Work-integrated-learning (WIL) involves bridging between contexts of knowledge development, e.g., between everyday situations at work, and in working practices involving expert-novice relationships in school environments. Second language (L2) learning is different from other types of learning in that it takes place through usage of the target language (TL). In my licentiate-project I will investigate the Swedish language learning in different contexts, where formal learning in SFI classrooms is combined with workplace practice. The focus of this project is on the ways in which processes of language learning/acquisition in one context might be facilitated (or constrained) by process in the other.

My research questions are:

1. In what ways are the informal language learning of the workplace and formallearning of Swedish as a Second Language in school related?

2. What examples of boundary-crossing crossing can be found?

3. How can teachers’ bridging practices be understood in the context of WIL?

To develop the research questions, and to carry out the analytical work, work on boundary crossing has been identified as having useful potential. Specifically, the conceptualization of school–work transitions, and the notion of boundary-crossing in vocational education by Akkerman and Bakker (2012) would appear to provide a useable framework for studying the ways in which, in work-integrated language education, the development of communicative skills in the classroom and the development of communicative skills in the workplace might complement one another in productive ways.

The study, which is currently work-in-progress, consists of interviews with teachers of Swedish for immigrants (sfi), vocational teachers, and workplace-based supervisors on work-integrated programs. Data has been collected at two different sites. An anticipated result is that it is hard to make connections between classroom-based and vocational elements. However, if opportunities for cooperation exist, outcomes maybe successful.