Enjoy Language Handbook English Final

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HANDBOOK for Teachers, Trainers and the Tourism Industry
The Partnership Sweden Projektkoordinator Folkuniversitetet Kristianstad www.folkuniversitetet.se Austria BEST Institut fr berufsbezogene Weiterbildung und Personaltraining GmbH www.best.at Bulgaria Business Foundation for Education www.fbo.bg Finland Learnwell Oy www.learnwell.fi Greece Institute of Entrepreneurship Development www.entre.gr/site-en/ United Kingdom Careers Europe www.careerseurope.co.uk
LDV TOI Project Enjoy Language (n LLPLdv/TOI/SE/11/1383 -2011-1-SE1-LEO05-08376) This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained
therein.
This project (number: LLP-Ldv/TOI/SE/11/1383 - 2011-1-SE1-LEO05-08376 is carried out with the financial support of the Commission of the European Communities under the Life Long Learning Programme
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Contents
1 2
2.1 2.2
INTRODUCTION ....................................................................................................... 6 INFORMATION ABOUT THE TOURISM INDUSTRY .......................................................... 8

Tourism in Europe ........................................................................................................ 8 Types of Tourism .........................................................................................................10
2.2.1 2.2.2 2.2.3 2.2.4 Cultural Tourism............................................................................................................................ 10 Activity Tourism ............................................................................................................................. 10 Agrotourism ................................................................................................................................... 12 Languages and Tourism .............................................................................................................. 13
2.3
Professions in Tourism ................................................................................................14
3. CREATING A POSITIVE LEARNING ATMOSPHERE ........................................................ 17

3.1 Building Positive Relationships .......................................................................................18 3.2 Motivation .......................................................................................................................22
3.2.1. Motivation in language acquisition ............................................................................................... 26 3.2.2 Motivational strategies .................................................................................................................... 26 3.2.3 Maintaining motivation .................................................................................................................... 27 3.2.4 Instrumental motivation ................................................................................................................... 27
3.3 Activities to Encourage Motivation ..................................................................................29

3.3.1 Focus on ICT .................................................................................................................................... 30 3.3.2 Focus on Professions ...................................................................................................................... 31
3.4 Gender Sensitive Teaching ............................................................................................32

3.4.1 Gender-fair Language ..................................................................................................................... 33 3.4.2 Gender Preferences ........................................................................................................................ 33
3.5 Valuing Diversity .............................................................................................................38
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4.1 4.2 4.3
LANGUAGE LEARNING IN THE TOURISM INDUSTRY .................................................. 40

Required levels of proficiency ......................................................................................40 Language Training on Tourism Courses ......................................................................41 Availability of Training Materials...................................................................................42
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LEARNING CONCEPTS - REACHING THE TARGET GROUP ......................................... 44

Respecting Individual Learning Styles .........................................................................44
5.1.1 5.1.2 Body/Kinesthetic Intelligence: ..................................................................................................... 46 Interpersonal Intelligence: ........................................................................................................... 46
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5.1.3 5.1.4 5.1.5 5.1.6 5.1.7
Intra-personal Intelligence: .......................................................................................................... 46 Logical/Mathematical lntelligence: ............................................................................................. 47 Musical/Rhythmic Intelligence: ................................................................................................... 47 Verbal/Linguistic Intelligence: ..................................................................................................... 48 Visual/Spatial Intelligence: .......................................................................................................... 48
5.2 5.3 5.4
Content Integrated Language Learning (CLIL) .............................................................49 Self-directed Learning ..................................................................................................53 Principles for guidance.................................................................................................54
5.4.1 Principle: Guidance on the participants - division of responsibility and facilitation of selfresponsibility ............................................................................................................................................... 54 5.4.2 5.4.3 5.4.4 5.4.5 5.4.6 5.4.7 5.4.8 Principle: Guidance on biography .............................................................................................. 54 Principle: Ensure biographical continuity .................................................................................. 55 Principle: Focusing on competences ......................................................................................... 55 Principle: Guidance on reflection................................................................................................ 55 Principle: Guidance on participation through transparency and interaction ........................ 56 Principle: Guidance on the process ........................................................................................... 56 Principle: Guidance on the interests of the learners................................................................ 57
5.5
ODL Open Distance Learning ...................................................................................58

5.5.1 5.5.2 5.5.3 5.5.4 5.5.5 5.5.6 Definition ........................................................................................................................................ 59 Time and place spectrums .......................................................................................................... 60 ODL Technologies ........................................................................................................................ 60 Advantages of ODL ...................................................................................................................... 61 Disadvantages of ODL ................................................................................................................. 62 How to get started in ODL ........................................................................................................... 62
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EXAMPLES OF TOOLS ........................................................................................... 65 REFERENCES ....................................................................................................... 68
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1 Introduction
Enjoy Language is a Leonardo da Vinci Transfer of Innovation project. It aims to support training providers in the tourism industry by adapting, testing, disseminating and mainstreaming language learning materials through innovative styles of informal language learning. The projects aims to forge strategic networks between employers, unions and providers of learning opportunities, who will then test, disseminate, advise on and mainstream the project results. This will increase cooperation between these institutions and add to a Europe-wide knowledge of the issues. The methods and materials will be transferred and adapted from the Love Language project, developed in Austria.
The project partnership has adapted and developed this handbook for training providers working with young male language learners, specifically those working in the tourism industry. The handbook also addresses key actors for lifelong learning and language learning training policies. It aims to inform stakeholders in education policy, as well as those responsible for the design of adult education programmes, on how to motivate people who have so far been reluctant to take up language learning.
The handbook is intended to be used as a guide or a reference book for trainers/teachers, providing answers to the various problems encountered in language learning. It specifically focuses on the tourism industry, though the framework can also be used for other learning situations where the end users reject traditional teaching styles. It is divided into several different modules to allow flexibility within a framework of certain specific requirements (see contents: chapters 1 7). The Enjoy Language toolbox is a complementary resource designed for all adult education and vocational qualification institutions, and is based on the project handbook. Due to the modular structure of exercises, this collection of materials and methods can also be adapted to suit a wide variety of learners.
The Enjoy Language resources are built on several principles, first of all that a basic knowledge about current trends in the tourism industry will help to equip teachers and students with the skills that are needed in the labour market this knowledge includes
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background data, industry information, forecasted development and needs analysis. Secondly, that creating a positive learning atmosphere is key to maintaining students motivation. Matters related to building positive relations, the role of motivation and strategies to maintain motivation during the language learning process are particularly examined. The specific needs in terms of language skills in the tourism industry are identified - training providers are encouraged to keep these in mind when delivering tourism-related learning programmes.
Learning concepts for reaching individuals within a group are analysed (learning concepts are based on different approaches of teaching and ways of learning). Methods which include a varied mix of information processing are emphasised: seeing and hearing, reflecting and acting, reasoning logically and intuitively, analysing and visualising etc. Finally an explanation of how to use the toolbox and some example activities are included before getting started in the classroom.
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2 Information about the Tourism Industry

2.1 Tourism in Europe
Tourism is highly significant to the European economy. It accounts for more than 5% of direct employment and a proportion of the European gross domestic product, not to mention the great effect it has on other sectors of the economy. The tourism industry has seen stable growth over the past few years and is forecast to continue this growth in the future. As a result, the future skill requirements for the tourism sector in Europe are of particular significance.
Despite the increasing competition in world tourism, Europe is still the leading destination and has the highest concentration, and variety, of tourist attractions. If Europe wants to keep its position as one of the leading destinations in the tourism sector, we need to understand general trends in the industry and how to better prepare a skilled workforce. The capacity for tourist accommodation throughout Europe shows a range of differences from hotels to campsites. In general, the hotel sector is shown to lead the way in most destinations, exceptions being regions in the west and south of France, the north-east of Spain, the coastal areas of Belgium, the Netherlands and the United Kingdom. According to statistics, in 2000 there were approximately 200,000 hotels in the 15 Member States of the European Union.
Throughout Europe, the tourism sector is one of the most important sectors of the economy, accounting for more than 800 billion euros of the EU populations expenditure per year. It is responsible for more than 30% of EU external trade in services, with associated consumer expenditure said to reach more than 12%. Gross domestic product produced by the sector makes up more than 5% of core industry and another 7% in the related economy. With more than two million businesses and enterprises throughout Europe, the tourism sector creates more than seven million jobs in the core industry (or 5% of the total workforce) and twenty million jobs in total with the associated economy (or an additional 8% of the workforce). This leads to the potential for creating more than 100,000 new jobs each year.
It is important to note, however, that Europe is still an internal experience - more than 85% of tourists who visit Europe come from within the European Union, and although the leisure travel is the most popular, 20% of all travel is for business purposes.
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Extracted from: Eurostat, Tourism Indicators, 2005-2010, http://epp.eurostat.ec.europa.eu/statistics_explained/index.php?title=File:Tourism_indicators, _2005-2010.png&filetimestamp=20111111133515
Trends in European tourism have shown that the industry is currently on the rise and figures are set to double by the year 2020, representing more than 720 million estimated arrivals. In particular the number of elderly tourists is predicted to increase, with cultural tourism constituting a large segment of the sector.
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2.2 Types of Tourism
2.2.1 Cultural Tourism

Europe has evolved into a consumer society, where consumption is driving production and the cultural tourism market is becoming increasingly competitive. As tourists reject traditional holiday resorts for cultural experiences in Asia and South America, Europe has to remain competitive and use its resources to keep up with the demand. Many cities and regions in Europe are constantly developing strategies to promote their cultural heritage, diversity and unique selling points in this rapidly growing market. Tourism campaigns are now typically focused around festivals/events, theatre, shows, village and rural life, gastronomy, general sightseeing, historic/religious monuments and other such activities.
Cultural tourism plays a very important role in particular for German tourists, who regularly take holidays outside normal peak seasons, travel independently and spend more time in one place.
2.2.2 Activity Tourism

