Highly strong focus on work-related english in the aqua class at Kleiva college

Class NA2A has given high priority to learning aqua-related English
vgs2 akvanewsI addition to working through the mandatory chapters in academic English, we have for the three years that this study track has existed, been focusing actively on giving the students  solid professional skills in Aqua  English, says teacher Rolf M. Johnsen.

It all started with a good dialogue with Aqua group back in early autumn 2013 when we were given free booklets in English for both cage farming and land-based farming. We have also been granted the same booklets in a Norwegian translation; something that has made the learning process and the understanding of the work-related English much easier for the students.

We have also received plenty of copies of your AKVA NEWS, which we have been studying thoroughly in class.

As a teacher it is quite satisfying to see how the students’ motivation has been growing stronger and that they also see the great value in having a good command of relevant professional English within the aquaculture business.

We have regularly had tests in aquaculture English, and at the same time been testing their ability to communicate in English on a relevant subject.

Those students who pass all the tests has been  awarded a Certificate of proficiency (COP) in Aquaculture English, stating the different business-related subjects they have studied.

At the same time the students have acquired a priceless update on the latest of equipment in the business – from feed barges to computer - related software for monitoring f.ex. feeding processes.

We want to give our unconditional praise to AKVA group who has developed this.

There is very little relevant learning material in English for the aqua culture study track. Thus this is a good example of how schools and businesses can cooperate as to using highly relevant learning material for the students now entering their two-year period of apprenticeship, and then finally as skilled aquaculture operators with a craft certificate.

In addition this is learning material that the school has been given for free from AKVA group.

All this has culminated in an annual study tour to Scotland for the students where we have visited the AKVA Group sites in Inverness, among many others.

The students have consequently been able to practise their aquaculture English.

My dream is that once in the future we shall have developed pedagogically facilitated learning material for the aquaculture study track in the upper secondary school based on AKVA group’s booklets and AKVA NEWS English newspaper.

In that case, this will be a good example of how schools and private enterprises can work together in developing learning material which will be highly relevant for the aquaculture business, concludes Rolf M. Johnsen.