of learning; - the context within which learning takes place; - human resources involved in such a process; - chosen methodologies. The work on such aspects has firstly required a deep analysis of the content concept. Following the discussion, the group agreed to modify the structure of the questions set in the Metaplan blackboard, by making a distinction between the theme faced from the real contents and the areas of reference points of view (see Figure 6). Figure 5 The analysis of the 4 elements allowed to define, in a proper way, the fundamental features of each area holding, such aspects, as essential to enable people drawing a real benefit by a vocationally oriented language learning. As for the group involved into the analysis of issues related to ENTERPRISES needs, participants opened a discussion on competitiveness and margins of contribution, which could derive from a better dissemination and a more concrete use of language skills in enterprises. The collection of contributions, formalized and synthesized from a large amount of inputs, enabled to define two fundamental guidelines along which more specific objectives and expected outcomes were set (see Figure 7) in order to let enterprises gain benefits arising from a better knowledge of a vocationally oriented language. The former refers to the complex reality outside the enterprise, meant as market outlet of its own services. Customers care was pointed out among its specificities, namely the ability to successfully perceive needs and specific questions, and to the full understanding of explicit and tacit rules regulating such a context. Within this environment a proper use of Vocationally Oriented Language Competences is expected to improve relations with subcontractors networks. The latter is characterized by referring to a more internal, inter-organisational and crossorganisational dimension, which could probably appear to be more interesting when considering that the size and location of the enterprise calls for a human capital who does not share culture, nationality and language. When taking into account such a situation, it should be recognised the role played by VOLC as a tool to facilitate not only the simple exchange between workers or production lines, but also to fully understand and share missions, logic and production processes. Figure 6 The process of building and sharing reachable outcomes developed starting from the desirable objectives, based on the belief that the VOLC development and dissemination is prominent to their achievement (see Figure 7). In this case, there are 2 macro-categories of expected outcomes: - the first one relates to the potential market expansion, the maintenance of already owned shares, the enlargement of product and service range (catalogue); - the second one is more linked to results within internal environment, which can be summed up in the improvement of internal relations, in increasing the effectiveness of communication and processes of (especially tacit) knowledge, in facilitating empowerment and motivation processes (by increasing involvement opportunities through the consideration of multicultural diversity and richness in the staff) and also in speeding up response times over domestic demand. The second part of the debate was indeed characterized by a more rapid exploration of possible alternatives and it was devoted to identifying the most strategic aspects, starting Figure 7 13

