Complex challenges in the working world make it necessary to future-proof our training approaches. How do we develop our learners‘ employability? How do we prepare them for reflective and self-directed learning? Do we take care of a smooth transition from educational settings to the use of global English in business contexts? Are they ready to combine linguistic perfection with building trust?
This includes thinking about your own attitudes and beliefs concerning language, learning, and the type of syllabus. What about the roles of trainers and learners, or materials and training procedures?
The Common European framework of reference for languages: Learning, teaching, assessment (CEFR, 2001) and the CEFR Companion Volume (2020) are ideal starting points to become aware of each person’s rich heritage of languages and cultures. They are based on the motto of the European Union “United in Diversity” and help to develop a sense of belonging and wellbeing in spite of speaking with an accent.
This includes thinking about your own attitudes and beliefs concerning language, learning, and the type of syllabus. What about the roles of trainers and learners, or materials and training procedures?
The Common European framework of reference for languages: Learning, teaching, assessment (CEFR, 2001) and the CEFR Companion Volume (2020) are ideal starting points to become aware of each person’s rich heritage of languages and cultures. They are based on the motto of the European Union “United in Diversity” and help to develop a sense of belonging and wellbeing in spite of speaking with an accent.
Since its first publication, the CEFR has stressed the importance of metalearning, developing metacognitive strategies (plan, execute, monitor, repair) and asking questions, especially those not offering an obvious answer. Its action-oriented approach consists of a needs analysis, real-life tasks, collaboration and task-based learning for global citizens.
As a former participant of the EU-funded ENRICH project (The ‘English as a Lingua Franca Practices for Inclusive Multilingual Classrooms’) I would also highly recommend this free professional course and handbook.
As a former participant of the EU-funded ENRICH project (The ‘English as a Lingua Franca Practices for Inclusive Multilingual Classrooms’) I would also highly recommend this free professional course and handbook.
How could you or your learners be supported by solution-focused coaching and training? What difference would it make to adopt an English as a Business Lingua Franca (BELF) mindset and inclusive BELF practices? How could you empower them to become reflective and confident users of English in business contexts as agile learning companions?
