Abstract:

Language teaching and learning are often not directly associated with vocational training due to historical educational frameworks and compartmentalization of subjects. Traditional education systems have often separated language learning, which is broadly considered part of the liberal arts or general education, from vocational training (VET), which focuses on specific job-related skills. The perception stems from the belief that VET should primarily equip individuals with hands-on skills directly applicable to a particular job or trade, while language learning is seen as a broader, more general pursuit. Furthermore, limited resources, time constraints, and institutional structures can contribute to the separation of language learning from VET. However, in the past decade, the meaning of VET has shifted from denoting a “fairly specific training or re-training for particular jobs to a very wide concept, overlapping with general education and spanning, in theory at least, secondary education, adult training both general and in connection with active labour market measures, much of higher education and lifelong learning as a whole (including quite explicitly non-formal and informal learning)" (West, 2012: 19). Evolving educational paradigms recognize the value of integrating language skills within VET to better prepare individuals for the diverse and globalized workforce, a trend that is gaining traction in modern educational approaches. In fact, the symbiotic relationship between VET and language learning arises from the practical synergy between acquiring job-relevant skills and mastering a language. VET provides the specific skills needed for a particular profession, and when intertwined with language learning, it empowers individuals to communicate effectively and confidently within their chosen industry or trade. Proficiency in a relevant language enhances employability by aligning language acquisition with job requirements, making an individual more versatile in a global job market. This can be achieved with the introduction of language courses for students pursuing VET which are a combination between Language Proficiency courses and Languages for Specific Purposes (LSP) courses (Pace, 2021). A recent study I conducted about language learning trends among adult learners in Malta confirms all this, with the results clearly showing that, whereas at Tertiary Level the number of foreign language students is extremely low, an opposite trend exists when it comes to adult learners in search of LSP courses, ranging from Maltese to English (both official languages in the country) to a vast variety of foreign languages. In fact, the last couple of years preceding COVID 19 and these past 2 post COVID years saw a dramatic increase in the number of adults studying LSP at the various Lifelong Learning Centres (LLC) as well as at their workplace, which goes to show not only that the scenarios and the need for language learning opportunities have changed considerably in the last decade but above all that there is an urgent need for a review of the future of language teaching and learning in Malta.

References:
[1] West, J. (2012). The evolution of European Union policies on vocational education and training. LAKESS research paper, 34.
[2] Pace, M. (2021). Language learning and vocational education and training (VET). Challenges and prospects. 14th International Conference Innovation in Language Learning, Florence. 233-239.

Keywords:

Vocational training, Language learning, Lifelong learning.