Exploring Teachers' Readiness to Adopt an Integrated Language and Content Framework for Digital Design Training at OFPPT institution

Abstract

This exploratory study suggests a conceptual framework for integrating language and content teaching tailored specifically for digital design trainees at the OFPPT's City of Professions and Competencies in Agadir. The framework facilitates collaborative efforts between language and content instructors to establish language-teaching objectives based on two key considerations: content-obligatory language, which is essential for understanding digital design concepts, and content-compatible language, which can be naturally integrated into digital design coursework to provide additional language practice. The implementation of this framework is illustrated through its application in various instructional settings within the digital design program. Preliminary findings suggest that this integrated approach enhances trainees' comprehension of digital design principles, improves language proficiency, and fosters a more engaging learning environment. The study concludes with broader implications for integrating language and content teaching in vocational education settings, offering insights and recommendations for educators and curriculum developers. The article also provides an overview of Educators' and trainees' preparedness to integrate language and content teaching in their classes.