The Linguistic Integration of Adult Migrants Strasbourg June 2008 INTEGRATE IRELAND LANGUAGE and TRAINING Language learning, integration and an appropriate means of assessment The Linguistic Integration of Adult Migrants Strasbourg June 2008 INTEGRATE IRELAND LANGUAGE and TRAINING Language learning, integration and an appropriate means of assessment Barbara Lazenby Simpson Centre for Language and Communication Studies Trinity College Dublin Integrate Ireland Language and Training

The Linguistic Integration of Adult Migrants Strasbourg June 2008 The situation in IRELAND Population of Ireland – 4 million Population of Ireland – 4 million Migrants currently represent 10% of population Migrants currently represent 10% of population Countries of origin of largest migrant groups: Countries of origin of largest migrant groups: –Poland –Lithuania –Nigeria –Latvia –China In excess of 200 languages now represented In excess of 200 languages now represented Newcomers include: Newcomers include: –refugees –asylum seekers –migrant workers (EU/non EU citizens)

The Linguistic Integration of Adult Migrants Strasbourg June 2008 Integrate Ireland Language and Training Funded by the Department of Education and Science (DES) Funded by the Department of Education and Science (DES) Responsible since 1999 for research, development, and delivery of language + integration courses for adult refugees (as well as training and support for primary and secondary school sectors) Responsible since 1999 for research, development, and delivery of language + integration courses for adult refugees (as well as training and support for primary and secondary school sectors) DES funds intensive full-time courses (20 contact hours per week) for adults with refugee status DES funds intensive full-time courses (20 contact hours per week) for adults with refugee status Ages of participants 18 to 75 years Ages of participants 18 to 75 years

The Linguistic Integration of Adult Migrants Strasbourg June 2008 The approach A framework curriculum developed in collaboration with learners – to meet their real life needs A framework curriculum developed in collaboration with learners – to meet their real life needs Learners make decisions about their own learning priorities (e.g. education, health, housing, work etc.) Learners make decisions about their own learning priorities (e.g. education, health, housing, work etc.) Classroom strategies ensure that learners are active participants at each stage of the process of learning Classroom strategies ensure that learners are active participants at each stage of the process of learning

The Linguistic Integration of Adult Migrants Strasbourg June 2008 Learners identify personal and group priorities:  Previous and current beliefs, knowledge and experiences are used as resources  Classroom learning is related to life outside the classroom and the host society  Learners interact both inside class and outside the school to produce learning outcomes which are relevant to personal capacities and needs  Activities encourage regular reflection (on learning, life situation, cultural similarities and differences, future possibilities and so on)  Learners, with teacher support, develop important life skills, including assessing their learning and performance  New learning targets (individual and group) are constantly being identified as a result of each of the above Taking the principles to the classroom

The Linguistic Integration of Adult Migrants Strasbourg June 2008 The learners begin at many different points on a continuum No previous education No literacy Few years of primary education Secondary education Literacy in non-Roman script Secondary education Literacy in Roman script Third level education Existing qualifications The objectives are the same 1The achievement of status in Irish society through gaining sustainable employment and/or the ability to interact effectively in all normal ‘life’ situations – doctor, child’s teacher etc. 2The development of confidence, through awareness and understanding, to engage with everyday life and activities in Ireland so leading to social integration.

The Linguistic Integration of Adult Migrants Strasbourg June 2008 Language learning becomes the MEANS of achievement (not an end in itself) Therefore it must empower, not intimidate and gradually transfer responsibility/ autonomy to the learner At IILT  This is based on the European Language Portfolio (Milestone version)

The Linguistic Integration of Adult Migrants Strasbourg June 2008 European Language Portfolio A core learning instrument with three parts: 1. Language passport Summarizes the owner’s language proficiency in languages other than the mother tongue, based on self- assessment in relation to the Common European Framework of Reference for Languages Provides an overview of the owner’s linguistic identity 2. Language biography Supports the learner throughout the current process of learning by relating past to present, encouraging target setting, reflection and self monitoring etc. 3. Dossier Provides an organised space in which the learner makes selections and maintains evidence of learning and achievement

The Linguistic Integration of Adult Migrants Strasbourg June 2008 The ‘Milestone’ ELP Developed in collaboration with colleagues in Sweden, Finland, Germany, The Netherlands Developed in collaboration with colleagues in Sweden, Finland, Germany, The Netherlands Specifically focused on adult migrant learners Specifically focused on adult migrant learners Values the individual learner’s culture, language, previous experiences, current challenges Values the individual learner’s culture, language, previous experiences, current challenges Promotes awareness and understanding of plurilingualism and pluriculturalism Promotes awareness and understanding of plurilingualism and pluriculturalism Ensures that each learner is central to his/her learning process and a participant in the learning processes of others Ensures that each learner is central to his/her learning process and a participant in the learning processes of others Validated by the Council of Europe Validated by the Council of Europe

