Language learning in the context of migration

and integration Challenges and options for

adult learners
Verena PLUTZAR and Monika RITTER, Vienna
1. Case Studies on Illiterate Migrants - Examples of Good Practice from Vienna...............................2
1.1. Bacground.............................................................................................................................. 2
1.2. Some Cases............................................................................................................................ 2
1.!. Good Practice" #$e %lfa-&entrum for Migrants' Vienna...........................................................(
1.( Summar)" t$e *eed for Specialised +iterac) Courses for Migrants.........................................,
2. #$e +anguage and -ualifications Portfolio for Migrants and .efugees" the Use of Open
Questions........................................................................................................................................ /
2.1 Introduction.......................................................................................................................9
2.2 +anguage and Integration.................................................................................................9
2.! 0pen -uestions..............................................................................................................10
2.( %1ilities and sills rele2ant to integration..........................................................................11
2.3 #$e +anguage of open 4uestions.....................................................................................16
2.5 Conclusion......................................................................................................................16
References......................................................................................................................................... 1,
Abstract
When talking about the language learning of adult migrants it has to be remembered that we
are dealing with an extremely complex phenomenon. The language learning process itself is
already determined by a huge range of factors that interrelate in various ways. The context of
migration and integration only increases the variety to an extent that is not covered by
existing instruments designed to support language learning. The following paper focuses on
two relevant aspects in the field of language learning in this context the needs of illiterate
migrants and the link between language learning and orientation in the receiving country.
!xamples of good practice are included.
The first part contains case studies on the needs of illiterate migrants and shows how literacy
programmes could respond to them. The second part points out the specific learning
re"uirements for insertion in the community and the vocational sphere# and introduces the
use of $open "uestions% as an appropriate tool for supporting the language learning and
orientation process of adult migrants. The "uestions concern the specific linguistic status of
migrants mentioned by &rumm ' (lut)ar in the paper on Tailoring language provision and
requirements to the needs and capacities of adult migrants
1
1
*tudy prepared for the +ouncil of !urope *eminar on the linguistic integration of adult migrants ,-une .00/0.
1vailable online www.coe.int2lang
1
1. Case Studies on Illiterate Migrants - Examples of ood !ractice from
"ienna
1.1. #ac$ground
3lliterate people want and need to be literate for several reasons They want to live
autonomously without depending on others# they want to get a 4ob or a better 4ob# they have
to pass an obligatory test that allows them to stay in 1ustria or to apply for citi)enship# and
perhaps literacy has also been a lifelong goal. 5any have valuable competences. 5any of
the learners on literacy courses are plurilingual they speak two# three or four languages#
although they cannot write any of them. They also have the experience and skills that come
from coping with the difficulties they have lived through.
6easons for illiteracy are various. 3t may result from living in extremely poor countries or
regions where there are no schools within reach# or living in a war )one. 7amily or individual
situations may have led to poverty. 8nemployment or the death of a parent# or even divorce#
may increase the risk that children will remain illiterate# especially in the case of girls. 3n
such cases# children may either have to substitute their mother or father in their own
household and as carer of their siblings# or earn a living outside the family.
7or detailed literacy rates in countries and regions worldwide# see the international literacy
rates published by 89!*+:
.
.
1.%. Some Cases
1.2.1 Mira from Serbia
5ira could not attend school in *erbia when she was a child because her mother died when
she was only ; years old. 1s she was the eldest daughter# she had to deal with the household
and care for her siblings from then on. This enabled all her brothers and sisters to go to
school# while for 5ira this was not possible.
5ira came to 1ustria 1; years ago with two young children. <er husband got work on a
construction site# and was in and out of work for years# until he had an accident on a
construction site that left him deaf. 5ira herself worked for 11 years in the kitchen of a
=iennese restaurant. <er children went to school# and she managed to deal with all the
necessary applications for scholarship. <er 6 children are well educated. They now work as a
clerk# hospital nurse# nursery schoolteacher and mechanic respectively.
5ira has managed life without literacy skills. *he has handled everything the schooling of
her children# the hospital and the insurance company after the her husband>s accident#
applications for scholarships for the education of her children# psychologists for her
daughter. *he did all this in ?erman# which she learned at work.
*ince all her children are settled in 1ustria# 5ira and her husband want to stay there as well.
@ut 1ustrian citi)enship will be out of reach for her because of her low level of literacy she
could not pass the obligatory test for citi)enship. 5ira also wants to continue working in
=ienna# maybe even get a better 4ob that is less physically demanding. *o she wants to be
able to read and write.
<er oral abilities are fairly good# so she is not starting from scratch. *he is attending the first
level ,out of four0 of a literacy and advanced oral ?erman course three times a week for A
hours weekly. !ach level takes one 1B week semester.
.
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1.2.2 Sheyda from Turkey
Dike 5ira# *heyda could not attend school as a child. <er mother died very young# so
*heyda had to stay at home# doing household chores# and taking care of her siblings while
her brothers went to school. *he arrived in 1ustria eleven years ago.
*heyda is plurilingual and speaks 1ramaic# Turkish and ?erman. *he is interested in politics
and current affairs# and is also relatively wellCinformed because she watches T= and listens
to the radio conscientiously. *he and her husband own a restaurant.
*heyda started to attend a literacy class because she wanted read and write fluently. This had
been her dream and her goal since childhood. <er more downCtoCearth goals were to be able
to deal with public authorities# read the official letters she received# take and read notes at
work# read notes from her children>s teachers and write replies to them.
