Language requirements for adult migrantsResults of a survey

Observations and challenges

Linguistic integration of adult migrantsCouncil of Europe24/25-06-2010

L'intégration linguistique des migrants adultesConseil de l'Europe24/25-06-2010

Piet Van AvermaetLanguage Policy Division Migration Division

Observed tendencies

O1 Language requirements

• 2009: 75% of countries (23/31) have linguistic requirements as part of integration regulations

• 2007: same % (21/27)

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

prior to entry host country

for permanent residency

for citizenship20072009 2009 2007 2009 2007

O1 Language requirements

O2 Geographical differences

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

western European countries

Eastern and south eastern European countries

prior to entry host country for citizenshipfor permanent residency

• 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

O3 Official language courses

• 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

O5 & O6 Language tests and quality assurance

• 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

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

O7 KOS courses and tests

Challenges

• 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

C1 How 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?

• 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

C2 How can we encourage people to stay in the courses?

• 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.

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.”

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.”

An impact study

• 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?

C3 How can we increase migrants’ multi

literacy?

• 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)

C4 How can we professionalize teachers?

• 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

C5 How can we assure quality of

assessment?

• 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

C6 To what extent can an integration policy be of a more facilitating instead of an conditional nature?

• 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)

C7 How can we help migrants to overcome the

language barrier after official courses and tests?

• 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

C8 How do we encourage reciprocal processes of

integration after official programmes?

• Interethnic contacts and friendships

Socio-cultural integration

Bron: Van Craen, Vancluysen, Ackaert (2007), p.70

• Interethnic contacts and friendships

Socio-cultural integration

Bron: Van Craen, Vancluysen, Ackaert (2007), p.71

• 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?

C9 What kind of research can be

recommended highly?

• 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

C10 How can we contribute to a warm and open multicultural society?

THANK YOULanguage requirements for adult migrants

Results of a survey

Linguistic integration of adult migrantsCouncil of Europe24/25-06-2010

L'intégration linguistique des migrants adultesConseil de l'Europe24/25-06-2010

Piet Van AvermaetLanguage Policy Division Migration Division