Fomento del aprendizaje bilingüe de derecho del empleo en español e inglés

Resumo

The current increase of international mobility, due to globalization and the lack of employment in Spain, makes a good command of, at least, a second language necessary. English language has been the lingua franca since decades ago allowing us to move internationally and, besides, it is the foreign language that many students studying the degree of Bachelor in Industrial Relations and Human Resources take. The subjects of “Employment Law” and “English for Industrial Relations” share some topics which can be approached with a Content and Language Integrated Learning (CLIL) methodology o Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE). The term CLIL refers, therefore, to teaching-learning not only contents but also the foreign language, as the language is used across subject teaching. This type of teaching requires relation between the subjects and favours team teaching among lecturers. This paper presents the results of an innovation project carried out in the two subjects mentioned previously with the main aim of students learning part of the English terminology of Employment Law, allowing them to understand texts dealing with it. Other objectives are to manage a cross-functional coordination and collaboration between two different subjects and make the students aware of the close relation between both. This project encourages reflection and adaptation of knowledges to be taught. In order to achieve the aims presented, several activities to be done by students, who participate in the project voluntarily, were prepared. Firstly, they completed a questionnaire about their profile, knowledge of English and the reason for their interest in improving their knowledge of the language. Among the programmed activities, reading, understanding and discussion of specialised texts of Employment texts and European and international regulations (“Employment, Free movement of workers, from the Treaty on the Functioning of the European Union and from the data base ILO) can be highlighted. Other activities were the preparation of a glossary SpanishEnglish with the most frequent terms in the contents of the subject and the presentation of some aspects dealing with job search in English. Once finished the teaching-learning process and assessed the activities in both subjects, the improvement of the level of applied English to the labour market will emerge.