8nlike 5ira# *heyda was able to learn the 6oman script on her own. When her children
started school# she took the time to learn as much as she could from them. When she started
to attend the literacy course at 1lfaHentrum# she could read and write# albeit very unsurely
and slowly. *he started at level A and her oral ?erman was already very good. *he has been
attending the course twice a week for three hours per session# for three 1BCweek semesters.
1lthough *heyda has integrated very successfully at work# has dealt with the education of
her children# and speaks very good ?erman# she still encounters discrimination. @ecause
good manners are very important to her# she feels hurt each time she is treated
disrespectfully. *he is lucky to have taken 1ustrian citi)enship years ago# since with the new
regulations she would not be able to pass the test# although she speaks ?erman very well and
reads it "uite well ,but not well enough for the test for citi)enship which is at the level of a
secondary school leaver0.
1.2. !ou"of from Af#hani"$an
Iousof came to 1ustria as an asylum seeker B years ago when he was AB# with his wife and
two children. 6ecently his application for asylum was granted. <e is now allowed to work in
1ustria and is desperately looking for a 4ob to make a living for himself and his family. Dike
over B0J of male adults and over /;J percent of female adults in 1fghanistan ,89!*+:C
3nstitute for *tatistics .0060
A
# Iousof did not go to school. 3n 1fghanistan he worked as a
mechanic for many years# learning from a master of the trade# like many illiterate male
immigrants. While in 1fghanistan he was a craftsman sustaining his family# but in 1ustria it
is hard for him to get a 4ob because of his low level of literacy.
1s he needs to support his family# Iousof cannot spend years going to school. <e needs to
get a 4ob soon and has to improve his language skills while working. *o he will need a
course that he can attend in the evenings two or three days a week. 1lso# he will sometimes
not be able to attend the course for some months# so a modular course system would meet his
learning needs.
Iousof began his level one ,of four levels0 course with no knowledge of reading and writing
at all. <e had not been to school in 1fghanistan and cannot read his first language. The
course combined literacy and ?erman as a second language. 9ext he attended the second
level course for people with a basic knowledge of ?erman# A times A hours weekly for a 1B
week semester. 3n autumn .00; he was in his third semester.
1lthough Iousof has made good progress during his / month as a participant on the literacy
course for immigrants# his reading and writing are still uncertain. <is oral language skills are
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level 1.# but he still needs to improve his oral skills# most urgently for use at
work. 1nd he is especially interested in written texts related to working life. @ut since he has
a family# he also wants to be able to deal with matters concerning their life in =ienna.
Iousof faces discrimination when looking for a 4ob. <e finds that his ?erman or his literacy
skills are not good enough# even if the 4ob does not re"uire a high level of language
competence.
1.2.% Maka&Laye from I'ory (oa"$
5akaCDaye is .1 years old# and came to 1ustria four years ago as an asylum seeker. <e is
plurilingual and speaks Tula ,mother tongue0# 1rabic# Ioruba# some 7ula# very good oral
7rench and intermediate oral ?erman. <e is partially literate having had three years of
schooling in the 3vory +oast. <e wants to do the schoolCleaving exam# which would enable
him to start an apprenticeship. @ut he does not yet "ualify for a secondary school course
because of his lack of reading and writing skills. 1 further obstacle is that in 1ustria there are
few language and literacy courses for asylum seekers. !ven though he is young# very eager
to learn but# as a fast learner# 5akaCDaye>s opportunities are limited.
<e is now on a youth course which involves ?erman language and literacy training
combined with content from the secondary school curriculum. <e has a daily schedule of K
hours B days a week for K months# having previously attended a similar course for A00 hours
at a lower level. The course is part of a !uropean *ocial 7und secondCchance programme for
young adults at the adult education centre. 3t consists of three levels of preparation to enable
illiterate young people to enrol in a secondary school leaving course Devel 1 offers
$Diteracy and ?erman for beginners%# Devel . $Diteracy and advanced ?erman%# Devel A
$@asic skills for young adults%. !ach level takes A00 to B00 hours. The curriculum is cyclical
because only the fastest learners are able to progress straight through all three levels. The
others have to repeat levels.
The course meets 5akaCDaye>s needs because it will prepare him for the secondary schoolC
leaving exam# which is necessary to get a 4ob or to start an apprenticeship# and because it is
intensive. (artCtime courses designed for adults would only frustrate him.
1.&. ood !ractice' (he Alfa-)entrum for Migrants* "ienna
1..1 The (our"e Par$i)i*an$"
The course participants are adult migrants from countries all over the world ,!urope# 1sia#
1frica# 3ndia0 who have not attended school in their childhood# or not for long enough to
achieve sufficient literacy in their mother tongue. @ut many of the course participants are
plurilingualL they speak two# three or four languages# although they cannot write any of
them. Dearners from Turkey often speak &urdish or 1ramaic besides TurkishL participants
from 1frican countries generally speak more than one language a migrant from ?ambia# for
example# speaks 5andika# !nglish# and WoloffL migrants from the 3vory +oast speak Tula#
1rabic# Ioruba# 7rench# and sometimes 7ula as well.
They are mostly women ,60 to /BJ0. 5ost of them are mothers of KC6 children# but in every
class of 1B learners some are single or working mothers. *ome of the course participants
have arrived in =ienna recently# and they are beginners in ?erman. *ome have been living
and working in =ienna for 10 years or more and speak ?erman "uite well.
