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Novices must learn technical terms, master occupation-specific discourse and genres, and handle explicit and implicit interactional demands. This paper sets out theoretical conditions for studying links among work, language practices, and learning, then illustrates them with Swiss apprenticeship-system data through fine-grained verbal and non-verbal interaction analysis. It concludes with practical implications for teacher training and language teaching.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-linguistic-demands-of-learning-at-work-interactional-competences-and-miscommunication-in-vocational-training/594083/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-linguistic-demands-of-learning-at-work-interactional-competences-and-miscommunication-in-vocational-training/594083.png","ImageObject",300,407,{"name":92,"@type":93},"Franzy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-20","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the central focus of the paper?","Question",{"text":112,"@type":113},"The paper examines the theoretical and empirical links between work, language use, and learning in apprenticeship settings, emphasizing how interactional competences shape outcomes.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What kinds of knowledge are apprentices expected to develop?",{"text":117,"@type":113},"Apprentices are expected to work with conceptual, procedural, and dispositional knowledge, which influence both learning and how they position themselves in social practices.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the paper explain workplace learning quality?",{"text":121,"@type":113},"It highlights that experts’ guidance and the quality of direct interaction available in a workplace are key determinants of learning outcomes and potentialities.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594083,1792230427,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","| | \u003Cbr>Australian Journal of Applied Linguistics\u003Cbr>ISSN 2209-0959\u003Cbr>[https://www.castledown.com/journals/ajal/](https://www.castledown.com/journals/ajal/) |  |\n| --- | --- | --- |\n| Australian Journal of Applied Linguistics, 5(3), 101–117 (2022) [https://doi.org/10.29140/ajal.v5n3.53si1](https://doi.org/10.29140/ajal.v5n3.53si1) |  |  |\n| The Linguistic Demands of Learning at Work: Interactional Competences and Miscommunication in Vocational Training |  | |\n| LAURENT FILLIETTAZa\u003Cbr>aUniversity of Geneva, Switzerland\u003Cbr>[Laurent.Filliettaz@unige.ch](Laurent.Filliettaz@unige.ch) |  |  |\n| Abstract\u003Cbr>Becoming a professional worker involves a wide range of cognitive, social, and cultural processes that have received extensive attention over the past decades amongst various disciplines. It is also not external to language use and communication. Novices in any occupation have to learn technical terms and are expected to master specific discourse and communication genres. They also face explicit or implicit demands regarding how to deal with interactional tasks. This paper discusses the theoretical conditions under which connections between work, language use and learning can be investigated both conceptually and empirically. It illustrates some of these ideas by using empirical data, focusing on a specific educational context, that of the apprenticeship system as it exists in Switzerland. A finegrained analysis of this material highlights some of the characteristics of verbal and non-verbal interactions between apprentices and trainers as they occur in workplaces. To finish, the paper elaborateson some practical implications and applications of these analyses for the field of teachers’training and language teaching and learning.\u003Cbr>Keywords: language, work, vocational education, apprenticeship, discourse analysis |  |  |\n| Becoming a Professional Worker Through Language Use and Communication\u003Cbr>Becoming a professional worker involves a wide range of cognitive, social, and cultural processes that have received extensive attention over the past decades amongst various disciplines. Anthropologists like Lave and Wenger (1991) have for instance long stressed the idea that learning an occupation“implies becoming a different person with respect to the possibilities enabled by these systems of relations”(p. 52). Identity issues are a key component of transitions from school to work. Newcomers do |  |  |\n\nCopyright: © 2022 Laurent Filliettaz. This is an open access article distributed under the terms of the Creative Commons Attribution Non-Commercial 4.0 International License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Data Availability Statement: All relevant data are within this paper.  \nnot only have to master new knowledge and skills. They are also expected to become members of new communities of practice and to position themselves in a complex network of relations involving other participants, teachers, trainers and co-workers (Wenger, 1998) .  \nWe know also from learning sciences that becoming a professional should not be regarded as an individual mechanism, but rather as a highly collective and guided experience (Tynjälä, 2008). When engaging in apprenticeship programs, students face for instance new conditions regarding the sorts of knowledge they are expected to acquire. In addition to the codified and disciplinary knowledge that are central to school institutions, apprentices have to engage with complex forms of work-based knowledge that include conceptual, procedural and dispositional dimensions. The distinction between conceptual, procedural and dispositional knowledge refers to categories identified by Ryle (1949), and used more recently by Billett (2001). Conceptual knowledge can be defined as “knowing that,” procedural knowledge as “knowing how” and dispositional knowledge as “knowing for.” This affects not only knowledge acquisition b","cbCaioajY7BtyWiO","https://ap.wps.com/l/cbCaioajY7BtyWiO","pdf",414660,17,"English","# Abstract\n## Learning, language use, and professional formation\n## Knowledge types in apprenticeship and workplace learning\n## Interaction quality and miscommunication\n## Learning uncertainty, restrictive environments, and outcomes","[{\"question\":\"What is the central focus of the paper?\",\"answer\":\"The paper examines the theoretical and empirical links between work, language use, and learning in apprenticeship settings, emphasizing how interactional competences shape outcomes.\"},{\"question\":\"What kinds of knowledge are apprentices expected to develop?\",\"answer\":\"Apprentices are expected to work with conceptual, procedural, and dispositional knowledge, which influence both learning and how they position themselves in social practices.\"},{\"question\":\"How does the paper explain workplace learning quality?\",\"answer\":\"It highlights that experts’ guidance and the quality of direct interaction available in a workplace are key determinants of learning outcomes and potentialities.\"}]","The Linguistic Demands of Learning at Work - Interactional Competences and Miscommunication in Vocational Training | PDF",1792078499,43]