1 from Alienation to Inclusion

From Alienation to Inclusion IO3: 3. Eliminating the linguistic barrier

Table of Contents

1. INTRODUCTION 3 2. THE APPLIED METHODOLOGY FOR IO3 5 3. MONOLINGUAL AND MULTILINGUAL TOOLS 8 3.1. Monolingual tools 8 3.1.1. Monolingual tools targeting German 8 3.1.2. Monolingual tools targeting Norwegian 11 3.1.3. Monolingual tools targeting English 12 3.1.4. Monolingual tools targeting Danish 14 3.2. Multilingual tools 15 4. TARGET AUDIENCE 30 4.1. FDLL tools targeting specific target group 30 4.1.1. FDLL tools targeting refugees specifically 30 4.1.2. FDLL tools targeting refugees and migrants specifically 30 4.1.3. FDLL tools targeting Arabic speaking refugees and migrants specifically 31 4.1.4. FDLL tools targeting young migrants and children 31 4.1.5. FDLL tools targeting all children, aged 0 to 6 years old 32 4.1.6. FDLL tools targeting refugees seeking healthcare 32 4.1.7. FDLL tools targeting catering and hospitality sector 32 4.2. FDLL tools targeting general public 32 5. LANGUAGE TEACHING APPROACHES USED IN FDLL TOOLS 35 5.1. FDLL tools invoked by audio lingual approach 35 5.2. FDLL tools invoked by structural approach 35 5.3. FDLL tools invoked by communicative approach 36 5.4. FDLL tools invoked by text and audio lingual approach 36 5.5. FDLL tools invoked by real life scenarios and structural approach 37

5.6. FDLL tools invoked by blended approaches 38 5.7. FDLL tools invoked by game based, gamification approach 39 5.8. FDLL tools invoked by audio-visual approach 40 5.9. FDLL tools invoked by on-line chat approach 40 5.10. FDLL tools invoked by tandem, (virtual) language-café approach 40 5.11. FDLL tools invoked by visual approach using pictograms 40 6. CONCLUSION AND RECOMMENDATIONS 41 7. REFERENCES 42 8. LIST OF FDLL TOOLS 43

1. INTRODUCTION The increasing alterations in the social structure of the modern European societies due to the migratory flows that arise as a consequence of the destabilization of the political and economic systems from the West to the East are currently creating new forms of multi-faceted cultural and ethnic identities, as well as new forms of migration. Hence, the latest developments have led de facto to the creation of multicultural and multilingual conditions within European contexts. Indicative of this trend, is that, according to research findings, more than 50% of Europeans are either bilingual or live in an environment where they are confronted with two or more languages, especially people living in border regions, migrants and people whose parents speak a language other than the national language. Language acquisition and language enhancement gets more and more important for an intercultural dialogue in our society and for increasing job chances of individuals. Besides, from the perspective of migrants, the majority of sociological and linguistic studies indicate the necessity of learning a local language, in order for the smooth integration of the migrant into the new social context to be ensured. Based on the above reasoning, within the FATI Project output (IO3), the research aims to identify the most impactful European funded or other projects which have been focused on the creation of innovative ICT tools, that enable migrants and refugees to learn the local language of the EU country they reside. The objective of the study was to assess the extent of FDLL (Free Digital Language Learning) offers, including free mobile learning tools, needed by migrants and refugees for inclusion, civic integration, re-engagement in formal or non-formal education and employment. The results of the report are to be hosted in user-friendly environment (platform), through which the young workers/ trainers/ teachers/ educators that deal with the teaching of local European languages to migrants and refugees will be provided with the corresponding links, along with practical instructions and tips for smart use, whilst in parallel highlighting the positive aspects of each linguistic training. All the results will be forwarded to all the registered members of the Directory and additionally will be presented to them via two predetermined WEBINARs.

Given that many international donors concur that digital learning offers great promise for migrants and refugees, the present study aims to map and analyse the free digital language learning (FDLL) specifically related to language learning as a means for the inclusion of migrants and refugees in Europe.

