Newer communication technologies for foreign language teaching: Listening, watching, and exchanging ideas

Abstract

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Overview
Babylonia 3/2013 focuses on the role of language learning in the workplace and examines how multilingualism interacts with professional life. The issue highlights how languages are used, learned, and valued in professional contexts, such as hospitals, vocational schools, and cross-border work environments. It builds on earlier Babylonia issues that explored the societal relevance of language competences and delves into practical, research-based, and policy-focused perspectives on the integration of language learning into vocational education and professional settings.

Key Contributions

• C. Krumm investigates whether schools are preparing students adequately for multilingual realities in the workplace and life.
• M. Gajo & A. Berthoud discuss the challenges and opportunities of plurilingual mediation at work, especially in multilingual companies and institutions.
• P. Cuendet & N. Löhrer present a project in Swiss hospitals that promotes language learning among care personnel, focusing on communication with migrant patients.
• A. Martinez describes cross-border work and training experiences in the Greater Geneva region and the linguistic challenges faced by apprentices.
• F. Piunno reports on Italian-speaking apprentices in Ticino working in the German-speaking part of Switzerland, focusing on linguistic adaptation.
• A. Giudici explores language learning in hotel apprenticeships, emphasizing spontaneous multilingual learning through everyday interaction.
• C. Brohy presents a study on how well vocational students meet the linguistic demands of their jobs, especially in French-speaking Switzerland.
• L. Allgäuer-Hackl & B. Toth reflect on professional language usage in multilingual workspaces in Austria.
• C. Babault & M. Plumettaz-Sieber provide an update on the Babylonia Fundus initiative, a collection of didactic resources for language teaching.

Conclusion
This issue underscores the importance of recognizing language competences as central to vocational success and economic integration. It advocates for rethinking language education beyond traditional academic contexts, emphasizing real-life communication needs in diverse professional environments. The articles reflect the increasing awareness that language learning is not limited to school but continues throughout professional life and must be embedded into training programs, especially in multilingual regions like Switzerland.