K
+ouncil of !urope# .001. Common European Framework of Reference for Languages: Learning, Teaching,
Assessment +8(. :nline www.coe.int2lang
K
The course participants> goals are to learn ?erman and to become literate enough to
participate in =iennese21ustrian social and political life# but also to get a better 4ob# to be
able to help their children with their homework# to be able to deal with administrative
matters# etc.
*ome of the course participants need to improve their reading2writing for their current
4ob# e.g. as a hospital worker# driver# cleaner# or warehouse worker.
The younger ones want to be able to enrol in second chance coursesL their goal is a
schoolCleaving certificate.
1 few 4ust want to learn ?erman# but without being literate they cannot take a regular
?erman language course.
+ourse participants can progress through four levels of the Diteracy +ourse ,90 to 1.0 hours
each semester# offered at two language levels0. 1fter that# they can continue ?erman as a
second language courses at the 1dult !ducation +entre or within the secondCchance course
aiming at the school leaving exam ,A0 hours weekly0. This goal is achieved by the 10J of
participants who are young people ,16C.0 years0 who have good support from their families.
1 ma4ority of the adult learners ,the other 90 J0 are not able to attend the intensive secondC
chance course because of 4obs and children. Their goal is to read and write well enough to
deal with the re"uirements of the workplace and everyday life.
1..2 (ombined Li$era)y and Lan#ua#e (our"e" for Mi#ran$"
7luent reading and writing is needed to enrol in any adult education course# so this is the
primary goal of any literacy course. Fue to the amount of time needed# it is best if literacy
courses for immigrants meet two needs simultaneously literacy and language learning. The
idea of learning how to read and write before taking a ?erman course has proved
unworkable ac"uiring literacy takes so long that it makes sense to combine literacy and
language. 3mmigrants who want to live and work in 1ustria need to participate in society. 3n
order to achieve these goals numeracy# computer literacy and learning strategies must also
form part of the course.
*ome course participants speak ?erman "uite well when they start the course# while others
understand no ?erman at all# so it is best to offer literacy separately for both groups. 7our
levels of literacy course are offered twice C for beginners and for more advanced speakers of
?erman. 1nother adult centre in =ienna provides literacy courses for people with ?erman as
their first language.
1ll courses are learnerCorientated the themes# method and goals of the courses are derived
from a curriculum framework# but these are specified and developed during the course in
negotiation with the actual course participants# who bring with them their own domains and
needs. 9o textbook is used texts also come from the course participants# whether they write
them or bring them from their workplace or from home. DearnerCcentredness also means
responding to the different languages and cultural backgrounds of the participants# and
letting these flow into the course in various ways. 1utonomous learning is also promoted and
learning strategies to facilitate this are worked on.
B
Outline of Courses at the Alfa-Zentrum for Migrants, Vienna
Courses for adult learners (all courses involve a combination of literacy and German)
For beginners in
German
For intermediate ad!anced s"ea#er of
German
Diteracy level 1 Diteracy level 1 1.0 hours in 1B weeks
Diteracy level . Diteracy level . 1.0 hours in 1B weeks
Diteracy level A Diteracy level A 90 hours in 1B weeks
Diteracy level K 90 hours in 1B weeks
M@asic skills$ for all learners from literacy
level A ,dealing with issues# texts# and
mathematical tasks that are brought up by the
participants0
KB hours in 1B weeks
Courses for young adults ,.0 hours weekly for 1B weeks0
For beginners in
German
For intermediate
ad!anced s"ea#er of
German
For ad!anced s"ea#er
of German
Diteracy level 1 and . A00 hours in
one semester
Diteracy level A and K A00 hours in
one semester
$@asisbildung%
preparation for the
second chance course
B00 hours in
one semester
1ll these courses have a cyclical curriculum# so that slower learners can take the same level
twice if they need to. Dearners can also change from courses for beginners to courses for
intermediate2advanced speakers of ?erman.
1.. (oun"e++in# and e'a+ua$in# ra$her $han $e"$in#
3n individual counselling sessions ,of A0 to 60 minutes0# learning needs and goals are
evaluated and a suitable course is recommended to the learner. This information about the
goals and needs of the learners is also used for planning the courses and the whole literacy
course. 3n the last third of a literacy course# a further counselling session is run to find out
whether individual goals have been achieved and2or how the learner can continue his or her
learning.
1 testing procedure would not have as useful an outcome as the individual counselling
sessions. Testing illiterate people is difficult and unreliable because existing testing
procedures for adults in 1ustria are designed for literate people. 3nstead of spending time and
money on developing a new testing procedure# it makes more sense to further develop a
model of counselling. 3ndividual counselling is more valuable because it may lead to the
further development of literacy courses that meet the real needs of adult learners. *uch
counselling needs to identify in a sensitive# affirmative way what skills# knowledge and
experiences have already been ac"uired by course participants prior to and during migration#
and in the process of building a new life in a foreign country with a foreign language. When
doing counselling# it is important to avoid patronising course participants# but also important
not to minimise the advantages of literacy and a formal education.
6
Furing the course# course participants can# if they feel the need# take advantage of individual
counselling sessions to deal with learning difficulties or social problems.
1.+ Summar,' the -eed for Specialised Literac, Courses for Migrants
Diteracy provision for migrants is more successful if it is combined with language support.
7or such provision to be successful# specialist teacher training and the development of
specialised materials are needed# as is the development of open curricula and literacy
portfolios.
