ABSTRACT
The question of language has already arisen in preceding chapters, in the context of racism and prejudice, and as one of the issues confronting people with qualifications from overseas. In Chapter 2 we mentioned the failure to recognise the value of an ability to communicate in more than one language, and the fact that accent or dialect and use of a language other than English can become the focus of prejudice. We will look at these issues further in this chapter. Linking in with this is the fact that many skills and abilities can be evidenced and demonstrated perfectly clearly in any language, so that the APL process can be a valuable means of gaining credit for those whose other skills exceed their skill in the use of English. At the same time it is not always made clear, in the case of vocational qualifications, what English language skills a candidate is expected to have. The guidelines and criteria for many vocational qualifications are unspecific as far as language is concerned, which can turn out to be either an advantage or a disadvantage for those advising and assessing and for candidates.
