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Volume 3, Issue 1 April 2022, pp. 1–22

Regular Articles

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

Linda Febring ¹, & Alastair Henry ²

¹ University West, Department of Social and Behavioral Studies, SWEDEN
² University West, Department of Social and Behavioral Studies, SWEDEN

DOI: https://doi.org/10.29140/mle.v3n1.639

Abstract

In contexts of transnational migration, language skills provide the key to employability and successful integration into host country societies. To enhance the learning process, and facilitate transitions into the workforce, integrated programs of L2 learning have been developed in several Nordic countries. In these undertakings, language learning, vocational education, and workplace practice are combined, the rationale being that each element is enhanced by the others. Drawing on interviews with L2 teachers, vocational educators, and workplace supervisors on five integrated programs in Sweden, this study explores the ways in which connections between program elements are created. Results indicate that when boundaries are crossed, learning affordances arise. Two categories of affordances are identified. While domain affordances facilitate the development of practice knowledge within a relevant occupational/linguistic sphere, communication affordances facilitate engagement in L2 interaction, and increase students’ willingness to communicate. Implications of the research are assessed, and proposals for the future study of work integrated language learning are made.

Copyright

© Linda Febring, Alastair Henry

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Suggested citation

Febring, L., & Henry, A. (2022). Work integrated language learning: Boundary crossing, connectivity, and L2 affordances . Migration and Language Education , 3(1), 1–22. https://doi.org/10.29140/mle.v3n1.639

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