The table below displays participation rates in a number of recreational activities in six European countries, Canada and the United States from the 1990s to 2000s. In all countries it seems that outdoor/activity tourism has gained popularity in recent years.
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Extracted from: Living Reviews, Outdoor Recreation and Nature Tourism: A European Perspective, http://landscaperesearch.livingreviews.org/Articles/lrlr-2007-2/
Behavioural trends of tourists have been best documented in the US, which show a clear preference for all outdoor activities (when measured in terms of total number of participants). Walking, fishing and hiking are all popular tourist activities, followed by boating, camping and hunting. To be competitive in the tourism industry the demand for these types of outdoor
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activities
must
be
met
in
Europe.
Extracted from: Living Reviews, Outdoor Recreation and Nature Tourism: A European Perspective, http://landscaperesearch.livingreviews.org/Articles/lrlr-2007-2/
2.2.3 Agrotourism
Agrotourism is a relatively new idea for a packaged product in Europe, dating back just over a decade. Case studies in this report reveal that agrotourism is at different stages of development throughout Europe, and so products (i.e. what is on offer to tourists) and the language used to define it can differ from country to country. Despite this, there is no doubt about its potential to grow as a tourism product across all of Europe. Many regional and national organisations have recognised a need to co-ordinate strategies to promote agrotourism and in many cases act as central booking agents.
Agrotourism in many countries consists primarily of lodging and meals on a farm. Host families often remodel farm buildings into rustic lodging facilities, and then operate them as a type of bed and breakfast (B&B) inn. Some farms, particularly in Switzerland, do little more than clean out a barn and spread straw on the floor, upon which people roll out sleeping bags - others provide fairly upmarket accommodation. Visitors often tour the farms, help out with a range of farm tasks, have meals with the host family, and genuinely experience life on the farm. What distinguishes many of these European farm accommodations from other rural
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B&Bs is that most countries require they be real, working farms that derive a certain percentage of the families income from agriculture. In England, 23% of farms provide some sort of commercial leisure service, such as fishing, nature trails, picnic sites etc, while 24% of English farms provide overnight accommodation and/or catering. In France, hikers and cyclists can follow a network of trails around the country which lead from farm to farm. The Netherlands and some other European countries have centralised clearinghouses for contacting and booking stays on working farms.
Agrotourism is often closely linked to cultural and nature tourism, which has experienced an increase in annual gains of between 20 and 34% in the 1990s, compared to around 7% for conventional tourism. Day and weekend trips to nearby rural areas are also gaining in popularity as they offer a quick alternative to the rapid pace of urban living.
In Greece, as in most countries, agrotourism is still at a very early stage, although in some countries in Europe, such as Austria and France, it is a sector that has existed for more than one hundred years. In Sweden and Switzerland agrotourism reaches more than 20% and in Austria it is higher than 10%.
Statistics and data show that agrotourism is an emerging and growing part of the tourism industry which presents great opportunity for further development. The economic crisis and a shift towards alternative types of tourism will lead to a further increase in demand for such services. As a result, the sector of agrotourism holds great promise, while the need for labour and skills in this sector are also high.
2.2.4 Languages and Tourism

The skills needed in the tourism sector can greatly vary depending on the type of labour and the labour category. When looking at management in the tourism industry, there is emphasis on transversal skills and managers most often have an educational background in marketing, law, economics and accountancy. Managers are also expected to have computer skills, management skills, product development, HR, marketing and sales skills as well as language skills. They should also be able to communicate with important clients and customers, i.e. have interpersonal skills.
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Skills categories, including supervisors, skilled workforce and low skilled, have indicated a need for accounting, supervision, training skills, personal skills, computer skills and basic skills such as language, behaviour, culture and organisation. It is necessary to improve training and skills to better serve customers and tourists. According to the report by Cedefop Trends and skills needs in Tourism, staff for luxury tourism should be equipped with educational and psychological qualifications, as well as communication and sports skills. Travel reps are generally expected to be friendly, enthusiastic, and communicative, should have organisational skills, take initiative and work well under pressure. Additional requirements include the ability to provide sales and customer service, knowledge of legal matters, familiarity with destinations, products and services and computer skills. Other essentials include skills in foreign languages,
communication and presentation techniques.
Practical training programmes related to services in the tourism industry need to be introduced in EU countries. As tourism expects its HR staff to be familiar with different cultures and languages, practical experience and systems which enable the exchange of best practice needs to be developed. In general, the rise in tourism and the fact that total number of visitors to Europe is, and will be, increasing each year means that learning foreign languages is necessary to better serve the needs of visitors and ensure their satisfaction.
2.3
Professions in Tourism
There are two major stakeholders directly affected by the tourism industry in Europe: a) the hotel and catering industry b) travel agents and tour operators. In some countries in Europe, this sector also includes leisure parks, youth hostels, holiday resorts, casinos, as well as tourism offices and tourist guides. Hotel and catering accounts for more than 50% of all employment in the tourism industry a figure of approx. five million salaried workers. Below is a table of tourism-related figures in 11 European countries.
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Extracted from: European Trade Union Liaison Committee on Tourism ETLC, What kind of Jobs in Tourism, http://www.etlc-
network.eu/etlc/welche_art_von_jobs_im_tourismus/data/what_kind_of_jobs_in_tourism__final_results_2001_en.pdf
The tourism sector has been known to create the most jobs in Denmark and Norway, while eco-tourism is leading the way in Finland. In France, tourism is the leading sector offering employment for young adults new to the labour market and this trend is also developing in Spain. In Germany, a return to economic growth over the last two years has seen an increase in the ratio of bed nights to salaried workers; however in Belgium, jobs in the tourism sector seem to be primarily part-time. Jobs in travel agencies throughout Europe are growing rapidly as Europeans have increasing amounts of time and money to spend on their holidays.
Employers and HR managers agree that there is the lack of qualified employees available for recruitment in the tourism sector. Social and personal skills are gaining preference as the most important, while the ability to learn and work independently is also highly regarded. Knowledge of foreign languages and specific IT/technology knowledge is often lacking.
There is an increasing demand for flexibility and multitasking as employers seek a combination of skills, enabling them to have mobility within the sector (both geographical and cross-occupational). Given the economic situation in Europe, employers are looking for ways to reduce cost and this has also had an effect on labour. Employers apply informal recruitment procedures which either do not acknowledge the experience of employees in the sector, or lead to the recruitment of unskilled labour to reduce total labour costs.
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As a result, the difficulties and problems within the tourism sector are apparent. Emphasis on social dialogue at all levels and in learning processes is essential.
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3. Creating a Positive Learning Atmosphere

Learning a foreign language can be an enriching experience for everyone it is a form of communication influenced by combination of factors, including the social context of learning, social relations between those communicating and attitudes to the new culture. Language is not only a communication system; it represents a cultural code that gives information about cultural norms, values, traditions and rules of behaviour. Foreign language skills allow a deeper understanding of other cultures and lifestyles, open horizons, promote intercultural communication and help us overcome our personal and national barriers.
Learning languages can sometimes become dull and boring, for example, when a curriculum focuses strictly on learning vocabulary and grammar. If classes are centred the students' needs and are tailored to their interests, it can be motivating, exciting and interesting, not only addressing the transfer of knowledge but developing new skills.
This handbook aims to combine the experience and focuses on what would most influence a positive atmosphere conducive to language learning, how to motivate students for active participation and commitment. The handbook will also introduce didactical approaches and concepts that have been tested and/or researched within the Enjoy Language partnership, with proven success in reaching the target group. They focus on raising motivation and respecting individual learning styles, propose content integrated learning and self-directed approaches. They challenge teachers and learners to reflect on their role and their responsibility in the learning process.
In this part of the handbook, we discuss matters related to building positive relations, the role of motivation and strategies to facilitate motivation during the language process. Particular attention will be given to the content of teaching and its role on creating a positive learning atmosphere, including the role of teachers and their coaching skills. We will focus on sensitivity and respect of cultural differences during the learning process.
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3.1 Building Positive Relationships