2. THE APPLIED METHODOLOGY FOR IO3

This Project report proceeds to summarise the main findings, citing general trends in the landscape of FDLL initiatives for migrants/refugees. This includes citing and describing key features of FDLL initiatives that were noted particularly for their role in determining the efficiency and/or effectiveness for migrant/refugee inclusion and integration. These features ranged from specific language and culture related models of FDLL initiatives to the extent to which they focus on recognition of learning and on communication and outreach to target groups. The report characterizes current FDLL initiatives by their approaches, including type of design (purely online resource, for example). One primary observation of the research team was that, even in this short period of time, the field of FDLL for migrant/refugee learning and inclusion was developing rapidly. This made the study challenging, but also very rich. The Project partner – French organization Digijeunes detects and provides the most impactful European funded or other projects which have been focused on the creation of innovative ICT tools and that enable migrants and refugees to learn the local language of the EU country they reside. Subsequently, the French Organization deliver the results to the academics/researchers-linguists of the project (Lithuanian Partner – Vilnius University). A report, along with a more user-friendly version of its results has been prepared by the research team (linguists) of the project, through which a categorization of the material, mainly in relation with its suitability for different age groups has been provided. The content has been translated by all the partners from English language to the project partner languages (Lithuanian, Greek, French, Spanish). Knowledge of the host country's language is crucial for migrants' and refugees’ integration. In this report we argue that today migrants' and refugees’ integration requires the acquisition of communication skills that have three important and increasingly indistinguishable dimensions: language skills, ICT skills and functional skills which are needed in everyday life in our society1.

1 Source: Language Learning by Adult Migrants: Policy Challenges and ICT Responses http://languageforwork.ecml.at/Portals/48/documents/lfw-web_item-16_eu_lang-learn- migrants-ict.pdf 5

Second language acquisition, or SLA, is a long process of learning foreign languages, which includes several language learning levels (from A1 to C2). Naturally language learning begins at the lowest level, therefore many of the FDLL tools aim at learners representing A level. The age of second language (L2) acquisition is a very important factor. Lee & Oxford (2008) indicated that young learners tended to use social strategies like discussing with and asking help from others more than other types of strategies. In contrast, adult learners have shown high use of metacognitive strategies such as planning, organizing, and evaluating their own Second Language (L2) as they are more aware of the importance of the second language for their life and career, therefore, they are also more motivated. As the research shows the vast majority of the FDLL tools are oriented for adult learners. Nevertheless, migrants and refugees, like any other learners, are more likely to succeed when language programmes provide them with success in meeting needs- related, realistic, attainable objectives, and develop the strategies and confidence for further learning as their current needs expand and gradually become more apparent to them. Their motivation to learn the language well is more likely to increase where they can see the results in their daily lives and official requirements are clearly linked to tangible incentives or rewards such as a partial reimbursement of fees, more rapid access to citizenship, or greater opportunities on the labour market. Second language learning research shows, that learning another language requires a considerable investment of resources and it makes a huge difference whether you are learning in a supportive community2. Many authors (de Waard et al. 2014, Mason and Buchman 2016, Moser-Mercer 2016) indicated that FDLL tools should: (1) have clear objectives and a clear target audience, (2) be defined taking into account the needs of this target audience, including its skills, learning environment, learning needs, fragility and cultural context, and (3) collect data about effectiveness of the FDLL to meet its objectives and address the needs.

2 The materials presented in the chapter refer to: http://www.open.edu/openlearn/languages/more-languages/linguistics/what-makes-it-hard- migrants-learn-the-language-their-new-home 6

“For FDLL to be an optimal instrument for inclusion, it needs to rather take the targeted approach of its target audience. Effective FDLL for migrants and refugees needs to be targeted (at their needs and context) and ideally supported/facilitated at some level”.3

The methodology for the report was of a qualitative nature and included a literature review, a mapping of relevant initiatives featured in searchable websites and an analysis based on the content of the different profiles. Emphasis was placed on Europe, and current migrants and refugees in Europe 4. The classification of the collected FDLL materials is based on the qualitative content analysis of the provided tools. The content has been evaluated by the partners (Cypriot, Greek and Spanish) and modified accordingly by the output leader. In the next chapter the classification of FDLL tools is based on monolingual and multilingual approach within the tool itself. Further on, FDLL materials have been categorized into 6 major groups: 1) title, 2) publisher, 3) target language(s), 4) target group, 5) description, 6) methodology. Short description for each group has been provided.

