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Work integrated language learning : Boundary crossing, connectivity, and L2 affordances

Febring, Linda and Henry, Alastair LU (2022) In Migration and Language Education 3(1). p.1-22
Abstract
In contexts of transnational migration, language skills provide the key to employability and successful integration into host country societies. To enhance the learning process, and facilitate transitions into the workforce, integrated programs of L2 learning have been developed in several Nordic countries. In these undertakings, language learning, vocational education, and workplace practice are combined, the rationale being that each element is enhanced by the others. Drawing on interviews with L2 teachers, vocational educators, and workplace supervisors on five integrated programs in Sweden, this study explores the ways in which connections between program elements are created. Results indicate that when boundaries are crossed, learning... (More)
In contexts of transnational migration, language skills provide the key to employability and successful integration into host country societies. To enhance the learning process, and facilitate transitions into the workforce, integrated programs of L2 learning have been developed in several Nordic countries. In these undertakings, language learning, vocational education, and workplace practice are combined, the rationale being that each element is enhanced by the others. Drawing on interviews with L2 teachers, vocational educators, and workplace supervisors on five integrated programs in Sweden, this study explores the ways in which connections between program elements are created. Results indicate that when boundaries are crossed, learning affordances arise. Two categories of affordances are identified. While domain affordances facilitate the development of practice knowledge within a relevant occupational/linguistic sphere, communication affordances facilitate engagement in L2 interaction, and increase students’ willingness to communicate. Implications of the research are assessed, and proposals for the future study of work integrated language learning are made. (Less)
Please use this url to cite or link to this publication:
author
and
publishing date
type
Contribution to journal
publication status
published
subject
keywords
migration, L2 learning, work integrated learning, boundary crossing, affordances, willingness to communicate, Learning, Lärande
in
Migration and Language Education
volume
3
issue
1
pages
22 pages
publisher
Castledown
DOI
10.29140/mle.v3n1.639
language
English
LU publication?
no
id
c93f5fb6-627c-49fa-997f-7c74584f8679
alternative location
http://hv.diva-portal.org/smash/get/diva2:1720758/FULLTEXT01.pdf
date added to LUP
2023-09-06 08:50:32
date last changed
2023-09-14 11:44:13
@article{c93f5fb6-627c-49fa-997f-7c74584f8679,
  abstract     = {{In contexts of transnational migration, language skills provide the key to employability and successful integration into host country societies. To enhance the learning process, and facilitate transitions into the workforce, integrated programs of L2 learning have been developed in several Nordic countries. In these undertakings, language learning, vocational education, and workplace practice are combined, the rationale being that each element is enhanced by the others. Drawing on interviews with L2 teachers, vocational educators, and workplace supervisors on five integrated programs in Sweden, this study explores the ways in which connections between program elements are created. Results indicate that when boundaries are crossed, learning affordances arise. Two categories of affordances are identified. While domain affordances facilitate the development of practice knowledge within a relevant occupational/linguistic sphere, communication affordances facilitate engagement in L2 interaction, and increase students’ willingness to communicate. Implications of the research are assessed, and proposals for the future study of work integrated language learning are made.}},
  author       = {{Febring, Linda and Henry, Alastair}},
  keywords     = {{migration; L2 learning; work integrated learning; boundary crossing; affordances; willingness to communicate; Learning; Lärande}},
  language     = {{eng}},
  number       = {{1}},
  pages        = {{1--22}},
  publisher    = {{Castledown}},
  series       = {{Migration and Language Education}},
  title        = {{Work integrated language learning : Boundary crossing, connectivity, and L2 affordances}},
  url          = {{http://dx.doi.org/10.29140/mle.v3n1.639}},
  doi          = {{10.29140/mle.v3n1.639}},
  volume       = {{3}},
  year         = {{2022}},
}