1.%.1 (our"e" in ba"i) "ki++" "u)h a" +i$era)y, +an#ua#e +earnin#, and numera)y a$
differen$ +e'e+" are needed, bo$h in urban and rura+ area". ,e"irab+e
fea$ure" of "u)h *ro'i"ion are-
1. Courses of different intensit, and differing content
at least two le!els, one for beginners and one for more advanced learners# that take into
account existing language competence and literacy.
$ntensi!e courses for "eo"le under time "ressure, e.g. for adults who are unemployed
at the time# but want to get a 4ob soon.
$ntensi!e courses %ith s"ecific goals such as a school leaving certificate# or vocational
training. &oung adults need a formal school leaving certificate and apprenticeship or
vocational training ,@erufsausbildung0# so need a very intensive course with these aims.
O"en, ongoing and more general courses for learners who are in difficult
circumstances# for example working long hours or looking after young children# but want
to improve their literacy nonetheless.
Women migrants often find it easier to learn in womenConly groups.
The =ienna experience suggests that recent immigrants who are older or are young
mothers often wish to take an initial course in their o%n ethnic community before
taking a literacy course in an adult education centre. 3f no such course exists# they often
4ust stay at home. The younger among them might try an adult centre later on.
%. Learner support that has pro.ed useful
'ocial %elfare( learners on literacy courses should have access to social workers.
:therwise teachers may be confronted with social or financial problems which are
generally beyond their competence.
Vocational counselling during and after attending courses can provide useful
information about 4obs that do not re"uire a high level of literacy# and also on developing
,better0 strategies to deal with staff at the 4ob centre or potential employers. This is useful
because becoming literate in a second language takes years# even for fast learners.
)utoring after the literacy course in order to support further learning and to help such
migrants to deal with the literacy issues of everyday life.
*ractical su""ort(
Child care during the course many migrants with literacy problems have A N 6 childrenL
+o% course fees andor funding for courses,
;
+ourses at different times of the day in the morning ,e.g. for mothers of
schoolchildren0# in the afternoon ,e.g. for restaurant workers0# or in the evening for other
employed people.
-asy access to registration.
1.%.2. ,e'e+o*men$" needed in $he *ro'i"ion of +i$era)y "u**or$ for mi#ran$"-
Combined courses on literacy and language ,lowCcost courses# supported by childcare
and social and vocational counselling0
'"ecialised teacher training courses so far only one literacy teacher training course
has been available in 1ustria ,at 1lfaCHentrum since .00.0. *uch courses should
preferably focus on learnerCoriented# intercultural and autonomous learning.
Curricula( open# learnerCcentred curricula need to be developed in negotiation with
learners and in the light of successful practice# with an eye to the real needs of learners#
and focusing on reading and writing skills for everyday life. +ourse participants> time is
precious as the course has to be fitted round work that is often strenuous and not well
paid# as well as childcare and other domestic duties. The development of open curricula
will ensure that literacy and language courses focus on the real needs of course
participants. +ompulsory and nationwide courses with one curriculum for all courses#
perhaps with a mandatory test# would be less beneficial for participants than courses
tailored to their needs as described above.
There is a working curriculum in =ienna
B
and there is also the twoCpage 1ustrian
compulsory national curriculum
6
. The latter assigns ;B hours for literacy and is much
criticised. 3n ?ermany a draft literacy curriculum exists which adopts the concept of the
combined literacyClanguage approach used at 1lfaCHentrum =ienna and specifies 6A0
course hours.
3nstruments like the -uro"ean +anguage *ortfolio
.
could and should be developed as
an instrument to record the development of literacy. This would allow migrants who are
on literacy courses to demonstrate# for example# good oral competence ,in more than one
language0 along with a lower level of competence in reading and writing.
1.%. .ur$her *o"i$i'e de'e+o*men$" in +an#ua#e and edu)a$iona+ *o+i)y /ou+d be-
*lurilingual resources( further development of plurilingual resources for oral skills and
for plurilingual literacy or Obiliteracy> would be very useful for people who already speak
three or more languages.
/First-language-literacy0( migrants often learn the target language script before
mastering the script of their mother tongue. 3n the long term it would be a good
investment to support migrants in learning their motherCtongue script as well. !uropean
countries will in the end benefit from the plurilingualism and pluriCliteracy of second
generation migrants.
B
7rit)27aistauer26itter2<rubesch ,.0060
6
!erordnung der "undesministerin #$er die %ntegrationsverein$arung %!&! Anlage A '())*+
;
+ouncil of !urope www.coe.int2portfolio
/
%. (he Language and /ualifications !ortfolio for Migrants and 0efugees'
$he U"e of 0*en 1ue"$ion"
%.1 Introduction
1s language and integration are connected# it is necessary to put language learning goals in
the context of orientation to the hostCcommunity# especially 4obCrelated areas. :pen
"uestions seem to offer an appropriate way of meeting the needs of individuals and very
different groups of migrants. The use of open "uestions aids the individual migrant>s
integration by providing languageClearning options# and by helping him or her to ad4ust to
new social realities. The "uestions not only point to areas of action but also explore the
person>s background to assess competencies that are useful in the integration process.
5aking the individual aware of his or her learning and language learning competencies and
basic skills increases their confidence. 3n addition# the "uestions aim to underpin and2or
develop intercultural competence. @ut the focus is not 4ust on competencies. To get along in
the new society knowledge about political and educational matters is needed.
