There is a strong need for language learning initiatives that enable immigrating workers to learn the language and terminology required in their profession and adapt to the country were they are moving. This reality is already prominent in two example user groups: Estonian ICT teachers that move to and work in Finland, and Romanian agricultural experts who move to and work in Greece. These example user groups were chosen since they belong to two professional sectors (ICT and agriculture) that can be considered ‘knowledge intensive’. A good knowledge of professional terminology in the destination countries’ native languages will ease the user group’s cultural integration.
The first user group is teaching staff (such as teachers of secondary education) from the Baltic countries that wish to move to the Nordic countries to work. Baltic languages have limited reach and there are very few quality job-related language learning resources available for speakers of Baltic languages. For example, the Swedish/Danish language learning opportunities that are online at www.danskabc.dk, are resources for rather advanced learners, and not professionally oriented. In addition, learning over English or French (which is a major enabler) can still be considered difficult, as not all citizens of the Baltic countries speak either of these two languages.
The second targeted user group is agricultural professionals that are moving from Eastern European countries and the Balkans to work in Mediterranean countries. Usually, this user group lives in rural areas, where language learning services are not provided – especially those focused on a specific profession. This immigrant workforce lives far from cultural centres and is unable (or not willing) to join language courses provided by professional institutions. Most language learning resources that could be applicable for the user groups have a “touristic” focus, and therefore do not concern the specific needs of working professionals. In most cases these courses deal with general language learning and are not addressing particular professional terminology or cultural issues.
LaProf promotes language awareness to immigrating or immigrant ICT teaching personnel and agricultural professionals to address these gaps. Its goal is to develop, publish online, and provide free access to language learning resources that will help familiarize candidate immigrants with the terminology and cultural issues in their sectors, through developing and disseminating a number of language learning exercises.