14 from existing operating margins (what can be done), emphasizing the wishes regarding behaviours and activities (what should be done) and, finally, by defining the inalienable activity, i.e. the condicio sine qua non (what to do). The work was particularly effective in terms of clarity and sharpness through which it was possible to summarize results, to prove that methods and approaches were particularly efficient, as shown in the picture below (see Figure 8). The group concluded that in order to obtain the greatest benefits, enterprises: - may use rules and opportunities set at national level and provide incentives to employees who have competences in several foreign languages; - should promote language learning among employees, enlarge their vision at international level and have a long-term perspective in terms of investment; - must invest more on opportunities aimed at linguistic learning. Figure 8 The path, which has so far been followed, has had a mainly explorative, functional and relevant connotation in relation to two key points of the context, where activities and measures have been undertaken to promote vocationally oriented language teaching and learning: the points of view of individuals and of the world of work. Yet, a milestone was still to be achieved: i.e. the perspective of INSTITUTIONAL DECISION-MAKERS and, more generally, of the system ensuring the definition of policies and the choice of specific investments in response to known expectations and needs, to be fully listed for individuals and enterprises. A full working day was therefore devoted to exploring and addressing the point of view of actors playing a strategic role in designing strategies and developing current and future policies, disseminating and valorising teaching and vocationally oriented language. The arranged board (see Figure 9) was intended to provide the opportunity, as done for individuals and world of work, to explore the point of view of the Think Tank Language Group members on two main issues to support activities and purposes of policy-makers: properly identified and defined objectives and outcomes to support targeted interventions to specific contexts and meeting easily replicable and financially appropriate local community expectations. Figure 9 The analysis of listed objectives highlighted two priority terms for a system that tends to give value to the experience and must receive a special significance: to valorise and make people aware. In order to make policies functional to the needs of the context it is necessary to stress what has been achieved and especially to provide targeted measures to maximize the good practices that have already proved their effectiveness and functionality. Commitments, investments, working routes. The exploration has so far focused on needs and expectations of users (meant as individuals as a whole) of vocationally oriented language training courses and expectations, as well as special needs, of the world of work, supplemented by one last essential element regarding expected objectives and outcomes of policy-makers who draw the paths of reflection and the future investment channels, through policies and commitments, including economic ones. Starting from the definitions and approaches of the Vocationally Oriented Language Competences topic, we identified the conditions and constraints to be met to achieve the expected and potential benefits. This process step is aimed at answering to similar questions: - Which are the useful and necessary activities in order to let a system, which oversees educational and labour policies, have a return on the investment? The summary that has emerged is particularly interesting, especially for its clarity and lack of ambiguity. A greater dissemination of VOLC will allow decision-makers to get the expected benefits especially if and only if (see Figure 10): 14 - they perceive the inalienability over the era of globalization, i.e. they include VOLC in the contents of planning and managing activities as far as the maintenance and development of socio-economic competitiveness of the production system of the country is concerned; - they envisage development and further guidance of current activities and strategies and they adopt economic logics by avoiding measure redundancy and increasing the relevance of those currently being compared to strategic objectives of economic and social development; - they set a results reading tool by increasing the visibility and certifying the quality; - a clear link emerges between needs and adopted tools by ensuring that organisational bonds and cognitive styles of individuals and contexts of measures are properly taken into account; - if the supply is absorbed by demand, that is by means of VOLC suitable promoting activities to be realised within the demand field; - they implement system activities, that is if investments and activities turn from being cyclical and aimed at specific objectives into being stable and aimed at strategic objectives; - they promote dissemination of results over the territory, by making them accessible to several contexts in comparison to those they were designed for; - they translate training into jobs, enhancing the VOLC as skills that can increase opportunities for those possessing them.

15 Group activities ended once the creation of that last board was completed. The specific objectives that have given life to this work can be summarized by the aim of exploring and sharing elements characterizing the same concept of Vocationally Oriented Language Competences and implications that arise when this concept is expressed in relation to the needs of learning individuals, enterprises that use them and policy-makers behind them. This work led to the creation of a conceptual map, available both in Italian and English in 50x70 cm format, easily understandable and usable and aimed at leading the design and programming of interventions and policies for VOLC development. Figure 10 In its final version, the map is represented as follows: Poster 1 Desirable objectives and expected outcomes for: Individuals - Enterprises - Institutional decision-makers Poster 2 Conditions to achieve desirable objectives and expected outcomes The map was developed thanks to the contribution of each member of the Think Tank Language Group: Monica Lippolis: Ministry of Labour and Social Policies Rosario Maniscalco: Ministry of Education, University and Research Paola Berbeglia: CIES Onlus (Reference area: Third Sector) Anna Brancaccio: ITI E. Fermi Frascati (Reference area: School) Giuseppe D'Angelo: Campania Region (Reference area: Local authority) Elisabetta Delle Donne: Pixel (Reference area: Vocational Training) Giuseppe Nuccetelli: Public Institute Sordi in Rome (Reference area: School - people with disabilities) Armando Occhipinti: Confapi (Reference area: Social partners) Maria Antonietta Timi: UIL (Reference area: Social partners) Andrea Villarini: University for Foreigners of Siena (Reference area: University) Roberta Grisoni: LLP Italian National Agency - Leonardo da Vinci sectoral Programme Natalia Guido: LLP Italian National Agency - Leonardo da Vinci sectoral Programme Claudio Maria Vitali: LLP Italian National Agency - Leonardo da Vinci sectoral Programme Michela Volpi: LLP Italian National Agency - Leonardo da Vinci sectoral Programme Agnese Addone: Trainee Without the contribution of each component this result would not have been possible. We would therefore like to stress that every expert has participated without distinction of roles and experiences and has expressed his/her collaborative spirit in all activities. They have shared goals, they have participated in the working methodology, which by its nature has prompted a personal full and unparalleled commitment, and they have contributed to clarify the key points to define effective and efficient training activities. Our sincere acknowledgements to all participants. 15

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