%.% Language and Integration
When considering what an instrument to support the language learning of migrants should
look like# it has to be remembered that language learning and the process of integration are
inextricably linked. *o an instrument is needed which makes integration easier through
learning the language of the host community. &ey "uestions include
o What does settling in a new country involveP
o What skills are neededP
o Which of these have to be learned and which may have already been ac"uired before
arrivalP
The analysis of language skills has to be related to these "uestions rather than to the
traditional educational goals of language learning. 3f migrants start to think and talk about
these "uestions# first in their own language# and then step by step in the language of the host
community# a process of language ac"uisition towards integration has started which should
be sustainable.
This paper is based on the idea that the needs of individual migrants are similar and very
different at the same time. The similarity comes from the process of integration# which is
from the individual point of view a process of change and adaptation to the new environment
which at the same time allows the individual to maintain the values# habits# attitudes# and life
styles which he or she needs in order to feel at ease, 1ll migrants have to face similar crucial
challenges communication# housing# health# work# education and last but not least
integration with the host community. Fetermining factors in all this are the legal and
political framework# the prevailing socioCcultural rules and values# and the expectations of
the host society. This reality can be described# but it is seen from very specific points of view
relating to the distinct background# circumstances and expectations of the individual. Thus
for the integration process to be successful it is very useful and important both to support
individuals in finding their personal way of coping with the reality they face# and at the same
time to give them the chance to demonstrate their skills and abilities to the host community.
9
%.& 1pen /uestions
2..1 2o/ $o u"e $hem
The aim of open "uestions is to provide a startingCpoint for reflection on one>s own abilities
and competencies and for considering the challenges one faces in the host community. This
should support learners and teachers in identifying learningCgoals as well as an appropriate
course# so open "uestions can be used in class as well as in counselling. 1s a facilitator of the
learningCprocess ,whether a classroom teacher or a counsellor0# one can choose from the list
the "uestions that seem useful. 1s a portfolioCuser# the student can choose those that are
appealing or seem to be necessary for the next steps# or may supplement other learningC
materials.
1 learning facilitator using the portfolio and the "uestions should ensure that the reflectionC
process is systematic. The following guidelines may help
1. 1sk students to read a "uestion and think about it giving their own answers.
.. 1sk them to talk to another person about what came to mind and what the other
person thinks or knows about the "uestion. The other person could be a fellow
student# the teacher# the counsellor# a friend at home N whoever. The important thing
is that the student talks about it in order to make sure that s2he really thinks about the
"uestion and gets another point of view.
A. 1sk them to make notes# which fix their status "uo of awareness. With this awareness
they will look at things differently# by for example noticing something that they had
not noticed before# or by acting in a different way# or identifying a learning goal.
K. *ome weeks or months later# some of the "uestions can be raised again. The learner
will become aware of what he or she has learnt by comparing his2her new insights
with the previous answers.
2.. Ra$iona+e
, -pen questions and integration
6aising the awareness of migrants to improve their understanding of and orientation to the
host society is not the only benefit of work on open "uestions. 3t also has an impact on their
actions. 7or the languageCdevelopment of migrants it is crucial to talk about their
experiences# their competences# their concepts and their goals# especially if they do this in
the target language.
The language of the "uestions mirrors the culture of the hostCsociety which they are 4oining.
1s the "uestions re"uire the portfolioCuser to think about individual and collective
perspectives# they raise his or her awareness of the cultural framework of the hostCsociety
and give space for intercultural comparison.
Talking about oneself helps to build up and stabili)e the concept of identity because it leads
to selfCawareness. 5igration# like education# is a process where the identity undergoes
change and is destabili)ed. When the biography of the individual is considered from the
point of view of his or her potential rather than deficiencies# selfCesteem and selfCawareness
are strengthened# and the individual is $empowered%. 1ssessing their competences through
reflection on their biography may help migrants to talk about themselves in a 4ob interview
without referring to documents# which could be important for them# especially if they are
refugees.
This approach complements work with the already established !uropean Danguage (ortfolio
using descriptors and checklists.
10
%.+ Abilities and s$ills rele.ant to integration
The following open "uestions are focused on language which is useful for getting along with
the host community by talking C or answering "uestions C about one>s "ualifications ,formal
and informal0# the labour market# the school system# healthcare# keyCcompetencies for the
labour market# and lastly about citi)enship
/.
+ulture# but in particular cultural learning# is a
transversal aspect of the "uestions.
2.%.1 Learnin#
Talking a$out learning e.periences and how to learn is especiall/ important for people who
have not $een in education for man/ /ears $ut have nevertheless acquired knowledge and
skills %t should open the range of learning possi$ilities migrants have $esides going to
school
<ow do 3 connect with new and unfamiliar thingsP <ow do 3 develop new skillsP
<ow and when did 3 learn what 3 can do wellP Who taught meP What else do 3 want
to learnP
Fo 3 have role modelsP WhoP WhyP
Which classes at school were easy and which difficultP WhyP What would people
from my educational background ,teachers# schoolmates# family members...0 say
about meP
Where did 3 ac"uire the knowledge or abilities to do my 4ob and carry out other
activitiesP Which tasks and activities were easyP Which were difficultP WhyP What
would people around me ,boss# colleagues# coCworkers# customers# family
members...0 say about meP
Which learning activities do 3 know aboutP
3n which situations did 3 learn the mostP
What is my ideal study environmentP
1m 3 sure about what 3 want to achieve with learningP <ow will 3 assess my own
learning successP
2.%.2 Learnin# +an#ua#e"
Learning the language of the host&communit/ is mostl/ done at work and in dail/ life rather
than on a language course 0ost migrants are plurilingual so it is useful to refer to their
language&learning e.periences in other languages, which the/ pro$a$l/ also learned in
dail/ life "ut their plurilingualism could $e overshadowed $/ e.periences of suppression
and discrimination if the/ were mem$ers of a minorit/, which migrants often are For this
reason, it is critical to refer to the mother tongue, which has positive emotional
connotations This ma/ also ena$le migrants to refer $ack to the e.perience of $eing
helpless like a child, which is analogous to the situation of migration as well as to that of the
language&learner This in turn ma/ highlight learning strategies which are effective in this
situation %t is well known that the affective dimension is crucial for language learning, so it
is relevant to discuss students1 feelings a$out the target language
When learning a new language 3 will try to be aware of the language learning strategies 3
have already successfully used# and of the relation 3 have developed towards the new
language. 3 will ask myself
/
+ompetences related to citi)enship are here the social competencies and by the way also the competence of
reflection as well as the competence of getting information and orientation in a foreign system ,following the
pro4ect $!ducation for Femocratic +iti)enship% ,.0000 of the +ouncil of !urope ,see 6eferences0.
