Language requirements for adult migrants Results of a survey Observations and challenges

1. Language requirements for adult migrantsResults of a surveyObservations and challenges Linguistic integration of adult migrants Council of Europe 24/25-06-2010 L'intégration linguistique des migrants adultes Conseil de l'Europe 24/25-06-2010 Piet Van Avermaet Language Policy Division Migration Division

2. Observed tendencies

3. O1Language requirements • 2009: 75% of countries (23/31) have linguistic requirements as part of integration regulations • 2007: same % (21/27)

4. O1Language requirements

5. O2Geographical differences

6. O3Official language courses • 2007: official language courses: • 62% (13/21) provide language courses • 46% (6/13) is obligatory • 2009: official language courses: • 82% (19/23) provide language courses • 42% (8/19) is obligatory • 58% (11/19) is optional

7. O5 & O6Language tests and quality assurance • 2009 language tests: • In 65% (15/23) of countries a language test is obligatory • Mainly for permanent residency and citizenship • 2009 quality assurance, guidelines/curriculum and standardization for language courses and tests: • Western European countries • 84% (11/13) quality assurance • 38% (5/13) guidelines for curriculum design and/or standardization • Eastern European countries • Quality assurance: teachers qualification 6/10 countries • Course accreditation 2/10 countries • Guidelines for curriculum design 3/10 countries

8. O7 KOS courses and tests • 2007: KOS courses and tests: • 48% (10/21) have KOS requirements • Courses and/or tests • Often integrated in language programme • 2009: KOS courses and tests: • 87% (20/23) have KOS requirements • courses and or tests

9. O7 KOS courses and tests • 2009: KOS courses and tests: • Courses: • 90% (18/20) KOS courses • Mainly for permanent residency and citizenship • In appr. 60% integrated in other (mainly language) programmes • Number of tuition hours provided is often rather low: • 1 day; 10h; 50h • Tests: • 10% (2/20) optional test • 50% (10/20) obligatory test • In 10 countries for citizenship • In 4 countries also for permanent residency

10. Challenges

11. C1How can we take into account the diversity of educational and cultural backgrounds? How can we meet migrants’ and society’s specific and functional language needs? • Needs analysis (why? and what?) • Societal domains • Reference frame • Descriptors/outcomes/curriculum • New pedagogies (how?): L2 differs from FL teaching • task based teaching • co operative learning • Outcome oriented • Tailor made courses

12. C2How can we encourage people to stay in the courses? • Provision • tailor made courses • E.g. parents in interaction or L2 on the shopfloor • Flexible curricula/frames • Language courses contextualized and integrated in societal domains • Incentives • Chances in finding a job • Formal recognition • Meeting direct needs • Continuous and positive feedback • Acknowledgement and understanding language and educational background • Allow/promote use of plurilingual repertoires • Responsibility of migrants • Language course part of broader guidance / personal trajectories • Real opportunities of building social networks

13. An impact study • What immigrants say: • Immigrants doing a course: seen (+ certificate) as useful and necessary. Hopeful to increase their chances to a job. • Who finished an integration programme at least a year ago: • When no job: rather negative about value of certificate • When a job found: mainly positive • Who took a course a while ago, say that the language they have acquired doesn’t really help them on the shop floor.

14. An impact study • What employers say: • Most of the employers do not ask for a certificate Dutch nor do they officially test language proficiency of candidates. “I have a conversation with the people and on the basis of that I can see whether their proficiency Dutch is low, average or high.” • What employment agencies say: • Also for employment agencies a certifcate of an integration course or proof of another Dutch language course has only limited value. “They don’t have to prove that they took a course of Dutch or an integration course.”

15. An impact study • What employers say: • economics govern language “In the cleaning industry employers often do not have linguistic demands. Also, most of the families speak English or French” “Because there is high need for electricians, most companies say “we give it a try, even if they don’t master the language for 100%” “The most important is a diploma and practical skills. There is shortage of welders. Polish immigrants can fill that need. Language is not a problem in that case.”

16. C3How can we increase migrants’ multi literacy? • Use of ICT (source for teaching and learning + multi literacies) • Make use of the plurilingual repertoires of migrants as an asset for L2 learning and in L2 assessment?

17. C4How can we professionalize teachers? • Knowledge about L2 teaching (new pedagogies) • Competencies to deal with diversity (cultural, social, educational, learning styles, …) • Coaching and training of teachers • Improve working conditions • Provide examples of good practice (e.g. video samples) • Give support on how to identify needs of group • Coach teachers on how to refer to framework (national or CEFR) • Seek for further informal learning opportunities (social networks; contacts with children's school; …) • Provide structures for more flexible course delivery: needs, space/location, learners context (social, family, job commitments)

18. C5How can we assure quality of assessment? • Quality of assessment: “building a validity argument” • Determining test purpose and real world demands of test takers • Determining linguistic demands • Determining appropriate level or profile • Producing test specifications • Ensuring test specifications are met in practice (test criteria, pretesting, administration, reliability, validity, … • Continuous assessment as alternative for tests • Portfolio • Self assessment • Peer assessment

19. C6To what extent can an integration policy be of a more facilitating instead of an conditional nature? • In a policy of a conditional nature: • More uniform courses and tests (format and content) • Universal and fixed level of language proficiency • Danger of low commitment: instrumental: “do the course, get the test and done” • Danger of gate keeping and excluding people • In a policy of a facilitating nature: • More flexible, more needs related and tailor made courses and tests (format and content) • Level of proficiency can vary according to needs of immigrants and linguistic requirements in specific societal domains in which immigrant want to function. • More encouraging than discouraging

20. C7How can we help migrants to overcome the language barrier after official courses and tests? • Link L2 education achievements with further education and job requirements • Support in building social networks • Job orientation trajectories • Formal recognition of L2 certificate or portfolio (social value/ legitimacy of certificate) • Awareness raising to all citizens: social cohesion and integration is more than only language (course/test)

21. C8How do we encourage reciprocal processes of integration after official programmes? • Language is crucial for integration • But not necessary a condition for integration, sometimes a result • Language and integration are intertwined, go hand in hand • Integration is a reciprocal process that also implies social, cultural and professional aspects • Importance of building social networks: socio-cultural integration

22. Socio-cultural integration Bron: Van Craen, Vancluysen, Ackaert (2007), p.70 Interethnic contacts and friendships

23. Socio-cultural integration Bron: Van Craen, Vancluysen, Ackaert (2007), p.71 Interethnic contacts and friendships

24. C9What kind of research can be recommended highly? • Needs • Drop out and motivation • Effectiveness: • attendance; pass rates • Program types and open frameworks • Contextualized learning • Learner feedback • ICT and language learning • Feedback of other stakeholders in society • Impact: • To what extent do immigrants benefit in the long term? • What is the effect on local policies? • What is the impact on perceptions of the majority group? • Do these policies meet the goals set: improve social inclusion, more multicultural social networks, less discrimination, more chances to get a job?

25. C10How can we contribute to a warm and open multicultural society? • Investing in awareness raising, information of and communication between different stakeholders • Creating platforms for professional stakeholders for exchange of experiences, materials, … • Always take human rights perspective into account

26. THANK YOULanguage requirements for adult migrantsResults of a survey Linguistic integration of adult migrants Council of Europe 24/25-06-2010 L'intégration linguistique des migrants adultes Conseil de l'Europe 24/25-06-2010 Piet Van Avermaet Language Policy Division Migration Division