The Linguistic Integration of Adult Migrants Strasbourg 26-27 June 2008 INTEGRATE IRELAND LANGUAGE and TRAINING Language learning, integration and an appropriate

The Linguistic Integration of Adult MigrantsThe Linguistic Integration of Adult MigrantsStrasbourg 26-27 June 2008Strasbourg 26-27 June 2008

INTEGRATE INTEGRATE IRELAND LANGUAGE and IRELAND LANGUAGE and TRAININGTRAINING

Language learning, integration and an Language learning, integration and an appropriate means of assessmentappropriate means of assessment

Barbara Lazenby SimpsonBarbara Lazenby Simpson

Centre for Language and Communication StudiesCentre for Language and Communication StudiesTrinity College DublinTrinity College Dublin

Integrate Ireland Language and TrainingIntegrate Ireland Language and Training


The situation in IRELANDThe situation in IRELAND• Population of Ireland – 4 millionPopulation of Ireland – 4 million• Migrants currently represent 10% of populationMigrants currently represent 10% of population• Countries of origin of largest migrant groups:Countries of origin of largest migrant groups:

– PolandPoland– LithuaniaLithuania– NigeriaNigeria– LatviaLatvia– ChinaChina

• In excess of 200 languages now representedIn excess of 200 languages now represented• Newcomers include: Newcomers include:

– refugees refugees – asylum seekers asylum seekers – migrant workers (EU/non EU citizens)migrant workers (EU/non EU citizens)


Integrate Ireland Language and Integrate Ireland Language and TrainingTraining

• Funded by the Department of Education Funded by the Department of Education and Science (DES)and Science (DES)

• Responsible since 1999 for research, Responsible since 1999 for research, development, and delivery of language + development, and delivery of language + integration courses for adult refugees integration courses for adult refugees (as (as well as training and support for primary and secondary well as training and support for primary and secondary school sectors)school sectors)

• DES funds intensive full-time courses (20 DES funds intensive full-time courses (20 contact hours per week) for adults with contact hours per week) for adults with refugee statusrefugee status

• Ages of participants 18 to 75 yearsAges of participants 18 to 75 years


The approachThe approach

• A framework curriculum developed in A framework curriculum developed in collaboration with learners – to meet collaboration with learners – to meet their real life needstheir real life needs

• Learners make decisions about their Learners make decisions about their own learning priorities (e.g. education, own learning priorities (e.g. education, health, housing, work etc.)health, housing, work etc.)

• Classroom strategies ensure that Classroom strategies ensure that learners are active participants at learners are active participants at each stage of the process of learningeach stage of the process of learning


Learners identify personal and group priorities:Learners identify personal and group priorities: Previous and current beliefs, knowledge and Previous and current beliefs, knowledge and

experiences are used as resourcesexperiences are used as resources Classroom learning is related to life outside the Classroom learning is related to life outside the

classroom and the host societyclassroom and the host society Learners interact both inside class and outside the Learners interact both inside class and outside the

school to produce learning outcomes which are school to produce learning outcomes which are relevant to personal capacities and needsrelevant to personal capacities and needs

Activities encourage regular reflection (on learning, Activities encourage regular reflection (on learning, life situation, cultural similarities and differences, life situation, cultural similarities and differences, future possibilities and so on)future possibilities and so on)

Learners, with teacher support, develop important Learners, with teacher support, develop important life skills, including assessing their learning and life skills, including assessing their learning and performance performance

New learning targets (individual and group) are New learning targets (individual and group) are constantly being identified as a result of each of the constantly being identified as a result of each of the aboveabove

Taking the principles to the Taking the principles to the classroomclassroom


The learners begin at many different points on a continuum

No previous educationNo literacy

Few years of primary education

Secondary educationLiteracy in non-Roman script

Secondary educationLiteracy in Roman script

Third level educationExisting qualifications

The objectives are the same1 The 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.

2 The development of confidence, through awareness and understanding, to engage with everyday life and activities in Ireland so leading to social integration.


Language learning becomes the Language learning becomes the MEANS of achievement (not an MEANS of achievement (not an end in itself)end in itself)Therefore it must empower, not intimidate Therefore it must empower, not intimidate

and gradually transfer responsibility/ and gradually transfer responsibility/ autonomy autonomy toto the learner the learner

At IILTAt IILT

This is based on the This is based on the

European Language PortfolioEuropean Language Portfolio

(Milestone version)(Milestone version)


European Language European Language PortfolioPortfolio

A core learning instrument with A core learning instrument with threethree parts: parts:

1.1.Language passportLanguage passportSummarizes the owner’s language proficiency in Summarizes the owner’s language proficiency in languages other than the mother tongue, based languages other than the mother tongue, based on self-assessment in relation to the on self-assessment in relation to the Common Common European Framework of Reference for LanguagesEuropean Framework of Reference for LanguagesProvides an overview of the owner’s linguistic Provides an overview of the owner’s linguistic identityidentity

2.2.Language biographyLanguage biographySupports the learner throughout the current Supports the learner throughout the current process of learning byprocess of learning by relating past to present, relating past to present, encouraging target setting, reflection and self encouraging target setting, reflection and self monitoring etc. monitoring etc.

