143254.doc - Silvia IRIMIEA PhD Associate Professor...

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Silvia IRIMIEA, PhD Associate Professor BABES-BOLYAI UNIVERSITY OF CLUJ Centre for Tourism Training Romania VOCATIONAL LINGUISTICS - an alternative conceptual framework for Teaching English for Vocational Purposes Paper presented at the European Conference on Educational Research, University College Dublin, 7-10 September 2005 Abstract The paper aims at conceptualising a framework for teaching English for Vocational Purposes(EVP), which is intended to serve as a broader approach to teaching English for Specific Purposes(ESP). The conceptual framework goes out from Spolsky’s educational linguistics and language pedagogy models and grows into a complex interdisciplinary model , which seeks to develop most of the individual human and professional qualities necessary for an effective acquisition of a foreign language. The examples used validate the proposed framework. The present paper has been inspired by the tremendous interest devoted to vocational training Europe-wide, by the endeavours undertaken by the Council of Europe to raise the level of vocational expertise of professionals and by its efforts to standardise vocational training in Europe. The need to improve vocational training policy and practice is demanded throughout the EU by at least four prerequisites: 1. the need to raise the general level of skills and qualifications of the labour force to meet the rapidly changing demands of the labour market, to facilitate the access to the labour market to a larger contingent of workers/employees, to combat unemployment and increase competitiveness; 2. the need to improve the skill levels of young people, who leave the initial education system inadequately qualified or without an adequate initial training, a phenomenon which accounts for long-term unemployment and their further exposure to social or professional exclusion; 1
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3. the need to direct all training efforts towards the unskilled, the women, and the part-timers or temporary workers, who are more vulnerable to labour market phenomena; 4. the growing demand for continuing training as well as for policies that provide a “second chance education”. These are reasonable arguments that call for a reconsideration of the former vocational training policies and that speak up for the development of integrated vocational policies, including those of lifelong learning . The aforementioned reasons further call for the adoption of transparent and comparable skill and/or competence evaluation systems aimed at a wider, European, recognition of qualifications. The development of a challenging single market, the growing integration of the European economy and the range of common problems faced by all EU Member State and non-Member State countries make the European dimension of vocational training policy and practice particularly relevant.
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  • Winter '08
  • Amos,Y
  • Language education, Educational Linguistics

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