Language serves as a method of communication and connection between people, and an environment for interpersonal cooperation. It is used to share thoughts, feelings and desires, knowledge of ourselves and the world. Motivation to participate in foreign language classes would be increased if learning were not only by books, but connected to a different place where we communicate with other people and create positive relationships. In today's
technological world, real communication with new people is always a possibility, and so hours of language learning are important to encourage communication between people in a positive, friendly environment.
Building a positive relationship has many aspects and can be influenced by several factors. It is essential to create an environment where all students feel recognised and valued. Classes should be small enough to provide the personal attention each student needs. Many students feel more comfortable participating in classroom activities when they already know their teacher and their peers. Creating a safe and comfortable environment where everyone feels like a part of the team is one of the most significant factors in encouraging motivation. Doing so may take time as students adjust themselves to a new setting.
From the beginning of the school/course, you can accommodate students with a bright and colourful classroom, with pictures and projects completed by the previous year's students. This gives students the impression that learning the target language will be easy and enjoyable. It also gives students a chance to learn from what is present in the environment and is possible to do in an informal language learning situation. Pair and group activities can be used from the very outset, reducing the pressure of teacherstudent interaction and allowing students to feel recognised by their peers. The feeling of belonging to a united group is one of the strongest motivational factors at the beginning of a school year/course year.
An ice-breaker that you could use to start this process is the nickname activity. Students/language learners can invent and write down a nickname (or use a nickname they already have). Arranged in a circle, each student has to stand up and explain his or her nickname. Along with introducing themselves, this fun activity gives students a chance to create a friendly and flexible classroom atmosphere.
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Another approach is to encourage learners to personalise their learning environment. Providing students with a learner-centred, low-anxiety learning environment has a great impact on language acquisition. Personalising the environment can relax students and
encourage a friendly atmosphere, which will increase their desire to learn and develop their language skills. Students who feel safe and comfortable will feel more secure taking
chances; they will display greater motivation to read aloud in class or write an essay without the fear of being criticised. A holistic learning approach with various possibilities of environment and strategies, including group activities, will encourage learners to achieve their objectives.
As previously mentioned the training location should be a place which is comfortable and stimulating for all students. Besides the main classroom, teachers should offer a variety of learning environments. The Enjoy Language Toolbox offers various examples on how to diversify learning places and environments in order to raise motivation and have fun with language learning. The use of different learning environments is particularly suitable for teaching foreign languages to people involved in the tourism sector, as they can choose places and contexts similar to the their working environment.
The coaching skills of trainers, such as communication skills, are also central to building positive relationships with the students. Teachers and trainers should jointly aim to develop a feeling of respect, trust and partnership with their students. In such an environment, students will be given the opportunity to express themselves and will gain more self-confidence. They will become aware of the fact that they can keep up with the group and reach their aims in language learning. Most of all, it is important to actually listen to what the students are saying, teaches and trainers should try to make sure they confirm what they have understood as much as possible.
What is right for the teacher or trainer may not necessarily be right for the young male language learner. In developing self-confidence and sustainable motivation, learners need to feel respected. Additionally, most communication comes from the tone of voice and body language as opposed to actual words. A person can usually detect, even if not on a conscious level, if someone is not being genuine. Teachers and trainers need to be honest whilst being sensitive.
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It is known that males are success oriented and therefore part of building positive relationships among students is giving positive feedback and reinforcement. This will encourage and increase the students' self-esteem. A student who feels a sense of accomplishment will be better able to direct his or her own studies and learning outcomes. Both positive and negative comments influence motivation, but research indicates that students are more affected by positive feedback, praise and success.
Some researchers consider self-esteem is crucial in the learning process (Gertrude Moskowitz [1978:1]). When teaching a foreign language it is essential to build a creative atmosphere where individuals feel good about themselves, they are then sure to be more motivated to use the foreign language. As well as positive feedback, highlighting the best aspects of students work and giving clear explanations about their mistakes is essential for progression. Students respect teachers who assess their work on its merits, and this in turn encourages them to begin assessing themselves.
A way of building positive relationships and increasing the confidence of students is by involving them in different group activities (giving exercises in pairs and in groups). Smallgroup activities and pair work boosts students' self-confidence and are excellent sources of motivation. Group work can give quiet students a chance to express their ideas and feelings on a topic because they find it easier to speak to groups of three or four than to an entire class. Once students have spoken in small groups, they usually become less reluctant to speak to the class as a whole. Group activities allow students not only to express their ideas but also to work cooperatively, which increases class cohesion and thus motivation.
An example of such an exercise is to divide students into pairs and ask them to discuss their favourite tourist attraction in their hometown. People will be connected by both personal relations (hometown and what the student likes) by their professional guidance - tourism.
To build a positive classroom atmosphere and positive relationships, it is important that each course module has/is: adjusted to the students skills and level, if the level is too high then students will lose interest, if too low they will not feel challenged
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an interesting topic for the target group at a suitable pace according to the students capacities. a selection of tools and exercises
Social skills are extremely important for people working in tourism and exercises which develop these skills will make the lessons more meaningful for students. Social skills include communication, problem-solving, decision making, self-management, and interpersonal skills that allow people to initiate and maintain positive social relationships with others. Deficits or excesses in social behaviour interfere with learning, teaching, and the overall organisation and atmosphere of the classroom. Social skills are in essence the personal equivalent of marketing skills in business.
Concerning the issue of gender, the partnership clearly points out that our young male target group is not a homogeneous group. Gender intersects with a range of other factors, including developmental and sub-cultural factors, which affect each students experience of foreign language acquisition. Some students may have experienced a tension between being masculine and getting on in school, resulting in a reluctance to participate in class and to demonstrate their masculinity, thus making school an overall negative experience. However, not all males identify with aspects of masculinity that conflict with educational engagement, there are many boys who do successfully integrate into schooling.
We have to be careful to distinguish between different groups of people who may be regarded as outsiders, as they have different profiles and different problems. In any case there are special requirements for working with difficult or needy young language learners.
In order to minimise the emotional drain, it seems that the key lies in whether teachers and trainers are performing superficial acting or deep acting. Superficial is where someone would feign being pleasant whilst inside she/he is loathing the situation and/or person, whereas deep acting is where someone changes the way she/he feels towards someone with a more positive attitude. [2]
People who seem to engage in deep acting found their jobs more personally rewarding. Some ways of learning how to deep act can be taken from the acting world by finding
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people who demonstrate the according behaviour: What are their motivations? How do they see the world?
By trying to develop sympathy for the person or people considered as difficult to deal with, teachers and trainers could begin to enjoy their role and reduce potential stress. It is essential for teachers and trainers to be balanced and confident in their direction. This allows for a degree of flexibility in responding to students reactions, yet is not so vague that students feel that the teacher or trainer is not in control. Good teachers are not controlling, but in control. They remain calm and willing to modify plans, but they dont getting stuck in endless useless discussions.
3.2 Motivation
Many Europeans already understand the numerous personal and professional advantages of knowing another language but it is also important to understand why many others do not currently study languages. They may regard language learning as irrelevant to their lives, too academic, too time-consuming, too boring, or they may have been put off by their experiences at school. Whatever the reason, imaginative solutions are required to overcome their reluctance to learn.
Motivation is at the heart of successful language learning, but what is motivation in the field of teaching and learning? How can we define and categorise motivational techniques? Which of them could attract young male students? How can we incite motivation and long term interest in foreign language acquisition?
The term motivation describes: Why people decide to do something, how long they are willing to sustain the activity [ and] how hard they are going to pursue it.[3]
In general, this motivation has to be self-motivation. Students have to be doing something because they want to do it. Motivation is fuelled by the prevention of pain and the pursuit of pleasure. Some of the should goals that have to be done to achieve the want goals are often prevention of pain. Even if paying bills may be annoying and inconvenient, you are
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motivated to do it to avoid the greater inconvenience of paying fines etc. Pain can be indicated by unusually high levels of stress and anxiety.
The pursuit of pleasure is an equally powerful and positive motivator. Pleasure can come under the guise of a great feeling, for example when you are proud of something you have done. Research shows that one of the intrinsic reasons we do things is not necessarily to obtain financial rewards, but social rewards such as praise and admiration from others.
Many researchers are working on motivation to study foreign languages. Some of them are exploring the relationship between motivation and a second language. According to Gardner and Lambert [1972] in the field of second language acquisition, two main kinds of motivation are identified: Integrative motivation to learn a second language in order to identify oneself with the community that speaks the language (cfr. R. Gardner Social psychology and second language learning: The role of attitude and motivation, 1985) Instrumental motivation to learn a second language in order to meet urgent needs and desired goals, such as to get a job or to ask for specific information (cfr. R. Oxford & J. Shearin, Language learning motivation: Expanding the theoretical framework, 1994).
While instrumental motivation relates to growth and research (personal and professional), integrative motivation involves identity, personal preferences, peer group and community acceptance - therefore, it also covers stereotypical male interests like football, cars and music etc.
According to Gardner [1985] overall motivation is better because it supports and justifies the effort required to master the language. Dornyei [1990] asserts that the importance of overall motivation fits well to a bilingual community (studied second language) but is not suitable for learning the language as a foreign language. At a later stage, Gardner [1985] distinguishes between those who develop language in a bilingual environment and those who only study in the classroom. However, at the centre of his research, interest continues to dominate the overall motivation. According to Ely [1986] it is sometimes difficult to distinguish between full and instrumental motivation. He believes that both the overall and type of instrumental
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motivation are positive factors for the strength of motivation. This fact is confirmed by studies of other theorists [Au, 1988; Horwitz, 1990, Crookes and Schmidt, 1989 cit. in Oxford, 1992], who argue that a single type of motivation cannot be consistently superior in terms of language learning.
There are numerous factors which influence the motivation of the individual, the main ones being a means of expression, desire, willingness to learn, perseverance, interest, pleasure, classroom incentives, benefits of knowing a foreign language and more. In this sense, knowledge of students specific motivations, and how to design lesson plans that reinforce this motivation, is an important educational matter. Material and tasks need to be exciting, workable, appropriately challenging and easy to understand.
Topic choices and content are important for motivation. Below is a list of subjects or methods that can be used to motivate students: Sport Favourite sports team Famous people who speak different languages Media Accelerated learning Michel Thomas Link words Tony Buzan Mind mapping Brain gym ICT Techniques Perfect Day exercise Film making, drama, pantomime Games, online, creation of, board games Event organisation Derby School PowerPoint
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You Tube Songs, popular music texts, karaoke singing Talent shows Teach a friend/family member a language Cover lessons Love Involvement of parents Tools and methods for combating inhibitions (acting) Support for busy teachers More stimulating material for high achievers (fast tracking, learning more than one language) Link words Fighting Teasing each other Plotting Fishing Intensive lessons Work experience abroad Exchanges Holidays (adventure) Vocational guidance abroad Outdoor education Motor shows Video conferencing Business development
The challenge of focusing language training on the topics which are interesting to young male students brings key educational principles into question. In general, language courses should not be limited to gender stereotyped contents, roles and expectations, but provide flexibility to ascertain and respect individual interests within learner groups.
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3.2.1. Motivation in language acquisition

Motivating young adults in acquisition of a second language is not only a question of why they have to learn it, but also how long they are willing to sustain the activity. In order to stimulate male learners interests and motivation, its also important to show them language learning as a process of reaching a major goal. Both these problems, why and how long, are especially felt by younger students. For example, trainers can facilitate motivation by helping male learners identify short-term goals and reflect on their progress and achievements in language learning. In this way, its possible to measure progress on a time scale and estimate the usefulness of the short term language learning process. It provides a purpose and avoids the sense of it being a waste-of time.
Students can help themselves achieve their goals by determining their own language needs and defining why they want to learn the language. Having goals and expectations leads to increased motivation, this in turn leads to a higher level of language competence. We as teachers should encourage students to have specific short-term goals, such as communicating with English speakers or reading books in English. No matter what these goals are, we should help students set and pursue them.
Example: Europass Language Passport The Europass Language Passport is a tool that offers a link to a major goal in vocational guidance and development. It could be used to raise the topic of vocational aims, mobility, experiences based on internships abroad etc.
Learners can access self-assessment tools and checklists to identify skill strengths and weaknesses, record the use of practical experience in any single task and/or track their progress on meeting a language learning goal, i.e. how to ask time/date.
3.2.2 Motivational strategies

Its important to design a framework of motivational strategies in order to broaden t he range of choice available to teachers. [4]
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Dornyei offers his own framework, based upon three key units: Creating/generating the basic motivational conditions i.e. setting the scene for motivational strategies: for young male learners, focusing on integration granted by a second language knowledge; Maintaining learners motivation - a main challenge for teachers and could be done through self-assessment tools as well as by facilitating the learners autonomy; Encouraging a positive learner self-evaluation - working on the way learners feel about their accomplishments in order to make each feeling positive.
Dornyei shows three strategies: relating attributions to effort rather than ability; providing motivational feedback; increasing the learner satisfaction experience after task completion.
3.2.3 Maintaining motivation

Following this framework of motivational strategies its clear that the re al challenge for a teacher and trainer is the second key unit. Maintaining a male students motivation during a second language learning process could be made easier by encouraging learner autonomy. During the learning process its important for teachers to guide learners to being responsible for their own learning and become a mentor. Trainers have to encourage young male learners to imagine a conversational situation in which they could be involved, to select their own topics and start a discussion in a foreign language, or to share an experience with the rest of the class.
Students have to be able to use a second language rather than just learning about it. By expressing a personal interest in the foreign language, older learners feel that theyre actively involved and that they are not limited to a passive learning process.
3.2.4 Instrumental motivation

