Barbara Lazenby Simpson Centre for Language and Communication Studies Trinity College Dublin Integrate Ireland Language

1. The Linguistic Integration of Adult MigrantsStrasbourg 26-27 June 2008INTEGRATE IRELAND LANGUAGE and TRAININGLanguage 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

2. The situation in IRELAND • Population of Ireland – 4 million • Migrants currently represent 10% of population • Countries of origin of largest migrant groups: • Poland • Lithuania • Nigeria • Latvia • China • In excess of 200 languages now represented • Newcomers include: • refugees • asylum seekers • migrant workers (EU/non EU citizens) The Linguistic Integration of Adult Migrants Strasbourg 26-27 June 2008

3. Integrate Ireland Language and Training • 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) • DES funds intensive full-time courses (20 contact hours per week) for adults with refugee status • Ages of participants 18 to 75 years The Linguistic Integration of Adult Migrants Strasbourg 26-27 June 2008

4. The approach • 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.) • Classroom strategies ensure that learners are active participants at each stage of the process of learning The Linguistic Integration of Adult Migrants Strasbourg 26-27 June 2008

5. Taking the principles to the classroom 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 The Linguistic Integration of Adult Migrants Strasbourg 26-27 June 2008

6. The learners begin at many different points on a continuum Secondary education Literacy in non-Roman script Secondary education Literacy in Roman script Third level education Existing qualifications No previous education No literacy Few years of primary education The objectives are the same • 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. • The 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 26-27 June 2008

7. 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 26-27 June 2008

8. European Language Portfolio A core learning instrument with three parts: • Language passportSummarizes 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 • Language biographySupports the learner throughout the current process of learning byrelating past to present, encouraging target setting, reflection and self monitoring etc. • DossierProvides an organised space in which the learner makes selections and maintains evidence of learning and achievement The Linguistic Integration of Adult Migrants Strasbourg 26-27 June 2008

9. The ‘Milestone’ ELP • Developed in collaboration with colleagues in Sweden, Finland, Germany, The Netherlands • Specifically focused on adult migrant learners • Values the individual learner’s culture, language, previous experiences, current challenges • 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 • Validated by the Council of Europe The Linguistic Integration of Adult Migrants Strasbourg 26-27 June 2008

10. The ELP and self-assessment • Self-assessment is a key element in the ELP • Learners develop this skill through classroom activities as well as authentic situations • 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. The Linguistic Integration of Adult Migrants Strasbourg 26-27 June 2008

11. Our concerns regarding formal assessment The obvious success of the pedagogical approach should not: • Be overturned by the stress of formal assessment • Impose unrealistic types of assessment on individuals (e.g. demanding high levels of literacy/academic ability in the L2 where inappropriate) • Influence the delivery and content of teaching (e.g. teaching to test) • Ignore the crucial importance of access to the host society through placing emphasis on language proficiency only The Linguistic Integration of Adult Migrants Strasbourg 26-27 June 2008

12. FETAC Further Education and Training Awards Council Validating the process of learning and self-assessment • 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 • 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 may continue to add to their credits in the future – the individual is identified by social security number The Linguistic Integration of Adult Migrants Strasbourg 26-27 June 2008

13. Modules offered by IILT • Personal effectiveness • Preparation for work • Computer literacy All designed for native speakers • English for Speakers of Other Languages The Linguistic Integration of Adult Migrants Strasbourg 26-27 June 2008

14. Features of ELP-based learning Target setting is a regular procedure Regular self-assessment drives learning Checklists are used to plan and monitor learning Apersonal learning plan develops Regular reflection is central to ELP use The learner is responsible for building a personal Dossier Bringing together ELP-based learning and formal assessment 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 26-27 June 2008

15. The result of the on-going cycle, focusing learning on the ELP and leading to appropriate assessment 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 develops the ESSENTIAL SKILLS of planning, reflecting and evaluating … is transformed in the process Each individual learner … The Linguistic Integration of Adult Migrants Strasbourg 26-27 June 2008

16. 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.’ ‘I did not just improve my English but learnt many other things about Irish society and system.’ ‘Before I always missed medical appointments because I couldn’t understand the receptionist when he was speaking to me.’ Comments from participants who completed IILT courses for adults. ‘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.’ The Linguistic Integration of Adult Migrants Strasbourg 26-27 June 2008

17. 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.ie For further information on: European Language Portfolio Common European Framework of Reference for Languages See www.coe.int/portfolio The Linguistic Integration of Adult Migrants Strasbourg 26-27 June 2008