The Linguistic Integration of Adult Migrants Strasbourg June 2008 The ELP and self-assessment Self-assessment is a key element in the ELP Self-assessment is a key element in the ELP Learners develop this skill through classroom activities as well as authentic situations Learners develop this skill through classroom activities as well as authentic situations Self-monitoring depends on the ability to consider one’s own performance Self-monitoring depends on the ability to consider one’s own performance However, self-assessment alone is not usually adequate for external purposes – job application, access to education etc. However, self-assessment alone is not usually adequate for external purposes – job application, access to education etc.

The Linguistic Integration of Adult Migrants Strasbourg June 2008 Our concerns regarding formal assessment The obvious success of the pedagogical approach should not: 1.Be overturned by the stress of formal assessment 2.Impose unrealistic types of assessment on individuals (e.g. demanding high levels of literacy/academic ability in the L2 where inappropriate) 3.Influence the delivery and content of teaching (e.g. teaching to test) 4.Ignore the crucial importance of access to the host society through placing emphasis on language proficiency only

The Linguistic Integration of Adult Migrants Strasbourg June 2008 Nationally recognised as offering an alternative route through education Nationally recognised as offering an alternative route through education Candidates must have the necessary proficiency in the language of the host community to carry out the Specific Learning Objectives required for any module Candidates must have the necessary proficiency in the language of the host community to carry out the Specific Learning Objectives required for any module Inherent in many modules is the identification and use of transferable ‘life skills’ Inherent in many modules is the identification and use of transferable ‘life skills’ Learners must compile a portfolio of their ‘proofs’ and external assessment is carried out twice yearly Learners must compile a portfolio of their ‘proofs’ and external assessment is carried out twice yearly Learners may continue to add to their credits in the future – the individual is identified by social security number Learners may continue to add to their credits in the future – the individual is identified by social security number FETAC Further Education and Training Awards Council Validating the process of learning and self-assessment

The Linguistic Integration of Adult Migrants Strasbourg June 2008 Modules offered by IILT Personal effectiveness Personal effectiveness Preparation for work Preparation for work Computer literacy Computer literacy All designed for native speakers English for Speakers of Other Languages English for Speakers of Other Languages

The Linguistic Integration of Adult Migrants Strasbourg June 2008 Bringing together ELP-based learning and formal assessment Features of ELP-based learning Target setting is a regular procedure Target setting is a regular procedure Regular self-assessment drives learning Regular self-assessment drives learning Checklists are used to plan and monitor learning Checklists are used to plan and monitor learning A personal learning plan develops A personal learning plan develops Regular reflection is central to ELP use Regular reflection is central to ELP use The learner is responsible for building a personal Dossier The learner is responsible for building a personal Dossier Requirements for FETAC assessment Targets must be recorded Self-assessment is part of the assessment process Checklists are kept with proofs for each module A personal learning plan is required Reflections, plans and decisions must be recorded in a diary Learner is responsible for ensuring that all proofs are kept for external assessment –in ELP Dossier

The Linguistic Integration of Adult Migrants Strasbourg June 2008 The result of the on-going cycle, focusing learning on the ELP and leading to appropriate assessment Each individual learner … … is transformed in the process develops the ESSENTIAL SKILLS of planning, reflecting and evaluating gradually increases in ability to use the target language for COMPLEX AUTHENTIC PURPOSES identifies his / her PATHWAY TO THE FUTURE in a reflective and systematic way is empowered to PROVE new abilities, skills and understanding on the same terms as native speakers and members of the host community

The Linguistic Integration of Adult Migrants Strasbourg June 2008 Is this an effective approach? ‘Now when I send my girls to school I can speak to their teacher and when I go to the doctor I can speak and understand very well.’ ‘When I attended the school my intention was to upgrade my level of English … However I have got a job in my own profession. The assistance that I get from the school was not only to improve my language but also to prepare my self for job opportunities.’ ‘Before I always missed medical appointments because I couldn’t understand the receptionist when he was speaking to me.’ ‘I did not just improve my English but learnt many other things about Irish society and system.’ Comments from participants who completed IILT courses for adults.

The Linguistic Integration of Adult Migrants Strasbourg June 2008 For further information on: Integrate Ireland Language and Training Milestone European Language Portfolio Teaching and testing materials for adult learners and FETAC accreditation Outcomes of IILT courses for adults See For further information on: European Language Portfolio Common European Framework of Reference for Languages See