As previously mentioned, integrative motivation is the real driving force behind young male students progress in a second language. However, this does not mean that instrumental
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motivation can be forgotten some students will be working towards goals such as a qualification. Teachers should be aware of maintaining and enhancing instrumental motivation through a goal-oriented programme: Teachers must clearly understand the goals of students and organise a programme which meets them. Its good practice to set up an individualised package of teaching methods which targets learners specific goals Instrumental motivation (i.e. engagement) is enhanced by teachers and trainers giving praise and encouragement, particularly when given one-on-one attention. Beware: overuse of praise and encouragement can reduce its reward value and even seem condescending to learners - knowing how and when to provide encouragement is a part of the trainers professional development and will mostly be a process of trial and error.
Theories of motivation generally seek to explain why and how individuals choose, perform, and persist in various activities, but ultimately, they are also expected to provide insights to those whose job it is to motivate others. Indeed, teachers are more interested in finding out what they can do to overcome deficits in students motivation to learn than they are in explanations of what accounts for variance in language proficiency (a typical preoccupation in research). More specifically, teachers are eager to find ways of increasing the quantity and quality of students engagement in learning activities, since students active participation in class helps everyone learn more efficiently, and makes life more pleasant in the classroom.
Language teachers cannot effectively teach a language if they do not understand the relationship between motivation and its effect on language acquisition. Motivation fluctuates and it is challenging to keep language learners' motivation at a constant high level. When designing a language course, teachers must take into consideration that each learner has different interests and expectations.
The core of motivation is what might be called passion, which relates to a person's intrinsic goals and desires. Successful learners know their preferences, their strengths and weaknesses, and effectively utilise strengths and compensate for weaknesses. Successful language learning is linked to the learners passion and instructors should find ways to connect to this passion.
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Learners need quality instruction, input, interaction, and opportunities for meaningful output, not only to make progress, but also to maintain motivation for language learning. A good teacher should tap into the sources of intrinsic motivation and find ways to connect them with external motivational factors that can be brought to a classroom setting. This is especially significant when the language being taught is not seen as important to the students' immediate needs, other than to pass exams. Because individual learners have different reasons for studying a language, it is important for instructors to identify these and develop proper motivational strategies. Students should understand why they need to make an effort, how long they must sustain an activity, how hard they should pursue it, and how motivated they feel toward their pursuits.
3.3 Activities to Encourage Motivation

Materials and tasks are essential for increasing motivation for learning a language. They have to be exciting, workable, appropriately challenging and presented in an understandable manner, allowing the promotion of successful performance by students. This is a way to change any negative attitudes and stereotypes that can undermine the motivation of students to learn a foreign language.
Male students in particular often feel alienated from foreign language learning because of their earlier experiences of learning vocabulary and grammar in formal language classes. They lack the motivation for success in school, which very often leads to a lack of selfconfidence. The language classroom is important and essential for most learners to understand the structure of a language and its grammar, however there is hardly ever enough time in the classroom for the language teacher to go beyond this learning process. Designing a curriculum that engages students, gives them regular feedback and a sense of accomplishment, as well as giving them real choice (as opposed to variety) is the teacher's strongest and most powerful tool.
Learners need time to acquire a new language. This is where content-based programmes are of interest because the main focus is on the subject, not on the language. The learners motivation will increase as it helps them to build self-confidence and a can do attitude.
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According to Munoz and Nussbaum (1997), using content-based programmes is one way of providing extra exposure of the target language in foreign language settings, it also compensates for the very limited exposure learners get from traditional foreign language instruction. The corresponding product of this project, the Enjoy Language Toolbox provides a variety of exercises and methods on how to involve male language learners in activities and exercises by referring to the special requirements of the target group.
3.3.1 Focus on ICT

In todays high-tech learning environment, it would be unfair to limit learners to traditional methods. Encouraging students to relate their classroom experience to outside interests and activities makes developing language skills more relevant. For example, computer-assisted language learning can involve playing computer games, or be linked to computer programs that the students are interested in using. Listening to foreign language songs, watching foreign language films or videos, and reading foreign language web sites can lead students to broaden their perspective on their language acquisition process.
Computer games, internet downloads and electronic communications cover the young male interests. Whereas the latter is nearly used to the same degree, the general frequency of internet use differs significantly according to gender - on average young females only use computer games and downloads half as often as males. They also show fewer competencies in handling computers than males. Studies prove that the internet is used more by boys and men due to their fascination with technology, games and pleasure [5].
It is well known by the Enjoy Language partnership that the young male target group, and especially students who are under-achieving, respond favourably to the use of information and communication technologies (ICT) as a means of engaging them in learning activities. Many of the lessons involved in this project have drawn on the motivational and educational powers of ICT, and teachers and trainers can adapt, modify and add tools accordingly.
The interactive nature of many new technologies helps create learning environments where students can learn by doing, receive immediate feedback and continually build new knowledge and enhance their level of understanding. This enables students to learn
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vocabulary and further language skills. Sometimes the learners also lead their teachers in an area where they are often experts and teachers or trainers are learners.
ICT that has an emphasis on application, and tailoring education to the needs of individual learners is also supportive of a shift in practice to more learner-centred approaches. This encourages the active participation generally preferred by the majority of male students in the learning process, rather than the passive absorption of knowledge.
Teachers need to assess and understand how to reach all students by understanding how to introduce ICT into course concepts of foreign language acquisition. The Enjoy Language Toolbox provides relevant examples focusing on music, downloads and information research via the internet.
3.3.2 Focus on Professions

How could a foreign language course benefit from the interest of young male learners in vocational guidance? What could be done by teachers and trainers to guide the learners in preparing for the global working world they are about to or have already entered?
The general objective of vocational guidance is to help individuals find a profession or an occupation. In order for this to be done successfully the individual needs to take an inventory regarding his interests, skills, qualities, experience and personal and social needs. To select a fitting occupation or a profession, we need to be aware of factors that influence vocational choices, as well as personal values and preferences.
A language course may be of added value for learners if content is directly related to their career. Given the target group of this project - young men involved in tourism - special exercises with clients in a restaurant, cafe, taxi, hotel etc. can be included. Career related tasks may also be a particular study of the terminology frequently used in the tourism sector. Foreign language learning can also be geared towards developing various soft skills which, as we discussed earlier, are an essential part of the skills needed to work in tourism communication skills, working with different clients etc. Examples of learners' experience working with difficult clients, different situations, funny misunderstandings, stories about the
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coolest customers, etc. Presenting the materials using direct experience of learners experience will help to capture the learners interest.
3.4 Gender Sensitive Teaching

Gender does not refer to the biological differences between men and women; it identifies the social relationships between men and women bound by cultural and societal structures. The fact that gender in itself is a learned behaviour based upon the cultural and social norms specific to an individual means that gender roles are a dynamic evolutionary process and vary across the globe.
Gender-fair teaching challenges educators to recognise and accommodate different learning styles. Teachers, trainers and training providers who focus on helping learners should be knowledgeable about the effects of gender, in particular its impact on the vocational education of their target group. Sensitivity to gender means taking gender into consideration in all activities.
Males learn their gender roles in sandpits, playgrounds, schoolrooms, camps, churches, and hangout places, and are taught by peers, parents, brothers, sisters, coaches, teachers, and just about everybody else. They feel the pressure of the "boy code" in the classroom just as much as anywhere, and it can be very detrimental to their education when boys are labelled as "troublemakers" and "hyperactive", they may also be afraid to express themselves in the classroom.
A gender-sensitive course concept helps male language learners to reflect on their experiences and attitudes in learning/education, and to empower their integrative and instrumental motivation. Another important task of gender-sensitive language teaching is to support those who have chosen a line of work considered unusual for their gender. In order to achieve their full potential as individuals, the students should be aware that many of the limitations and expectations of men and women are social constructs and that, therefore, they may have to challenge or reject established gender roles.
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The approach the njoy Language partnership takes to teaching gender issues focuses on two aspects: one is the linguistic, particularly the grammatical sense; the other is the human, cultural sense of gender.
3.4.1 Gender-fair Language

People try to solve this mystery in both the grammatical and cultural sense of gender. As most nurses are women, English marks a deviation from the "norm" by adding the prefix "male."
Gender-fair language, therefore, is inclusive language, in which you say what you mean. For example, if both genders are meant, then say "men and women". Avoid using male pronouns by switching to plural forms (i.e. students/their). Titles such as "chairman" and "fireman" are inappropriate. Non-biased titles include "chair" and "fire fighter".
3.4.2 Gender Preferences