11
o <ow did 3 learn my mother languageP
o <ow did 3 learn other languagesP
o What feelings do 3 have about the languages 3 speakP
o What feelings do 3 have about the language,s0 of the host communityP Fo 3 like
the language,s0 of the host communityP
o What may help me to learn the language,s0 of the host communityP
o Which situations will 3 have to handle in the language,s0 of the host communityP
Which are easyP Which are difficultP What might help me to handle these
situationsP
Where and when do 3 want to be able to use the host community languageP WhyP
What conditions enable me to speak the language without helpP 3n which situations
would it be good to be able to communicate by myself# without assistanceP
<ow do 3 get help from interpreters when dealing with bureaucracyP 3s there any official
supportP
<ow can 3 get support for further language learningP
2.%. 3e$$in# a+on# in $he ho"$ )ommuni$y
The importance of networking and gathering information is well&known 2uestions like the
following should encourage migrants to work on it activel/ and find new wa/s of doing it
3sed in class, the questions facilitate the e.change of crucial information $etween the
learners and strengthen the $onds $etween them
3dentifying a network who am 3 in touch withP Who can 3 speak to and2or learn the
national language fromP Who could help me to find a 4obP Who could support me
once 3 find a 4obP Who could support me in other aspects of my life hereP <ow can 3
develop my networkP
?etting information how do 3 get basic information
o 1bout the 4ob market# 4obs and education
o 1bout schooling and the possibilities for my children
o 1bout healthcare
o 1bout legal issues
Where is the nearest advice centre for migrantsP
2.%.% .orma+ edu)a$ion, /orkin# *ra)$i)e", and orien$a$ion $o $he +abour marke$
0ost migrants undergo a process of 4dequalification5: their 6o$ in the host countr/ does not
correspond to their education and training This is due to the lack of recognition of
educational achievements outside the host countr/ 7evertheless, it is important to refer to
these achievements when looking for emplo/ment Also, in the case of those who do not have
formal educational qualifications $ut have worked, for e.ample, as a mechanic or a
shopkeeper, it makes sense to assess the competencies the/ have gained from their work&
e.perience that might help them find a proper 6o$ or enter further education -ften women
migrants have done things outside emplo/ment which have given them valua$le
competencies, such as helping in a famil/ $usiness, raising children or nursing old people
1.
Which schools# courses# universities etc. have 3 attendedP Which abilities and
knowledge have 3 developed in formal educationP Which have 3 already used in my
professional lifeP Which could 3 use in my future professional lifeP
What kind of work have 3 done so far# paid or unpaid ,in employment# helping in a
family business# housekeeping# work for political organi)ations# associations# senior
citi)en care...0# and what knowledge and abilities do 3 have that helped me to
developP
What interests# passions or hobbies do 32did 3 have# and what knowledge and abilities
did they help me to developP Which of these have 3 used in my professional lifeP
Which could 3 use in my future professional lifeP
1re my "ualifications recognised hereP <ow and where can 3 go to get them
recognised# and will they be usefulP
+an 3 work here in my own occupational fieldP 3f not# are there similar occupations
here which would give me better opportunitiesP
Where do 3 get information about 4obsP <ow can 3 apply for a 4obP
<ow can 3 find out which 4obs 3 am suited forP
What duties and rights does the employer haveP What duties and rights do 3 have as
an employee ,e.g. notice# insurance# punctuality0
2.%.4 (u+$ura+ Learnin#- ob"er'in# and $a+kin# abou$ $he ho"$ )ommuni$y
Like an/ sta/ a$road, migration involves 4culture shock5 The migrant soon reali8es that
some ideas and hopes a$out the $enefits of migration ma/ not $e realistic %nstead, it
$ecomes clearer that things are different, and what migrants $ring with them ma/ onl/ $e
useful in a limited wa/ 0igrants undergo a kind of crisis, which involves four distinct
phases: hope, disappointment, orientation and adoption, and sta$ili8ation and integration
in the new environment %f the phases are not well managed, the migrant ma/ get stuck at a
given phase, which could have negative effects on the process of language learning and
integration in general -rientation is crucial in order to overcome disappointment 9o it is
important for migrants to reflect on and talk a$out the differences and similarities $etween
their ongoing integration, and their e.periences within the host communit/
1,2,3,4 5or#ing life
a. What does $work% mean to meP What do 3 think about 4obs# achievement# success
and satisfactionP What am 3 going to tell my grandchildren about what really matters
as far working life is concernedP +an 3 see differences between my ideas and the
reality 3 am experiencingP
b. Working life is determined by rules. :bserving them is a prere"uisite for my
vocational ,reC0 entry. What would 3 have to do in order 9:T to be successful in
working life hereP +an 3 see any differences compared to the rules 3 am used toP
c. What do 3 expect from a $good% bossP What do 3 expect from a $good% colleague or
a $good% coCworkerP WhyP +an 3 see any differences between my expectations and
what 3 have observed in my surroundings hereP What would be absolutely
unacceptable# and whyP
d. Women and professional life how does this fit into my conceptP What are typical
occupations for women and for menP +an 3 see any differences between my
experiences and what 3 have observed hereP <ow does this affect meP <ow is my
familyClife affectedP
1A
e. <ow do 3 get basic informationP Which strategies work bestP +an 3 see any
differences between what 3 am used to and what is useful hereP
f. <ow does communication in the workplace functionP <ow are decisions madeP Who
communicates decisions and howP +an 3 see any differences in what 3 have
experienced so farP
g. Foes working life here seem slow or fast to meP WhyP
1,2,3,1 6ey-com"etencies for the labour-mar#et
7
(selection)(
The concept of the so&called ke/&competences is a western one, and needs to $e understood