3.3.DossierDossierProvides an organised space in which the learner Provides an organised space in which the learner makes selections and maintains evidence of makes selections and maintains evidence of learning and achievementlearning and achievement


The ‘Milestone’ ELPThe ‘Milestone’ ELP• Developed in collaboration with colleagues Developed in collaboration with colleagues

in Sweden, Finland, Germany, The in Sweden, Finland, Germany, The NetherlandsNetherlands

• Specifically focused on adult migrant Specifically focused on adult migrant learnerslearners

• Values the individual learner’s culture, Values the individual learner’s culture, language, previous experiences, current language, previous experiences, current challengeschallenges

• Promotes awareness and understanding of Promotes awareness and understanding of plurilingualism and pluriculturalismplurilingualism and pluriculturalism

• Ensures that each learner is central to Ensures that each learner is central to his/her learning process and a participant his/her learning process and a participant in the learning processes of othersin the learning processes of others

• Validated by the Council of EuropeValidated by the Council of Europe


The ELP and self-assessmentThe ELP and self-assessment• Self-assessment is a key element in the Self-assessment is a key element in the

ELPELP• Learners develop this skill through Learners develop this skill through

classroom activities as well as classroom activities as well as authentic situationsauthentic situations

• Self-monitoring depends on the ability Self-monitoring depends on the ability to consider one’s own performanceto consider one’s own performance

• However, self-assessment alone is not However, self-assessment alone is not usually adequate for external purposes usually adequate for external purposes – job application, access to education – job application, access to education etc.etc.


Our concerns regarding formal Our concerns regarding formal assessmentassessment

The obvious success of the pedagogical The obvious success of the pedagogical approach should not:approach should not:

1.1. Be overturned by the stress of formal Be overturned by the stress of formal assessment assessment

2.2. Impose unrealistic types of assessment on Impose unrealistic types of assessment on individuals (e.g. demanding high levels of individuals (e.g. demanding high levels of literacy/academic ability in the L2 where literacy/academic ability in the L2 where inappropriate)inappropriate)

3.3. Influence the delivery and content of teaching Influence the delivery and content of teaching (e.g. teaching to test)(e.g. teaching to test)

4.4. Ignore the crucial importance of access to the Ignore the crucial importance of access to the host society through placing emphasis on host society through placing emphasis on language proficiency onlylanguage proficiency only


• Nationally recognised as offering an alternative Nationally recognised as offering an alternative route through educationroute through education

• Candidates must have the necessary proficiency Candidates must have the necessary proficiency in the language of the host community to carry in the language of the host community to carry out the Specific Learning Objectives required for out the Specific Learning Objectives required for any moduleany module

• Inherent in many modules is the identification Inherent in many modules is the identification and use of transferable ‘life skills’and use of transferable ‘life skills’

• Learners must compile a portfolio of their ‘proofs’ Learners must compile a portfolio of their ‘proofs’ and external assessment is carried out twice and external assessment is carried out twice yearlyyearly

• Learners may continue to add to their credits in Learners may continue to add to their credits in the future – the individual is identified by social the future – the individual is identified by social security numbersecurity number

FETAC Further Education and Training Awards Council

Validating the process of learning and self-assessment


Modules offered by IILTModules offered by IILT

• Personal effectivenessPersonal effectiveness

• Preparation for workPreparation for work

• Computer literacyComputer literacy

All designed for All designed for native speakersnative speakers

• English for Speakers of Other English for Speakers of Other LanguagesLanguages


Bringing together ELP-based learning and formal

assessmentFeatures of ELP-based learningFeatures of ELP-based learning

• Target settingTarget setting is a regular is a regular procedureprocedure

• Regular Regular self-assessmentself-assessment drives learningdrives learning

• ChecklistsChecklists are used to plan are used to plan and monitor learningand monitor learning

• AA personal learning planpersonal learning plan developsdevelops

• Regular Regular reflectionreflection is central to is central to ELP useELP use

• The learner is responsible for The learner is responsible for building a personal Dossierbuilding a personal Dossier

Requirements for FETAC Requirements for FETAC assessmentassessment

• 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 result of the on-going cycle, The result of the on-going cycle, focusing learning on the ELP and focusing learning on the ELP and

leading to appropriate assessmentleading 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


Is this an effective approach?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.


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 www.iilt.ieFor further information on:

European Language Portfolio

Common European Framework of Reference for Languages

See www.coe.int/portfolio

http://www.iilt.ie/

Documents

The Linguistic Integration of Adult Migrants Strasbourg 26-27 June 2008 INTEGRATE IRELAND LANGUAGE and TRAINING Language learning, integration and an appropriate