Concerning the human, cultural sense of gender, several existing studies have demonstrated that females and males learn differently [6]. There is a significant difference in learning style preferences between males and females. As such, it is the responsibility of teachers and learners to be aware of learning style preferences to improve learning. Teachers need to understand how to reach all learners and assess how to present information in multiple ways. By being aware of different learning styles, teachers can help learners to determine their preferences more effectively, both in and out of the classroom. As a learner, it is vital to be aware of your own preferences in order to choose the right study techniques. Information and instruction which doesnt fit the preferred style can always be adapted.
In general, the studies on males' and females' learning differences have concluded that more females are relational learners, whereas males are more independent learners. More males indicate a preference for applied learning styles (i.e. using every-day-life experiences as a basis of learning), whereas females prefer abstract (i.e. numerous reading assignments, organised learning materials, and knowledgeable instructors').
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It has been reported that males have a preference for rational evaluation and logic, whereas females use "elaborative" processing in which they tend to seek personal relevance or individual connections with the material being taught.
Research also suggests that the majority of male learners are multimodal learners [7], including visual input (learning from graphs, charts, and flow diagrams), auditory (learning from speech), read-write (learning from reading and writing), and kinesthetic (learning from touch, hearing, smell, taste, and sight) whereas females prefer uni-modal learning.
Research further suggests that, whereas many females may prefer to learn by watching or listening, males generally prefer to learn by doing, i.e. engaging in an action-oriented task. Throughout our pilot courses we observed young male learners who were so resistant to reading books in class that they literally tossed them aside to pursue more hands-on activities. Some of these same students have been motivated to read on a computer, which allowed them to have fun acquiring the foreign language by scrolling through the pages using a keyboard or mouse.
German studies prove that the internet is used by girls and women as a goal and user orientated tool, whereas fascination with technology, games and the internet are of importance to boys and men [8]. The preferred learning styles and methods of young males are as follows:
The teacher leads from the start. Assertive, but friendly. Lessons are constructed of a series of short, varied activities. The lesson objectives are explained on the board Brief, short tasks, preferably visual Multimodal learning Male friendly learning styles tend to be kinaesthetic, visual, and logical Active learning Challenges Competitions Quizzes
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Sociable learning Group work Questions are directed at individual learners rather than whole classes Make use of information and communication technologies (ICTs) At the end of each activity the teacher gives honest but positive feedback. When possible, praise should be given in private.
Least popular learning styles Copying from the board Listening to the teacher Worksheets Writing on their own Reading on their own
Preferred attitudes Males tend to be more achievement oriented (whereas females are more social and performance oriented) Males tend to attribute their success in the classroom to external causes Mainly males focus on eradicating weaknesses and limiting the amount of damage Due to their fear of expressing themselves in the classroom some males tend to be labelled as "troublemakers" and as "hyperactive" (Therefore) teachers tend to give more attention to male learners
Studies on males' and females' learning differences have also concluded that males are likely to attribute their success in the classroom to external causes, such as teaching, whereas females generally see their success are being directly related to their efforts in the classroom. This suggests that males tend to be more externally focused, but females tend to be more introspective and self-critical. [9] In class many male learners will engage themselves more readily using hot-seating or role-play as it is less personal when tackling issues of self-esteem.
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A more complete picture of the differences between men and women and their learning styles is presented by Bulgarian professor Ivan Ivanov from University of Shumen. [10] Various questionnaires have shown the following conclusions about men: less motivated than females to learn highly developed skills in selecting information - important and unimportant logical thinkers tend to bring the additional arguments to prove a thesis average ability to memorise texts prefer to receive information visually prefer a sensory experience in training, the learning process is highly emotional; faith in authorities, experts, rules, the teacher, but confident in his own opinion, the least likely to seek advice and assistance prefer to study more in silence, in bright light in a cool environment in less formal design environment; more volatile, learning depends on their mood; exhibit less persistence in the pursuit of their goals for learning; prefer uniformity in training, structured lessons; fear of error, incorrect opinions, risk; strictly one-way thinking; more assertive; prefer to study alone rather than with peers; prefer their parents to have an active attitude towards learning; prefer their teachers to have an active attitude towards their learning, very sensitive to hunger - learn better if they are full; learn best early in the morning can study well before noon, cannot learn well after lunch; consistency in decision making; moderate influence of previous experience in problem solving
These results can be taken into account when designing curricula content.
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According to European policy, it is the responsibility of VET training providers, teachers and learners to be aware of gender aspects within our society, particularly within vocational education and training. They should learn about gender mainstreaming, value people for their differences and reflect on how gendered perspectives influence our daily life. The following quiz therefore aims at providing some food for thought.
Example: Gender Quiz If your father was a nurse and your mother a bricklayer, would you a) say men are better nurses? b) say nursing and bricklaying were fine professions? c) tell your friends he was a doctor and say she worked for a building firm?
Your mother goes out to work and your father stays home and looks after the house. Do you a) tell everyone about it as often as you can? b) think it is strange and keep quiet about it? c) get annoyed when people laugh about it?
If a girl friend of yours got hurt playing football in a mixed team, would you a) say it could have happened to anyone? b) tell her football is too rough for girls? c) blame the boys for not being more considerate?
A male learner arrives at the course with his finger nails painted red. Do you a) say they really suit him? b) tell him he must be out of his mind? c) ask the rest of the boys in the class why they don't do it too?
If you applied for a job and the manager was a woman, would you a) decide you didn't want the job? b) say how pleased you would be to work for her?
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c) not even notice?
You go out with friends one evening; he is wearing a skirt and she's got trousers on. Do you a) ask them if they feel comfortable? b) congratulate them on the shock they've given the waiter? c) tell them it's not Halloween?
Imagine you had a sister who did bodybuilding and a brother who was a ballet dancer. Would you a) never mention them in public? b) hope they were both successful? c) carry pictures of them to show to people at every possible opportunity?
3.5 Valuing Diversity

Respecting diversity and differences between people is another very crucial aspect of creating a positive learning atmosphere. We live in a diverse society: there are younger and older people, some people have disabilities, others are from different countries, some people are straight and others gay some have children and others choose not to have them. Managing diversity refers to the experience of human differences and commonalities, an experience which is becoming increasingly relevant to peoples daily lives in the 21st century.
In order to be successful, all kinds of organisations (training sector, public administration, business, etc.) must confront equality and diversity issues. It is important to be open to difference, and to celebrate it, so that we can benefit from a range of personalities and talents.
Students have their own expectations, interests, needs and personality characteristics, which must be taken into account as much as possible. Working in groups sometimes makes it very difficult to recognise the differences and specificities of each individual. When learners are well informed about the training structure right from the beginning of term, their differences
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can be covered and their expectations fulfilled. For example, tutors can specify particular rules for a certain group: either as formal guidelines for the duration of the lesson, or guidelines related to how you treat people when they talk, work, exercise, etc.
Guidelines for different lesson scenarios can be elaborated at any time: allow flexibility to dedicate time to an interesting topic such as curious facts, questions and discussions. The aim is to identify the working style of the group, establish appropriate guidelines and rules for working together and ensure the diverse needs of each participant are met.
The topic of diversity is an interesting discussion for the classroom, particularly as professionals in the tourism industry will come across many different kinds of people. A discussion on this subject will enhance their personal and social skills.
The corresponding product of this project, the Enjoy Language Toolbox provides some exercises and methods on how to involve male language learners in recognising individual needs and valuing every point of view.
As you can see there are many factors that contribute to creating a positive atmosphere for learning foreign languages. A professional environment means a pleasant and desirable place to learn about new languages, cultures and human relationships.
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4 Language Learning in the Tourism Industry

For tourism professionals, skills such as knowledge of foreign languages and the use of IT are gaining importance. Having a decent level of English and knowledge of up to three other foreign languages is a necessity for most jobs in the tourism industry.
But how can employees in the tourism industry keep up their language skills and learn other international languages? We believe an analysis of language learning in the tourism sector should be placed within a wider discussion targeting those involved in language learning. We need to be clear on the required levels of proficiency, where to find language training providers and the availability of courses and training materials.
4.1
Required levels of proficiency
According to the Cedefop report on Trends and skills in the tourism sector, many national tourism organisations in Europe have identified a lack of language skills as being a common problem and even a competitive disadvantage. [11]
In addition, the European Reference Framework for key competences for lifelong learning highlights eight key skills and competences that all individuals need for personal fulfilment and development, active citizenship, social inclusion and employment: communication in mother tongue communication in foreign languages mathematical competence and basic competences in science and technology digital competence learning to learn social and civic competence sense of initiative and entrepreneurship cultural awareness and expression
Competence in a foreign language is defined as having the right language skills to work without any further training. In the tourism industry a second and third language is often required.
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Communication in foreign languages is based on the ability to understand spoken messages, to initiate, sustain and conclude conversations and to read, understand and produce texts appropriate to individual needs. An individuals level of proficiency will vary between the four dimensions (listening, speaking, reading and writing) and between different languages, and according to that individuals social and cultural background, environment, needs and/or interests. [12] As professions can differ within the tourism industry, there is a list of skill requirements for different employee roles attached as an annex to this handbook.
4.2
Language Training on Tourism Courses
The importance of including language and cultural awareness in tourism training has been long highlighted by different actors in the field. Tourism-related language training takes place on hospitality and tourism courses/in-house training programmes, based on individual university curriculums.
Institutions providing language training for tourism degree programmes and English for Specific Purposes courses come from different sources: state vs. private national vs. regional traditional education vs. training provider
The growing market of European tourism impacts on the availability of tourism degree programmes and on English for Specific Purposes courses within the Tourism and Hospitality field. Most higher education institutions provide tourism degrees and these also include one or more courses on foreign languages and ICT.
In Finland for example, the Bachelor of Hospitality Management degree at the HAAGAHELIA International University of Applied Sciences stresses four corner-stones of the course: working-life guidance business management aesthetics internationality
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Language learning comes under internationality: the studies embrace language and culture courses, which contribute to international skills. In addition to Finlands second language (Swedish) all students study at least one other foreign language. Students are members of an international and multicultural university of applied sciences. HAAGA-HELIA University of Applied Sciences/ Haaga campus also cooperates with universities abroad and is an active member of many international organisations. Students have opportunities to take part in exchanges in Europe, Asia and South or North-America [13]
The courses include customer service and sales situations in the food, hospitality and tourism industry. Learning outcomes include: an extended knowledge of vocabulary for everyday working life the ability to communicate in basic situations, both orally and in writing the ability to use language to present Finland as a desirable tourist destination the ability to use complex grammatical structures and sentences
Language training opportunities are more and more available, as are higher education study programmes delivered in the target language. Many vocational training centres and private language schools in Europe offer courses in a wide range of languages and free languages courses for employees are sometimes offered by Trade Unions in the tourism industry.
4.3
Availability of Training Materials
Tourism-related language material needs to reflect the current needs of the tourism sector, deepen linguistic competences and cultural awareness, and promote innovative training methods using the latest technology.
For example, in the Finnish language training system, the CLIL method and vocation-related teaching materials have not been widely used. According to the Team Teaching CLIL-AXIS project, in the Tourism and Hospitality vocational teaching field in Finland teachers are taking part in various kinds of steering groups in this sector, and a growing interest can be seen among the representatives of working life to share experiences, and to inform educational institutions about their labour requirements. [14]
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Most language training courses available for tourism professionals in secondary/higher education and vocational schools is based around a general textbook including oral and written exercises, as well as independent studies outside classroom learning. Private companies in the language training field follow a less traditional pedagogical approach to teaching.
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5 Learning Concepts - Reaching the Target Group

Learning concepts are based on different approaches to teaching and ways of learning. We all process information in different ways: by seeing and hearing, reflecting and acting, reasoning logically and intuitively, analysing and visualising.
Teachers often teach in the style that they learn and may have difficulty understanding those who have different learning styles. One teacher may use abstract examples while others may use concrete illustrations. Some instructors lecture, others demonstrate or lead learners to self-discovery; some focus on concepts and others on applications; some emphasise memory and others understanding. Likewise, students learn according to the learning style with which they feel most comfortable. Teachers must understand their own learning style and also use a variety of ways to accommodate the learning styles of their students.
5.1 Respecting Individual Learning Styles

