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2014 | 4 | 3 | 44-50
Article title

Development of Plurilingual Competencies through Vocationally Oriented Language Learning in Sweden

Authors
Title variants
Languages of publication
EN
Abstracts
EN
The article tackles the problem of developing plurilingual competencies through vocationally oriented foreign language in Sweden. The author analyses the pedagogical conditions of realization of plurilingual education at upper-secondary schools, vocational and higher education establishments and the aspects of teacher education for this purpose. The vocational foreign language education in Sweden is determined by the country’s multilingual policy and English is given much priority in many societal domains including educational. English and other foreign languages are used as the medium of instruction while teaching the content of other subjects. At the higher educational level students are encouraged to write research papers in English. Participation of Sweden in numerous multilingual initiatives of the Council of Europe providing the opportunities for both teachers and learners of vocational and higher educational institutions with the opportunities of the cross-border cooperation in this sphere and international mobility. Still, there is a problem of teacher’s training for teaching foreign languages in professional spheres. Using skills as a framework of foreign languages for specific purposes teachers are provided with the necessary knowledge and tools to deal with their own students’ specializations.
Publisher
Year
Volume
4
Issue
3
Pages
44-50
Physical description
Dates
published
2014-09-01
online
2014-11-25
Contributors
  • Vinnitsa educational and scientific institute of economics, Ternopil national economic university Address: 41 Skaletskogo str., app. 17, Vinnitsa, 21018, Ukraine, seawave2202@mail.ru
References
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  • 2. COE. (2001). Common European Framework of Reference for: Learning, Teaching, Assessment. Council of Europe.
  • 3. COE. (2010). Communication of 2010 on “An Agenda for new skills and jobs: A European contribution towards full employment”, COM (2010) 682 final.
  • 4. COE. (2013). Languages for Jobs: Providing Multilingual Communication Skills for the Labour Market. European Strategic Framework for Education and Training: [Report from the thematic working group “Languages for Jobs” ET 2020]. - Strassbourg : 2013.
  • 5. Erickson, G. (2006). Language Testing and Teacher Training: A Swedish example / G. Erickson // The International Conference “Fremdsprachenkompetenz - der Schlüssel zur Tür nach Europa” [Foreign language competence - the door to Europe] : (Kloster Banz, 26 October 2006) / Göteborg : Göteborg University.
  • 6. Eurobarometer. (2006). Europeans and their Languages: European Commission: Special Eurobarometer (243).
  • 7. Eurobarometer (2010). '“Employers' perception of graduate employability”'. European Commission: Eurobarometer (304). Retrieved: 14.09.2014 from: http://ec.europa.eu/public_opinion/flash/fl_304_en.pdf.
  • 8. Lindberg, I. (2011). Multilingual Education: A Swedish Perspective / Reflections on Education in Multicultural Societies Turkish and Swedish Perspectives. Stockholm: Swedish Research Institute in Istanbul. - 20 p.
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  • 10. MSc. (2014). Double Degree Program in Economics. - Retrieved 30.06.2014 from: http://www.hhs.se/Education/MSc/MECON/Double-Degree/Pages/default.Aspx
  • 11. Munklinde, M. (2008). Praktisk Tvåspråkig Undervisning: En fallstudie av lärare och elever på en högstadieskola [Practical Bilingual Education: A case study of teachers and students at a secondary school].
  • 12. Nixon, J. (1999). SPRINT (Sprak- och innehеlsintegrerad inlarning och undervisning) [Content and Language Integrated Learning and Teaching in Sweden] : A report for the National Agency of Education. - Stockholm: Skolverket. - 58 р.
  • 13. Skolverkett [Swedish National Agency for Education]. (2007). Syllabus for the subject of English, upper secondary school. - Stockholm, 2007. - 11 p.
  • 14. SSE. (2012). Student Handbook for the Master of Science Programs in: International Business. Stockholm School of Economics. - 70 p.
  • 15. The Bruges Communiqué on enhanced European Cooperation in Vocational Education and Training for the period 2011-2020. - Bruges, 2010. - 20 p., Retrieved 14.09.2014 from: http://ec.europa.eu/education/lifelong-learning-policy/doc/vocational/bruges_en.pdf
  • 16. Viberg, Е. (1993). Crosslinguistic Perspectives on lexical organization and lexical progression // Progression and Regression in Language: Sociocultural, Neuropsychological and Linguistic Perspectives. - Cambridge: Cambridge University Press.
Document Type
Publication order reference
Identifiers
YADDA identifier
bwmeta1.element.doi-10_2478_rpp-2014-0034
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