$/ man/ migrants coming from other regions The/ have to understand what these
competencies are and discover them in their own lives, so that the/ can present them well in
6o$ interviews %t is useful to assess ke/ competencies via a $iographical approach, $ecause
most such competencies are needed for migration The challenge is to make migrants aware
of this $/ reflecting on their own lives
This raises another cross&cultural issue: life in Europe, especiall/ working life, is governed
$/ increasing individualism, which is different from the e.perience of collectivism in most
regions migrants come from For man/ migrants, questions a$out their perception of
themselves are strange and hard to answer 9o it is important also to take their perception of
the group into account
a. Which abilities have 3 developed in the process of migration and while living in other
cultures# and how can my knowledge and my skills be useful to me nowP
b. *ense of responsibility 3 am used to completing all my assignments carefully#
sticking to agreements and bearing all resulting conse"uences. What were my
previous assignments and which ones do 3 have nowP What was easy and what was
difficultP
c. 1bility to communicate 3 recall situations where 3 managed to solve problems by
talking about them and where 3 got some new important insights through
communicating with other people. 3n which situations did this happenP Who was
involved in such discussionsP Fid 3 do more listening or more talkingP Which role do
3 preferP
d. 1bility to cooperate 3 remember a task2activity 3 did together with other people
which was successful due to the fact that we worked together. Why did we work in a
groupP Who did what# and whyP Which role did 3 takeP 3s it easy for me to ask others
for help or to offer others helpP
e. +onflict management When 3 have had differences with others# in cases of
misunderstanding or when 3 have been aware of disagreements between other people
such as friends# family# neighbours# colleagues# superiors# how have 3 dealt with these
situationsP <ave 3 tried to find a solutionP <owP
f. *elfCmotivation 3n my life 3 have come up against difficulties and barriers and have
had to overcome them on my own# continuing to believe in my goals# searching for
information and holding firm despite the difficulties. 3n motivating myself in this
way# what have 3 found easier# and what more difficultP
g. *elfCorgani)ation 3 have attained some goals in life and have had to use my time and
strength wisely. When have 3 been successfulP <ow did 3 manage itP 3n proving that 3
can organi)e my resources# what was easy# and what was difficultP
9
The list of keyCcompetencies is based on the $&ompeten)bilan) des Feutschen -ugendinstituts% ,.00A0# with
some migrantCoriented modifications# and also on an internal survey in a multinational company in nine
different countries concerning the keyCcompetencies of coCworkers.
1K
h. *tress management There have been situations where 3 was under pressure and
stress# but 3 managed to do what was needed. <ow did 3 feelP <ow did 3 manage the
pressure and stressP <ow can 3 transfer this ability to my present situationP
i. *olutionCorientation 3f there is a problem# do 3 concentrate more on the problem than
on the solutionP +an 3 recall situations where 3 found a good solutionP
4. 7lexibility Throughout my life 3 have repeatedly shown that 3 am able to change my
plans. <ow have 3 felt about doing thisP Who else did the changes affectP What was
the result of being flexible# and was it positiveP
k. 1bility to organi)e 3n what situations have 3 adapted my plans according to
changing re"uirements and made things work wellP <ow did 3 organi)e thisP What
was easy and what was difficultP
1,2,3,8 Com"etencies relating to citi9enshi"
The core competencies related to citi8enship are social competencies, the a$ilit/ to reflect,
and the a$ilit/ to o$tain information and orientation a$out a foreign s/stem Citi8enship is
not 6ust the responsi$ilit/ of the migrant: 4:Citi8enship; is alwa/s a matter of $elonging to a
communit/, which entrains politics and rights, nota$l/ political rights %n this sense, the
citi8en is alwa/s a co&citi8en, some$od/ who lives with others5
,)
This communit/ can $e
defined at two levels: the local level and the state level Citi8enship is connected with equal
rights and dignit/ %n the socio&political situation of migration in Europe, $ecoming a citi8en
and thus acquiring equal rights and dignit/ is a question of time 0igrants have to wait
several /ears $efore the/ are allowed to appl/ for citi8enship <uring the waiting period
migrants have to adapt to a situation which gives them limited access to the la$our market,
housing market, and education s/stem, and in addition ma/ have to face racism and
discrimination %t is therefore important for migrants to reflect upon the political aspects of
the host&communit/, to acquire knowledge, to think a$out its similarities and differences with
other s/stems, and to reflect on different wa/s of coping within the host communit/
What did 3 know and think about the host country and society before 3 came hereP
Which expectations have been fulfilledP Which have notP
Where and how did 3 learn about the host communityP Which other sources could 3
use to get a more balanced picture of the host communityP
What is still unclear to meP What would 3 like to know more aboutP
Where can 3 get information about the areas 3 am concerned with e.g. housing# health#
education# and workP
Where can 3 get information about the political systemP
Which historical events or periods and what cultural heritage do people talk about#
and what do people 3 know think is important for the host communityP WhyP Where
can 3 get information about thatP
What does $freedom%# $e"uality% and $solidarity% mean to meP <ow do 3 think they
are exemplified in the political and legal framework of the host communityP +an 3
see any differences when comparing this to the political and legal framework of my
country of originP To what extent is my life in the host community affected by these
valuesP
10
,+ouncil of !urope 2 +F++ .000# 16ff0
1B
1,2,3,2 'chool-attendance
When my child is old enough to go to school 3 have to research the possibilities.