The goal of any teaching technique is to set a tone conducive to learning and engage students in the learning process. Participation is essential to learning - students who are actively involved will learn more and feel satisfied with their education. Gender-fair teaching challenges educators to recognise and accommodate different learning styles.
The Learning Style Theory proposes that different people learn in different ways and that it is good to know your own preferred learning style. Many of the learners may not have heard of this concept and it can be a very useful tool in the first stages of the relationship to help them to identify their learning style. Once this is identified, it is important for learners to use this information to reflect on how it might conflict with other learning styles and to consider how the students will incorporate this information into their pair work or team work exercises.
David Kolb published his learning styles model in 1984. Various factors influence a person's preferred style: notably in his experiential learning theory model (ELT) Kolb defined three stages of a person's development, and suggests that our propensity to reconcile and successfully integrate the four different learning styles improves as we mature through our development stages. The development stages that Kolb identified are: 1. Acquisition - birth to adolescence - development of basic abilities and cognitive structures
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2. Specialisation - schooling, early work and personal experiences of adulthood the development of a particular specialised learning style shaped by social, educational, and organisational socialisation
3. Integration - mid-career through to later life - expression of non-dominant learning style in work and personal life. Essentially, Kolb was identifying experiential/reflective practice we can think of this in terms of: DO REVIEW LEARN APPLY What did I do (Concrete experience) Why did I do it? (Reflective observation) What did I learn? (Abstract conceptualisation) How can I use this insight? (Active experimentation)
Understanding how we learn is important because if students are aware of their style it can be applied to acquiring any new skills and knowledge, including foreign languages. When someone makes use of her/his natural style she/he will find learning much quicker and easier.
The Multiple Intelligence theory states that there are at least seven different ways of learning, thus "seven intelligences": body/kinesthetic, interpersonal, intrapersonal,
logical/mathematical, musical/rhythmic, verbal/linguistic and visual/spatial. Almost everyone has the ability to learn through these intelligences.
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5.1.1
Body/Kinesthetic Intelligence:
Physical movement and an understanding of the body involve the brain's motor cortex, which controls bodily motion. Body/kinesthetic intelligence is awakened through physical movement through various sports, dance, and physical exercises, as well as by the expression of oneself through the body, body language, and creative or interpretive dance.
Skills: Control of "voluntary" movements Control of "pre-programmed" movements Expanding awareness through the body The mind and body connection Mimetic abilities Improved body functioning
5.1.2
This
Interpersonal Intelligence:
intelligence operates primarily through relationships between people and
communication such as working with others to achieve a common goal, and recognising that personal differences are necessary and important.
Skills: Effective verbal/non-verbal communication Sensitivity to others moods, temperaments, motivations, and feelings Working cooperatively in a group Ability to discern the real intentions and behaviour of others Taking other peoples perspectives into consideration and ability to empathise
5.1.3
Intra-personal Intelligence:
This intelligence relates to inner states of being, self-reflection, metacognition (i.e. thinking about thinking), and awareness of spiritual realities. Intra-personal intelligence is awakened when we are in situations that cause introspection and require knowledge of the internal aspects of the self, such as awareness of our feelings, thinking processes, self-reflection, and spirituality.
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Skills: Concentration of the mind Mindfulness Metacognition Awareness and expression of different feelings Transpersonal sense of the self Higher-order thinking and reasoning
5.1.4
Logical/Mathematical lntelligence:
Often called "scientific thinking," this intelligence deals with inductive and deductive thinking/reasoning, numbers, and the recognition of abstract patterns. Logical mathematical intelligence is activated in situations requiring problem solving, new challenges and pattern recognition.
Skills: Abstract pattern recognition Inductive reasoning Deductive reasoning Discerning relationships & connections Performing complex calculations Scientific reasoning
5.1.5
Musical/Rhythmic Intelligence:
This intelligence is based on the recognition of tonal patterns, including various environmental sounds and sensitivity to rhythm and beats. Musical/rhythmic intelligence is activated by the resonance or vibrational effect of music and rhythm on the brain, including sounds such as the human voice, from nature, musical instruments, percussion instruments, and other humanly produced sounds. Skills: Appreciation of the structure of music Mental understanding of music Sensitivity to sounds
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Recognition, creation, and reproduction of melody/rhythm Sensing characteristic qualities of tone
5.1.6
Verbal/Linguistic Intelligence:
This intelligence, which is related to both written and spoken language, dominates most Western educational systems. Verbal linguistic intelligence is awakened by the spoken word, poetry, literature as well as by various kinds of humour such as "play on words," jokes, and puns. Skills: Understanding the order and meaning of words Persuasion Explaining, teaching, and learning Humour Memory & recall "Meta-linguistic" analysis
5.1.7
Visual/Spatial Intelligence:
This intelligence relies on sight and being able to visualise an object, as well as the ability to create mental images and pictures. Visual/spatial intelligence is practiced by creating unusual designs, patterns, shapes, and pictures, and engaging in active imagination and visualisation. Skills: Active imagination Forming mental images Finding your way in space Image manipulations Graphic representation Recognising relationships of objects in space Accurate perception from different angles
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5.2
Content Integrated Language Learning (CLIL)
The term CLIL was coined by David Marsh of the University of Jyvskyl in Finland. Integrating content means both learning another subject through a foreign language and learning a foreign language by studying a content-based subject (CLIL). It is a form of bilingual/plurilingual education.
CLIL is not a new concept. It has been introduced in many ways since Ancient Rome, certainly even before. Over the course of time it has been named in different ways, e.g. immersion education, content-based language teaching, mainstream bilingual education, language enriched education, bilingual education. In most European countries today the term CLIL is used. This is a better term because it neither emphasises the language nor the subject as more important, but acknowledges both the target language and the subject/s as integrated parts of the whole.
To reach our target group and motivate them to participate in language learning courses, the Content and Language Integrated Learning turns out to be a suitable approach to meet their needs. This type of CLIL is new to many mainstream education environments that have not previously prioritised teaching languages and communication. However, due to globalisation and the challenges young Europeans face, the need to speak other languages is changing education.
There are four important reasons for using CLIL with young male language learners: Language is acquired most effectively when it is learned for communication in meaningful and significant social situations Integrating content and second language acquisition provides substantive basis and exposure for language learning Language acquisition naturally goes hand in hand with cognitive development. Knowing how to use language in one context does not necessarily mean knowing how to use it in another. CLIL respects the specificity of functional language use.
Another very important reason is that young adults today leave school unable to use the languages they have spent so many hours studying. Since Content and Language Integrated Learning puts the main focus on the subject and not the language, it therefore leads to increasing the learners motivation as well as helping them to build self-confidence.
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Tutors could teach specific subjects as well as languages. They can work alone in their classes integrating both the subject matter and target language, or they can work in collaboration with other teachers.
A research report emphasises five dimensions for introducing Content and Language Integrated Learning into teaching. They are based on issues related to culture, environment, language, content and learning. Each of these includes a number of focus points carried out in accordance with three major criteria: age-group of learners, socio-linguistic environment and degree of exposure to this approach. These dimensions should not be viewed as independent from one another, as they are usually heavily inter-related in practice. The Culture Dimension CULTIX Build intercultural knowledge & understanding Develop intercultural communication skills Learn about specific neighbouring countries/regions and/or minority groups Introduce the wider cultural context The Environment Dimension ENTIX Prepare for internationalisation, specifically EU-integration Access International Certification Enhance school profile The Language Dimension LANTIX Improve overall target language competence Develop oral communication skills Develop pluri-lingual interests and attitudes Introduce a target language The Content Dimension CONTIX Provide opportunities to study content through different perspectives Access subject-specific target language terminology Prepare for future studies and/or working life The Learning Dimension LEARNTIX Complement individual learning strategies
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Diversify methods & forms of classroom practice Increase learner motivation
The period of time over which CLIL is taught varies considerably - from an occasional half day, to as much as a whole curriculum, depending on what resources are available and the overall aims of the learners.
The Enjoy Language Toolbox focuses on these dimensions. The special requirements of NEET young adults are of particular interest because they need a fresh start to language learning. The dimension-oriented approach specifically meets the needs of those who have not been successful in this subject within their earlier schooling.
Who are the learners and what are their aims and objectives? One of the starting-points of Content and Language Integrated Learning is that the learner takes an active role in the learning process, generating ideas and providing her/himself with learning opportunities, rather than simply reacting to a teacher. The learner is not a passive subject to whom things merely happen; but someone who causes things to happen. Learning is seen as the result of her/his own self-initiated interaction with the world.
Before starting the course it may be useful for teachers/trainers to make a map of the learners to get realistic profiles of themselves and their competences. Teachers need to know who they are dealing with, their expectations and their aims for the course.
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The mapping could be done in the following way (and of course in the learners native language):
In groups participants brainstorm a list of what they need to be able to do in the target language in each of the four skills: listen, speak, read, write (e.g. speak and understand reasonably fluently; write instructions, read the paper). The teacher then draws up list on the board of what all the participants have identified they need to be able to do in each of the four skills.
Self-assessment. This could include information on what languages they speak, how they learnt them, how they are useful in their private life/ workplace/
studies/communication with local, state, and European agencies. There can also be sections on what sense of identity do they get from speaking languages and which identity they prefer. The learners then take time to fill in their self-assessment sheets individually and discuss their answers one to one with the teacher.
Understanding where individual strengths and weaknesses lie. Students identify where they can take responsibility for any problems. The self-assessment could even be completed with a short language autobiography.
The Enjoy Language Toolbox provides a variety of topics that can be used for this approach. Teachers should be able to find suitable topics or themes that are of interest to both the learners and themselves. It is important that the teacher takes into consideration the needs and capabilities of the learners and adapts the lesson plan accordingly.
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5.3 Self-directed Learning

Self-directed learning (SDL) enables and supports the development of personally and socially relevant self-management competences. It strengthens self-confidence and leads to the ability to act in an uninhibited and secure way within the social and work environment.
Students who have had little experience of language learning can perhaps connect it with failure, obligation and of little personal value. This is where self-directed learning can change their attitude - by recognising the individual person, their interests and ideas students can access their strengths, develop perspectives and self-control.
Self-directed learning gives responsibility to the learners for their own language acquisition. They design the course of their learning process and thereby relate language learning to more personal motivations. If learners are supported and accompanied in their self-direction by trainers, tutors and/or by fellow learners in a learning group, learning can become a valuable and sustainable experience.
The principles of self-directed learning offer a framework that can then be adapted to different concepts and ways of learning. A flexible and individualised learning programme demands open discussion from everyone involved (learners, advisors and organisation). At the same time it gives structure to individual and group learning, highlighting the responsibilities and commitments of everyone involved.
Aims: Promote learning (management) competence Mastering learning competences involves setting learning goals autonomously, taking control of different learning methods, understanding how to learn in a self-disciplined manner (e.g. learning times and locations) and evaluating results.
An individual learning biography is an effective way for students to reflect on their progression, including any goals and learning objectives. It documents changes and developments in their learning, highlighting existing skills and potential to develop. Promoting individual responsibility for learning processes. Taking responsibility for ones own learning process is one of the basic requirements in the learning process. Organised forms of
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shared responsibility and participation, as well as a high degree of transparency, facilitate this basic element of organisation in learning. Adapting to social change and character building. By enabling the discovery and potential of self-learning, SDL can be understood as a contribution to the institutional adult education system and therefore a promoter of lifelong, self-organised learning. Learning competence is necessary to keep up with various social changes related to working and living.
5.4
Principles for guidance
The central basis for this concept is what we call a specific educational attitude. In our opinion this attitude forms the foundation of a new learning culture and is the source of diverse challenges for advisors, learners and training providers. This basic attitude can be described by action-guiding principles. These principles are points for actual professional action. They form the basis from which the context-specific concepts must be developed. The principles are as follows:
5.4.1
Principle: Guidance on the participants - division of responsibility and facilitation of self-responsibility

