Abstract

Knowledge of the language of host society is considered to be a key factor for the social, cultural, and professional integration of migrant people. Countries in the European Union have put in place incentive to promote language learning among this population. However, governmental and European reports mention the low effectiveness of language courses offered to migrants. Several studies point to the need for a task-based approach and for more intercultural pedagogy, able to take into account cultures and languages of migrant learners (see Beacco et al. 2017, The linguistic integration of Adult Migrants. Council of Europe); but how can these requirements be put into practice? In order to be able to share good practices in the near future, researchers from five European countries present critical analysis on existing language teaching and learning approaches in their country, or studies of innovative practices: - in Belgium: “Language teaching in Belgium: a study on different categories of migrants” (A.W. Ahmad Yar & M. Jourdain, Vrije Universiteit Brussel/KU Leuven) - in France : “Toward a better integration of newly arrived migrants. Case study of an experimental school in Lille” (J.Delahaie & E. Canut, Lille University) - in Greece : “Combining creativity and translanguaging for an effective language education with adult refugees” (G. Androulakis, University of Thessaly) - in Italy:” Language learning and teaching to migrant people in Italy” (S.Machetti & C.Bagna, University of Sienne) - in Sweden : “Pedagogical practices in language cafés for newcomers” (S. Kunitz, Stockholm University)

Presenters

Delahaie Juliette

Jourdain Morgane

Emmanuelle Canut

Ahmad Yar Ahmad Wali

George Androulakis

Bagna Carla

Machetti Sabrina

Kunitz Silvia

Details

Presentation Type

Colloquium

Theme

Education and Learning in a World of Difference

KEYWORDS

EDUCATION, MIGRANTS, LANGUAGE LEARNING AND TEACHING

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