Debate
Integrating Migrant Adults through Language Training
27/03/2019
/ga/file/language-training-immigrantslanguage training for immigrants
The European Basic Skills Network is announcing an online discussion on language training programs for adults in the framework of the network's Capacity Building Series. The discussion is scheduled to start on 2 April, 2019 9:00 (CET) and be finalised on 3 April, 2019 17:00 (CET) and its results will contribute to the EBSN's forthcoming open education resource (OER) in the theme of migrant education.
During the discussion, participants are encouraged to share their views and experiences by answering the following questions:
- Does your country have national systems for the language training and certification of immigrants? Are there specific linguistic requirements linked to residence permits and/or acquisition of nationality? How is the training organized? Who are the providers? How is it financed?
- How is the quality of the training ensured? How is teacher training organized? What is the role of volunteers, if any?
- Are there general methodological guidelines available to the providers? To what extent are digital tools used in the training provision?
- Are literacy and linguistic training identified as two separate issues? How is the linguistic training of adults with very low levels of literacy organized?
The Capacity Building Series of EBSN provides free open educational resources (OERs) and massive online courses (MOOCs) through EPALE, to help the implementation of the European Commission recommendations on Upskilling pathways in EU Member States. EPALE is funded by the Erasmus+ programme, as part the European Commission’s ongoing commitment to improving the quality of adult learning provision in Europe. The project is implemented with the support of the Education, Audiovisual and Culture Executive Agency (EACEA).
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Seguramente ya sabéis que la responsabilidad en Educación, en España, es de cada una de las Comunidades Autónomas.
Aquí se diferencia entre la alfabetización de las personas inmigrantes y el aprendizaje del castellano o catalán como idioma.
En Catalunya, la alfabetización se lleva a cabo desde el Departamento de Educación, del de Trabajo y Asuntos Sociales y entidades sin ánimo de lucro, muchas veces, sin control de calidad.
El aprendizaje del catalán y castellano como idioma, para personas alfabetizadas, se lleva a cabo desde el Departamento de Educación (Escuelas Oficiales de Idiomas y Centros de Formación de Adultos), desde el Departamento de Cultura hay oferta para el aprendizaje del catalán (Dirección General de Política Lingüística) y en Centros privados (academias) con o sin ánimo de lucro.
Pensamos que un Instituto de Formación Continua o un Consorcio de Educación Continua, ayudaría a optimizar recursos, mejor control de calidad y mayor información y orientación.
As previously announced, the moderation of this discussion will come to an end at 5 p.m. CET. A big thank you to all of you who have contributed. And to all of you who have been "lurkers" (reading without making yourselves known): next time we want to hear your voice!
Although the discussion will formally be over in about a quarter of an hour, the comment functionality will remain open. Don't let it bother you if you have come here too late. Your input will be very appreciated. Write and let us know what you think about the issues we have discussed.
See you next time, I hope!
Dear colleagues, my name is Linda Juntunen and I work at the Finnish NSS for EPALE. Right now I am at a very interesting conference in Espoo, Finland, that is dealing with adult literacy training and education.
Nordic network for adult learning (NVL) and Alfarådet - the Nordic Adult Literacy network are organizing this conference in cooperation with the Finnish National Agency for Education and EPALE Finland. EPALE Finland is streaming some of the presentations, and you can follow them live from Youtube from NVL Nordvux channel. Today at 16:00 Guðlaug Brynjólfsdóttir from Iceland is talking (in English) about Language Learning in the Wild which is a new approach that supports learners to use their own daily life, their interests and experiences for language learning. I highly recommend you to take a lookt :)
Tomorrow Anna Winlund from the University of Gothenburg is talking about emergent literacy instruction: the continua of biliteracy and on Friday Qarin Franker shows how education can stimulate a creative literacy instruction in a second language instruction as well as other school subjects and in various professional courses.
Kind regards,
Linda
Being an immigrant in a new society is not that easy. Language is an instrument that introduces you into a new culture and by language you get in to that society. I mean the more you know the language better you you understand the culture.
I really appreciate Immigrant Integration program in Finland. The immigrant agrees to go on his or her personal integration studies plan which is done by Public Employment and Business Services of Finland TE- toimisto. This plan varies from 1- 3 years.
The immigrant has an officer who follows his/her studies. During the plan the immigrant has benefits from KELA. So the main idea of Finnish government is to integrate and to support immigrants. Immigrants who have higher education and work experience in their home country may start a job after getting B1 language level. The immigrants who do not have a degree from their home country may start studying at Vocational Schools or create his/her own business.
I am sure our Dutch colleague will agree that what you describe is a very good model...
In Norway we are beginning to question, however, the wisdom of waiting until immigrants are at level B1 before they can enter working life. Several very successful pilot projects have been run where immigrants spend some time in class and some time at the work place. They start immediately to create a social network, they can use their pre-acquired skills, and they learn relevant language... I'll see if I can find an English description of the projects.
An example from the Netherlands:
www.youtube.com/watch?v=JrsnpTy6T6s
Wait until you have level B1 or learn while you are working....
There are so many things to say about this. My opinion: Look at the needs of the person and give him of her education for that moment. Have trust in the person, more than in the system.
Yes, you are of course absolutely right that the best systems are those that allow for that kind of flexibility... Unfortunately, policy must normally be created on the base of laws and systems, but the more flexible they can be the better. Your new PIP seems to be a step in that direction? Tell us more about it!
This is about the pilot projects I mentioned: https://geminiresearchnews.com/2016/01/hope-for-malalas-women/
For information about the general integration system, see the Skills Norway web site.
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