In order to facilitate self-organisation and self-direction in the learning process, it is necessary that the learners can take responsibility for their own learning.
On the one hand, learners have to recognise and experience fields of learning that involve collaboration. On the other hand, the advisors have to accept the learners as mature and responsible adults and actually hand over part of the responsibility for the participants own learning process this means considering them as capable of doing it, trusting them to handle it and even demanding they do it. During the process, the balance between supplying expert knowledge and offering consultation on independent, reflective learning has to be constantly readdressed.
5.4.2
Principle: Guidance on biography

A way to make us more aware of existing competences and skills is to reflect on them in a (learning) biography. This allows learners to analyse both their positive and negative learning
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experiences, and think about the role models who inspire them to learn. Guidance on biography also means that the advisor looks at the learners in the context of their (learning) biography and is able to detect their potential, explain any resistance or barriers, and possibly even use these to their advantage.
5.4.3
Principle: Ensure biographical continuity

Learning must refer to past experiences of life and occupation new knowledge is linked to old knowledge, it can be developed to increase professional competence and opens up new possibilities. Biographical reflection is therefore an important component and learning should be viewed as a way of succeeding in future goals. Identifying learning interests and training goals serves to develop subjective, (i.e. biographical) meaningful perspectives. Biographical continuity seems to be fundamental to handling the pressures of professional learning.
5.4.4
Principle: Focusing on competences

An awareness of ones own competences and skills is another prerequisite for responsible participation by learners. SDL focuses on the biographically acquired abilities of the learners and not on their deficits and difficulties. The latter also have to be worked on, but they do not form the basis for learning. For advisors, it becomes crucial to face their participants with a "view for competences", which means to break open the predominating deficit guidance in favour of a positive mental attitude (see Rogers 1989, Epping 1998). Thus they can bring the existing competences and resources to their own and their learners minds, whilst appreciating them as a source of energy for individual and group processes.
5.4.5
Principle: Guidance on reflection

Reflection on learning experiences is considered a central component of learning, this includes an exploration of individual learning experiences and resources, constructive reflection on the current learning situation and a focus on learning processes. A close link between self-reflection and collective group reflection makes learning a dynamic and interactive process. Reflection serves as a bridge between past, present and future; it signifies a pause in order to reposition oneself. For the learning/training process, reflection means connecting the current learning situation with vocational goals and individual life
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perspective. By reflecting on past learning phases, the following phases can be better planned and integrate technical, methodical and social learning processes.
5.4.6
Principle: Guidance on participation through transparency and interaction

Participation refers to the degree of co-determination and co-decision by learners in the learning/training process and forms the central quality criterion of SDL. Guidance on participation is closely connected to transparency and interaction. Transparency refers to an open and honest learning/training situation organisation, contents, methods and media are clearly identified and are a prerequisite for active participation by the learners. Learners willingly take responsibility for their individual and the collective learning process. Interaction refers to the communication through which the whole situation is negotiated.
The overall aim of this approach is to unlock the potentials and competences which can be achieved by everyone involved in the process. Opening fields of interactive participation proves to be a particularly big challenge for training providers, since this interaction between learners and advisors requires openness at an institutional level. Structural limitations of responsibility and decision-making show up here very frequently, and are readdressed when implementing SDL.
5.4.7
Principle: Guidance on the process

In addition to a thoughtful handling of individual and collective learning processes, SDL requires a certain open mindedness. Revisions of the process have to be possible and the results are not like those of a closed curriculum with predefined goals. Professional management of the process can offer learning opportunities beyond the pre-planned curriculum; they are integrated upon request of the participants and are therefore most likely correspond to their immediate interests and needs. This open approach can often be demanding on those involved, so basic guidance must be provided and the results made transparent.
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5.4.8
Principle: Guidance on the interests of the learners

The principles of guidance on the participants, on participation and on the process are strongly related to other factors centred around the learners: Guidance on the (learning) interests of the participants. These form the starting point for decisions on didactics and contents. For the learners, identifying relevant interests helps to define individual goals and is closely connected to maintaining motivation learning about interests is a much stronger and longer lasting incentive than others. Transparency of different personal interests show balance in the group, learning settings can then be arranged so that all interests are considered. Balancing interests means recognising of the value of a variety of interests, whereby self-directed learning is supported.
Example: Principles for guidance 1 Guidance on the participants as a didactical principle means real division of responsibility for the learning/training process 2 Guidance on biography as a prerequisite for self-organisation in learning, level dependent on the specific situation of the learners 3 Ensure biographical continuity in learning and life by giving opportunities for learners to progress to more advanced courses 4 Guidance on competencies so problems can be dealt with appropriately 5 Guidance on reflection of the past and future (related to learning as development of technical, social and personal skills, as well as learning competence) 6 Guidance on participation through transparency and interaction 7 Guidance on the process of shaping (new) principles of learning consultation 8 Guidance on the interests of the learners without going astray into pedagogy of needs
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These principles have varying degrees of importance for those involved (learners, learning advisors and educational institutions) according to different contexts.
The principles find context-specific application via a broad variety of didactical-methodical Elements: Instruments and procedures for biographical, pinpointing reflection and the development of goals: e.g. learning diary, goal training, portfolios, methods of learning biography (see Enjoy Language Toolbox) Instruments and procedures for collective reflection for the planning of individual and collective learning processes: e.g. learning conference, planning conference, practice attendance Media and materials for self-directed learning: e.g. pool of learning sources, learners library, access to the "teachers library" Instruments and procedures for the assessment of learning results in the social setting: e.g. feedback and technical reflection, evaluation of learning and the learning/training setting, self-evaluation, learn- and work-contracting Need-oriented consulting opportunities e.g. learning consultation Flexibility of learning times, places, variance of learning styles and methods e.g. selflearning times, self-organising groups, collegial consultation, work on cases, project work, project management, time account, modularity.
5.5
ODL Open Distance Learning
ODL refers to study programmes which have minimal restraints in terms of access, pace and study methods. Physical access to study courses is often a barrier for many learners, especially adults and professionals - ODL has been closely linked to distance learning, offering flexible schedules, improved marketing and the use of sophisticated technology.
The term ODL has become popular over the past 15-20 years though many other words are also used to refer to this type of learning. The following are among the most commonly used terms: correspondence education, home study, independent study, external studies, continuing education, distance teaching, self-instruction, adult education, technology-based or mediated education, learner-centred education, open learning, open access, flexible learning and distributed learning and e-learning.
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Correspondence education and home study are more old fashioned concepts, often referring to paper based study, whereas distance learning, flexible learning or technology based education/e-learning refer to online courses.
5.5.1
Definition
Open and Distance Learning (ODL) combines the properties of open learning and distance learning. Open learning refers to flexibility in terms of access, pace and method of study, whilst distance learning refers to the use of techniques (increasingly ICT) which bridge the spatial, and sometimes also temporal, distance between teachers and learners. In the past few years, emphasis has been placed on so called blended learning model: a mix of e-learning and traditional classroom training where the advantages from both are combined. Blended learning is supported by the theory that a certain amount of real-life interaction is crucial in many, if not all, learning projects.
Most ODL is designed to meet the needs of an adult learner. The types of ODL can be categorised as follows:
Formal Non-formal Informal
Formal education is typically provided by an education or training provider. It is very structured in terms of learning objectives, learning time or learning support and leads to a qualification.
Non-formal education is also provided by an education or training provider and is structured in terms of learning objectives, learning time or learning support; however it does not lead to a qualification.
Informal education is gained from daily life activities: work, play, family, and leisure. It is not structured in terms of learning objectives, time or support and does not lead to a qualification.
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5.5.2
Time and place spectrums

There are two spectrums on which open and distance learning programmes fall: these can be defined by time and place. On one end of the place spectrum students and their tutors are in the same physical place, at the other end they are in different places. On one end of the time spectrum students and their tutor interact in real time, (that is, at the same time) and at the other end they interact at different times. The following chart demonstrates how these two spectrums intersect, describing four scenarios for open and distance learning. Most open and distance learning providers use a combination of these four scenarios.
Scenarios for open and distance learning Same time Classroom teaching, face-to-face Same place tutorials and seminars, workshops and residential schools Audio conferences and video study, computer Different time Learning resource centres, which learners visit at their leisure.
conferences; television with one- Home Different place
way video, two-way audio; radio conferencing, tutorial support by with listenerresponse capability; e-mail and fax communication. and telephone tutorials.
5.5.3
ODL Technologies
The growth of ICT in the classroom offers tremendous opportunities to make ODL more attractive and effective. Technology can include computers, pdas and more recently mobile phones.
When considering ODL the following options can be distinguished: One-alone: online resources One-to-one: e-mail One-to-many: the bulletin board Many-to-many: the conference system
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Each offers a different setting and supports different kinds of communication and interaction. Essentially, the difference between asynchronous and synchronous setting is that in the asynchronous setting the leaner cannot interact in real time, but will have to wait for an answer until the teacher/tutor or the fellow learners come online. Apart from this, synchronous and asynchronous tools offer the same purposes.
5.5.4
Advantages of ODL
Open and distance learning offers a number of advantages to both learners and education providers by overcoming barriers associated with conventional learning (such as distance and time). In this section some of the advantages will be summarised.
Open and distance learning can overcome problems of physical distance for learners in remote locations who are unable or unwilling to physically attend a campus, for example learners from rural areas. Open and distance learning can solve time or scheduling for:
client groups unwilling or unable to assemble together frequently; learners engaged in full-time or part-time work, both paid or voluntary; as well as those with family/community commitments
ODL is a good solution for adult learning, where taking time off for a course is problematic.
Other advantages: ODL can accommodate an increased number of enrolments, compared limited campus-based institutions ODL can make the best use of fewer teachers, especially where there is a lack of trained teaching personnel and a mismatch in supply and demand ODL can contribute to equality for example by meeting the needs of populations affected by violence, war or displacement; people unable to leave home independently, etc.
There are many good reasons for using ODL, and in the case of the small tourism entrepreneurs both the time and geographical aspects work well considering the seasonal nature of the work load.
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5.5.5
Disadvantages of ODL
The disadvantages of ODL are rarely mentioned in literature as this is often written by people who are very much in favour of ODL. However, it is important to understand that Open Distance Learning requires a lot of work from participants, and is not as easy as it sounds.
The main issues highlighted in evaluations of ODL are the following: it requires a high degree of self-discipline to complete an ODL course. It is complicated to get help if you have problems understanding the learning material There is no interaction with other learners on-the-spot, unless there is a synchronous option built for this purpose
These disadvantages can be overcome to some degree in the planning of an ODL course. More structure and deadlines will help people with less self-discipline to keep up with other students. Good support structures, a combination of face-to-face meetings and distance studying can solve problems of feeling stuck in the material, and chat facilities can create a classroom feel.
However, the degree to which you can develop all these things also has to do with the computer literacy of the target group. If they are not very familiar with computers, it is less likely that chat facilities, news groups etc can be used unless there is a very good introduction to them, and a backup system to avoid technical problems.
5.5.6
How to get started in ODL

