Enjoy Language 2:nd partner meeting in Vienna April 2012

Agenda Tuesday 24 th of April Welcome Presentation of the chapters in the Handbook, Folk, IED, Learnwell Oy, BFE Discussion Lunch Workshop and discussion of the Toolbox, content, how much can be transferred from LL, and how much content will be new and how to organize the content Discussion from the work in the workshop Dinner at a local restaurant serving nice food and beer!

Agenda Wednesday 25 th of April Dissemination results so far Coffee break Further steps Communication, Activities and plans, next meeting Other issues, open questions and summery of the meeting Lunch

The overall objective of the project is to enable young male working in the tourist sector with particular “foreign language learning resistance” to establish their “enjoying language” by increasing their interest and uptake of foreign languages and to increase their participation in the life long learning society.

The project aims to make a useful addition to the training of tourism workers by adapting, testing, disseminating and mainstreaming language learning materials using informal learning still regarded as innovative or little known in many areas. The content of the languages taught will be related to work in tourism. The methods and materials adapted will be transferred from the Love Language project, promoted in Austria.

WP3, led by AT adaptation of the original Love Language project. The adaptation phase includes adaptation of the handbook and toolbox and translation into partner languages. 6 months.

Timetable:

Preface Language learning Creating a positive learning atmosphere Learning concepts reaching the target group – Informal learning – Respecting individual learning styles – Self-directed learning – ODL Further reading and sources Links Examples of tools References Handbook:

Chapters in the handbook Keep it ( Yes/No) CommentsChanges Our organization will write it (Yes/No) Preface With background information and project information YesIncluding who it is aimed at. And what the aims objectives of the project, handbook and toolbox are. Given that the handbook will be developed in the context of the LDV project information concerning the project and the general programme should be included in the beginning (this could be also required according to publicity visibility regulations of the programme) It is logical to include here more info about the actual transfer FOLKUNIVERSITETET- Sweden

Chapter 1 Information about the tourist sector Needs of learning language skills Value of learning language skills YesAre the needs and values clearly defined? By need does it mean what do you need in order to learn? E.g. classroom environment, motivation etc (if so this is chapter 3 no ?) By value does it mean things like the individual will become more employable etc? Most probably the idea here is a description of the recent tendencies in tourism sector in each partner country. Because this is coming from the project’s target group I think it is important the description to be short, but to underline the need of developing the language skills of the people that are involved in the area of tourism. I do not have any clarity what the other sub items would include - Needs and value of learning language skills The wording of the sections to make it more clear… IED - Greece Chapters in the handbookKeep it ( Yes/No) CommentsChangesOur organization will write it (Yes/No)

Chapters in the handbook Keep it ( Yes/No) CommentsChangesOur organization will write it (Yes/No) Chapter 2 Language Learning in the tourist sector YesDoes this mean ‘what is the current state of language learning in the tourist sector’? like a state of the art mini report? May be it is a good idea to exchange the places of the 1 and 2 chapters. In the 1 chapter I would put Needs and Values of learning language skills, and in the 2 chapter would be the Information about the tourist sector and the piece about Language Learning in the tourist sector Learnwell Oy – Finland

Chapters in the handbook Keep it ( Yes/No) CommentsChangesOur organization will write it (Yes/No) Chapter 3 Creating a positive learning atmosphere YesHaving in mind the target group of the recent project it is good if we think about some additional methods that can motivate the students; The sub item “Integration of gender sensitive teaching" is giving many and good guidelines for gender sensitive work. More examples and differences could be found to support the teachers. It is good to be thought about this item about developing positive atmosphere - it could be enriched more as a whole. May be it will be useful if specific examples from teachers practice can be included: how did they deal with low motivation, „difficult” student, someone with very different interests from the others gender balancing and etc.. Sub item "Building positive relationship": the link between the title and the text is very weak. It is possible to shorten the first six paragraphs in a shorter and more resuming text or to change the title of the sub item. Sub item "Focus Profession and job orientation": Because the recent project is directed towards young men working in the area of tourism, the content of this sub item is important to be changed or enriched. BFE – Bulgaria

Chapter 4 Learning concepts reaching the target group -Informal Learning -Respecting individual learning styles -Self-directed learning -ODL Yes Should this be: Learning concepts for reaching the target group? Or Learning concepts and the target group? What is ODL? The important thing here is the role of the informal learning to be expressed in a specific way for the goals of the project. The theoretical concept for the different types of intelligence that is described here is very useful, but it can be more specific in the parts about how the teachers can use it in order to assist the students to recognize their own learning style. This concept can also be used in teaching and learning foreign languages ODL - I do not have clarity about this sub item. Folkuniversitetet – Sweden Chapters in the handbook Keep it ( Yes/No) CommentsChangesOur organization will write it (Yes/No)

Further reading and resources Yes All Partners LinksYes All Partners Example of toolsYes From the toolbox UK – Careers – will do the proofreading Austria – BEST – will do the layout Further comments – suggestions: Because the target group is young men, working in the area of tourism, it is important to make a link between the individual learning styles and the individual approaches for customer service. A separate chapter can be added to describe direct and indirect ways for developing customer service skills through foreign language learning. What do you think – should we add one more chapter ?

Preface How to use the tools Tools – Divide the tools – tourist topics ? Or as in Love language ? – Template ? Further reading and sources Links Toolbox:

Deadlines: Draft to the pilot test Toolbox – design – BEST – May – June ? Handbook Deadline 15 sept 2012 Dissemination list Dissemination plan Exploitation list Exploitation plan Deadline 1 June 2012 Evaluation questions pilot test Deadline 30 sept ? Translation Translation – website Deadline

3th meeting WP4-5 – Greece 9-10 October th meeting WP6 – Finland May 2013 Final meeting – Bulgaria October 2013 Meeting dates: