<< Background >>Over four in five employers state English is by far the most important foreign language in industry (https://op.europa.eu/en/publication-detail/-/publication/6e68f7e0-dd4a-11e6-ad7c-01aa75ed71a1). However, one third of employers find it difficult to fill positions due to applicants’ insufficient foreign language skills. In fact, a Council Recommendation of 22nd May 2019 states national governments should support VET providers to better align language learning with the foreign language needs of occupations that they train students for (https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:32019H0605(02)&from=EN). It’s not only language skills deemed crucial in the labour market, though. A European Commission report on ‘Promoting Adult Learning in the Workplace’ states that people entering the workplace should acquire a combination of transversal core skills, English foreign language skills and specific skills needed for a job (https://op.europa.eu/en/publication-detail/-/publication/71427d31-7b46-11e8-ac6a-01aa75ed71a1/language-en). These transversal core skills include (among others) problem solving, communicating, leadership, and collaboration (https://op.europa.eu/en/publication-detail/-/publication/71427d31-7b46-11e8-ac6a-01aa75ed71a1/language-en). How, though, can we develop VET learners’ foreign language and transversal core skills more effectively?<< Objectives >>Research advocates for a task-based learning (TBL) approach, which argues language teaching should be delivered through the context of ‘real-world’, authentic tasks. In doing so, language proficiency and transferable skills develop due to the approach’s ability to facilitate language learning through relevant task performance that aligns with a learner’s existing language knowledge (Long, 2015). A needs analysis identifies relevant target tasks the learner will have to do in the foreign language, which are then broken down into pedagogic tasks. A syllabus is designed around this sequence of pedagogic tasks and is implemented according to certain methodological principles, which include encouraging inductive and collaborative learning, and a focus on linguistic form. What about materials design and assessing learning outcomes, though? This project sets out to not just address these points through creation of a materials bank and a teacher training course that among other things covers material design and learner assessment, but to ultimately foster greater employability prospects for VET learners.<< Implementation >>This very innovative project will focus on providing language teachers all over Europe with the knowledge and tools that are necessary to effectively implement a task-based syllabus within their own teaching contexts. This will involve the design of a task-based syllabus, the design of a materials bank which will support the implementation of the task-based syllabus, and the creation of a teacher training programme which will be adapted to the needs of those active in the tourism sector. It will equip teachers and trainers with the skills needed to both successfully implement a task-based syllabus and convince other stakeholders of the importance and relevance of a task-based approach to English foreign language learning. Through greater targeting of support for these teachers using this approach towards English foreign language learning, those active in tourism industry will be better able to acquire the language and soft skills required by sector and or in the workplace of their selected vocation. The desired outcome is that they will then be able to achieve higher levels of employability, showcase their businesses and be more resilient to crisis situations due to the fact that they will have a core set of foreign language and transversal competencies that make them a far more lucrative asset in the European labour market.<< Results >>The project is looking to achieve the following results, and they are describe and justified in much detail in the project results sector, so we are laying out here some different aspects of their use and value:1. TBL tasks for tourism: A comprehensive identification of jobs in tourism as well as needs analysis and identification of series of target tasks. It is of key importance to teacher and trainers to have a clear view of the needs analysis to help them easily create lessons.2. TBL pedagogical syllabus with previously identified target tasks that will be synthesised to a series of pedagogical tasks and then be organised into a syllabus. The design of the syllabus will also involve the creation of a series of example materials to support the delivery.3. TBL training course that will help VET language trainers deliver a task-based syllabus. This course will be delivered in a training session towards the end of the project, and those trained will then be accredited to deliver it to trainers in their own contexts/countries.There is one learning, teaching and training activity planned, lasting 3 days in Barcelona (Spain). This is of criticial importance for the success of the project. Also it is important to have a list of participating staff, who have the potential to use the tools developed, and thus have maximum impact measured by the changes in their teaching practices and the number/variety of learners they influence.