What kinds of school are thereP What are the differences# and what conse"uences
does the choice of school have for my child>s futureP
What are parents expected to do for the child# and what do teachers rely on them
doingP What can 3 do to support the education of my childP
What are the main differences between the school system in the host country and the
school system in the country where 3 went to schoolP
Where can 3 get support when my child has difficulties at schoolP
What advantages will bilingual education give my childP <ow can 3 support bilingual
developmentP
%.2 (he Language of open 3uestions
Danguage mirrors concepts# and so the language of the open "uestions is sometimes "uite
difficult to understand because the meaning and the concepts behind it are not clear to
learners. 3n addition# the complexity of the process of language learning in the context of
migration# and the need for migrants to understand and express themselves properly# make it
necessary to provide these "uestions in different languages. +ommunicating well is
especially fundamental at the beginning of the process of integration. 5igrants experience a
phase of disorientation and helplessness. @eing unable to communicate intensifies this
feeling and# if it is not handled well# the migrant may withdraw and his or her chance of
getting to grips with the new language early on may be lost. 7or these reasons# in the
Language and 2ualifications =ortfolio for 0igrants and Refugees the "uestions are in 9
languages 1rabic# @osnian2+roatian2*erbian# !nglish# 7rench# Turkish# 7arsi# &urdish#
6ussian and finally ?erman. !xperience shows that migrants want to work with the
"uestions in the target language because they know that they have to learn it# but they need
the translation in their first language because they don>t always understand everything# and
understanding is a crucial part of the learning process.
%.4 Conclusion
The lists of Oopen "uestions> are devised for use in languageCclasses# in languageCtutoring
and in counselling for integration purposes. Their purpose is to encourage and support
migrants during the process of integration. 7or this reason they have been translated into the
migrants> languages.
1s described above# open "uestions offer a broader approach to language and integration.
They cover the areas of learning# languageClearning# workingClife# key competencies#
knowledge about the labour market# the school system and the political system. The open
"uestions method gives individual migrants the opportunity to talk about issues that are
important to them. The "uestions raise their awareness of language and integration issues# as
well as enabling them to talk about the hostCcommunity# their experiences# their perspectives#
their goals and strategies# and to discuss integration itself. 3n this sense the "uestions help to
develop language skills that are relevant to integration and support the language learning
process. 1t the same time# migrants> selfCconfidence and awareness is increased. 1n
intercultural approach is adopted throughout since the open "uestions explore opinions about
differences and similarities between the host community and countries of origin. 3n addition#
the "uestions take account of cultural bias when talking about oneself by including the
collective point of view.
16
Referen)e"
+ouncil of !urope# .000 (ro4ect Q!ducation for democratic citi)enshipQ. @asic concepts and core
competencies for education for democratic citi)enship. (rof. 7rancois 1udigier. 8niversity of
?eneva# *wit)erland. *trasbourg. F?3=2!F82+3T,.0000.A
7rit)# Thomas26enate 7aistauer25onika 6itter21ngelika <rubesch ,.0060 RahmenCurriculum
<eutsch als >weitsprache ? Alpha$etisierung <rsg. von der 5agistratsabteilung 1;. 3ntegrationsC
und FiversitRtsangelegenheiten. http22www.wien.gv.at2integration2pdf2ma1;CrahmenCcurriculum.pdf
(lut)ar# =erena23lse <aslinger ,.00B0 Danguage and Sualifications (ortfolio for 5igrants and
6efugees. =ienna =erein (ro4ekt 3ntegrationshaus. C www.integrationshaus.at2portfolio2
!erordnung der "undesministerin #$er die %ntegrationsverein$arung %!&! Anlage A '())*+:
Rahmencurriculum f#r Alpha$etisierungskurse im Rahmen der %ntegrationsverein$arung
http22www.integrationsfonds.org2cms2Fefault.aspxPgrm.catidG19'tabidG61
+onseil de lT!urope# .000. Concepts de $ase et comp@tences&cl@ pour lA@ducation B la cito/ennet@
d@mocratique (ro4et Q!ducation U la +itoyennetV FVmocrati"ue% L 1udigier# 7ranWois# 8niversitV de
?enXve. *trasbourg# F?3=2!F82+3T,.0000.A
1;