This chapter summarises the overall issues that need to be considered when designing an ODL course pedagogical platform. Deciding on a pedagogical platform is fundamental to all educational designs, however the fact that an ODL course is very demanding on the learner makes it all the more important.
The following issues should be considered: Pedagogy how to teach Target group: who are they what are their needs Technology: which technology is suitable for the target group Organisation: who does what, support and maintenance of ODL Work flow and agreements with teachers
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The learning platform will have to be designed, and for this the following should also be considered: User facilities: electronic classrooms, learning management system, chat, e-mail etc. Sign in agreements Study material Supplementary offerings: seminars, conferences, links
When all this is in place the instructional design can start, this should include the following steps: Needs analysis Setting instructional objectives and goals Elaborating the profile of the target group Analysis of existing study materials Creating new study materials Selecting the appropriate media for materials Creating story boards describing the learning process Choosing suitable technological solutions and technical equipment to use Creating layout Evaluating the instructional design process Supporting the ODL student
When these aspects have been decided and design is underway, there is one last point to be considered: How to create a good learning experience for the learner.
For this it could be helpful to look at the ODL course in three parts: Before the course begins During the course After completion
Before the course starts there should be an simple enrolment system in place. Advisors should be chosen on the basis of their suitability for an ODL course and comprehensive information on how to make the most of ODL should be provided to students.
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The next phase, during the course, considers the support that students will need as they progress in their learning. A balanced mix of peer, instructor and expert interaction, as well as technical and moral support, will ensure that learners stay motivated and on track.
Finally ODL courses should take into account how the learner will integrate their new learning into their pre-existing knowledge after completion. Above all, maintaining students motivation is crucial to the success of ODL. Exercises and small tests allow the student to see how they doing in relation to the goals and objectives of the course, though one of the best ways to ensure that students stay enthusiastic is to always provide a quick response and clear communication.
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6 Examples of Tools
Title Sectors/ jobs Level Duration (optional) Short description of method/ tool
SKILLS WITHIN A GROUP Cultural, Activity, Leisure, Agro Beginners/intermediate/advanced 40 min. On a worksheet the participants will list a set of social skills to be developed through education, work, family and other social situations. They will evaluate their social skills and decide how well they master each skill, giving evidence of a time when they demonstrated this skill. Finally, all students will be able to compare outcomes by placing points on a table. Further development: In a second step the students could be asked to individually reevaluate their social skills profile by seeking an external opinion. This offers them a chance to hear how others would assess their social skills. There are various people who could offer an external assessment: 1. Personal (a friend, colleague or partner) 2. Professional (a manager at work or a sports club) 3. Educational (teacher/lecturer) Learning objective: To become aware of ones own abilities and social skills.
Result
Material required Further info/ sources
Paper and pencils for all participants, worksheets
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LIFE EXPERIENCES Cultural, Activity, Leisure, Agro Beginners/intermediate/advanced 40 min. In the first phase the students will work on their own worksheets, this will be a timeline on which they can mark important events in their personal life or education. In a second step they will decide to what extent these events have been positive or negative. After working on their own, the students will come together in small groups and exchange ideas, similarities and differences. This activity can be quite personal so it is important that it is carried out in the secure setting of a small working group or with the teacher. If any major problems are identified, student and/or teacher should seek further help.
Result
The aim of the exercise is to provide students with a more positive idea of learning and their own potential so that they can participate more actively.
Paper and pencils for all participants, worksheets
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GUESS MY PROFESSION! Cultural, Activity, Leisure, Agro Beginners/intermediate/advanced 30 - 45 min. In a group students brainstorm different professions to be collected, pinned on the board and read out (the teacher may need to help with new vocabulary). When each profession is read out the group can ask questions which promote understanding, active listening and participation. For example: Who knows someone working in this professional field? What could you tell us? Which other professions might be related? What kinds of skills are needed? What is their salary? How many students would like to be...?
Result
Help to motivate the students by integrating topics the learners are interested in.
Blank cards, blu tac.
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7 References
[1]Dornyei, Z. and Otto, I., Motivation in action: A process model of L2 motivation. Working Papers in Applied Linguistics (Thames Valley University, London, England), 4:4369, 1998. [2] Hochschild, A.R., Emotion Work, Feeling Roles, and Social Structure, American Journal of Sociology, 85(3), 1979, 551-75 (University of Chicago Press, US) [2] Brotheridge, C.; Grandey, A. Emotional Labor and Burnout, Journal of Vocational Behaviour, 60, 2002,op. cit. [3] Dornyei, Z., (2001, 2001a), Teaching and Researching: Motivation. Essex: Rearson Education Limited, 2001, 2001. [4] Dornyei, Z., (2001, 2001a), Teaching and Researching: Motivation. Essex: Rearson Education Limited, 2001, 2001. [5] JIM-Studie: Medienpdagogischer Forschungsverbund Sdwest (Hg.) (2006): JIM-Studie. Basisuntersuchung zum Medienumgang 12-bis 19-Jhriger in Deutschland. URL: http://www.mpfs.de/fileadmin/JIM-pdf06/JIM-Studie_2006.pd [6] Brassard C. Are learning patterns different on Mars and Venus? CDTL Brief 7: 56, 2004. Lie LY, Angelique L, Cheong E. How do male and female students approach learning at NUS? CDTL Brief 7:13, 2004. [7] Gender differences in learning style preferences among undergraduate physiology students, Erica A.Wehrwein, Heidi L. Lujan and Stephen E. DiCarlo, Advan. Physiol. Edu. 31: 153-157, 2007 [8] JIM-Studie: Medienpdagogischer Forschungsverbund Sdwest (Hg.) (2006): JIM-Studie. Basisuntersuchung zum Medienumgang 12-bis 19-Jhriger in Deutschland. URL: http://www.mpfs.de/fileadmin/JIM-pdf06/JIM-Studie_2006.pd [9] Grollino E, Velayo RS. Gender Differences in the Attribution of Internal Success Among College Students. Philadelphia, PA: Annual Convention of the Eastern Psychological Association, 1996, p.112. [10] , ., 2004, . . . , ,
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http://www.google.bg/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CCQQFjAA&url= http%3A%2F%2Fwww.ivanpivanov.com%2Fuploads%2Fsources%2F25_Stilove-napoznanieiuchenie.pdf&ei=VHONT4K8FcfJswbS24zwCQ&usg=AFQjCNEYTM2cC7Xw73W34m7Gr2Q 50AZBWQ [11] Olga Strietska-Ilina, Manfred Tessaring, Cedefop, Bernd Dworschak, Susanne Liane Schmidt, Fraunhofer IAO, Henriette Freikamp, isw Ralf Mytzek, WZB - International workshop, Trends and skill needs in the tourism sector
http://www.cedefop.europa.eu/EN/Files/2304-att2-1-Halle_2004_Summary.pdf [12] European Communities, Key Competences For Lifelong Learning European Reference Framework, 2007: http://ec.europa.eu/dgs/education_culture/publ/pdf/ll-learning/keycomp_en.pdf [13] Hotel, Restaurant and Tourism Management learning environment http://www.haaga-helia.fi/en/education-and-application/bachelor-degree-programmes/hoteland-restaurant/kuvat-ja-liitteet/Learning%20environment_2.pdf [14] Team Teaching CLIL-AXIS project, Content and Language Integrated Learning, 2006: http://markkinointi.laurea.fi/julkaisut/erilliset/clil_axis_handbook.pdf
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HANDBOOK for Teachers, Trainers and the Tourism Industry

INTRODUCTION ....................................................................................................... 6 INFORMATION ABOUT THE TOURISM INDUSTRY .......................................................... 8

Professions in Tourism ................................................................................................14

3. CREATING A POSITIVE LEARNING ATMOSPHERE ........................................................ 17

3.3 Activities to Encourage Motivation ..................................................................................29

3.4 Gender Sensitive Teaching ............................................................................................32

3.5 Valuing Diversity .............................................................................................................38

LANGUAGE LEARNING IN THE TOURISM INDUSTRY .................................................. 40

LEARNING CONCEPTS - REACHING THE TARGET GROUP ......................................... 44

5.1.3 5.1.4 5.1.5 5.1.6 5.1.7

5.2 5.3 5.4

ODL Open Distance Learning ...................................................................................58

EXAMPLES OF TOOLS ........................................................................................... 65 REFERENCES ....................................................................................................... 68

2 Information about the Tourism Industry

Extracted from: Eurostat, Tourism Indicators, 2005-2010, http://epp.eurostat.ec.europa.eu/statistics_explained/index.php?title=File:Tourism_indicators, _2005-2010.png&filetimestamp=20111111133515

2.2 Types of Tourism

2.2.1 Cultural Tourism

2.2.2 Activity Tourism

2.2.4 Languages and Tourism

communication and presentation techniques.

3. Creating a Positive Learning Atmosphere

3.1 Building Positive Relationships

3.2.1. Motivation in language acquisition

3.2.2 Motivational strategies

3.2.3 Maintaining motivation

3.2.4 Instrumental motivation

3.3 Activities to Encourage Motivation

3.3.1 Focus on ICT

3.3.2 Focus on Professions

3.4 Gender Sensitive Teaching

3.4.1 Gender-fair Language

3.4.2 Gender Preferences

c) not even notice?

3.5 Valuing Diversity

4 Language Learning in the Tourism Industry

Required levels of proficiency

Language Training on Tourism Courses

Availability of Training Materials

5 Learning Concepts - Reaching the Target Group

5.1 Respecting Individual Learning Styles

Recognition, creation, and reproduction of melody/rhythm Sensing characteristic qualities of tone

Content Integrated Language Learning (CLIL)

Diversify methods & forms of classroom practice Increase learner motivation

5.3 Self-directed Learning

Principles for guidance

Principle: Guidance on the participants - division of responsibility and facilitation of self-responsibility

Principle: Guidance on biography

Principle: Ensure biographical continuity

Principle: Focusing on competences

Principle: Guidance on reflection

Principle: Guidance on participation through transparency and interaction

Principle: Guidance on the process

Principle: Guidance on the interests of the learners

ODL Open Distance Learning

Formal Non-formal Informal

Time and place spectrums

conferences; television with one- Home Different place

How to get started in ODL

Material required Further info/ sources

Paper and pencils for all participants, worksheets

Material required Further info/ sources

Paper and pencils for all participants, worksheets

Material required Further info/ sources