3 Source: Free Digital Learning Opportunities for Migrants and Refugees , 2017 http://publications.jrc.ec.europa.eu/repository/bitstream/JRC106146/jrc106146.pdf 4 Source: Free Digital Learning Opportunities for Migrants and Refugees , 2017 http://publications.jrc.ec.europa.eu/repository/bitstream/JRC106146/jrc106146.pdf 7

3. MONOLINGUAL AND MULTILINGUAL TOOLS

3.1. Monolingual tools

3.1.1. Monolingual tools targeting German

Tool 5: PHASE 6 HALLO GERMAN CHILDREN 1. Title: Phase 6 hallo German Children 2. Publisher: Apps for Refugees 3. Target language: German 4. Target group: Young migrants and children in Germany. 5. Description: Its focus is on children which have no German language skills at all. Children will learn a basic set of German words with sound bits and picture exercises. The app works with rewards to motivate the children to work continuously. The aim is to speed up language learning for a better and quicker integration into the German school system. 6. Methodology: Audio-lingual approach. The user can select a specific topic (ex. at school, my hobbies) and has to listen and repeat expressions and sentences in German. Thus, the users learns vocabulary, constructing sentences, and, indirectly, a little grammar. Tool 10: EINSTIEG DEUTSCH 1. Title: Einstieg Deutsch 2. Publisher: German Adult Education Association (DVV) 3. Target language: German

4. Target group: Refugees with different cultural, linguistic, and social backgrounds who have just arrived in Germany and have no previous knowledge of German. 5. Description: The App aims to establish a basic ability to communicate in German as a second language (L2) through chunk learning which is the learning that happens through a “collection of items” that “go together in a way that they make sense”. Exercises focus on listening, understanding, and reproducing oral phrases in order to improve oral proficiency. 6. Methodology: Audio-lingual approach. The user can select a specific topic (ex. at school, my hobbies) and has to listen and repeat expressions and sentences in German. Lexical syllabus approach: some of the most common words relating to different subjects (health, work, etc.) are taught. Tool 11: DEUTSCH LERNEN MIT DEIAA ABDULLAH 1. Title: Deutsch lernen mit Deiaa Abdullah 2. Publisher YouTube, Deiaa Abdullah 3. Target language: German 4. Target group: Arabic speaking refugees and migrants. 5. Description: The course is delivered via a series of YouTube videos (155 in total). They tackle topics from grammar and phonetics of increasing difficulty. The teacher starts by introducing the alphabet, the basic sounds of German, some basic vocabulary, and subsequently moves on to more advanced topics such as declensions, adjectives, conjugations. 6. Methodology: Structural approach: the learner is introduced to language via grammatical rules, which are to be learned one at a time in a set order.

Tool 12: DEUTSCH LERNEN FÜR ARABISCH-MUTTERSPRACHLER 1. Title: Deutsch lernen für Arabisch-Muttersprachler 2. Publisher: On Campus 3. Target language: German 4. Target group: Arabic speaking refugees in Germany. 5. Description: The course contains 14 lessons. Each lesson features a number of videos, tackling different subject. Each lesson contains notions of conversation (ex. at the supermarket), vocabulary, and grammar (ex. conjugations). 6. Methodology: The lessons are delivered in Arabic, via a communicative method, aiming to prepare the learner to communicate appropriately and effectively in the various situations she would be likely to find herself in. Tool 14: GERMAN FOR REFUGEES 1. Title: German for Refugees 2. Publisher: 50 Languages LLC 3. Target languages: German 4. Target group: Refugees seeking to learn a new language. 5. Description: Using short sentences, asylum seekers can learn to speak everyday German in real situations. The app is available for free and can be used offline. Learners can select their mother tongue from a menu and can learn German through it. All the lessons can be downloaded on a smartphone. 6. Methodology:

The app includes 100 lessons, which combine text and audio-lingual methods. The app is available in 50 languages. The app is intended to help asylum seekers integrate into German society. Uses short sentences and in situation dialogue to help learn the language.

3.1.2. Monolingual tools targeting Norwegian

Tool 6: NORWEGIAN ON THE WEB 1. Title: Norwegian on the web 2. Publisher: NoW 3. Target language: Norwegian 4. Target group: General public. This online course is for everyone willing to learn Norwegian. 5. Description: NoW has 10 chapters, each one focusing on a few specific themes, with some variations and extensions in each text. This way, there will be some new elements and some repetition in all the texts. All chapters have the same structure. The four topmost menu items lead to texts about Ken, Anna, Maria and Peter Each chapter contains info on pronunciation, listening exercises, general exercises, vocabulary, and grammar. 6. Methodology: The user studies different real life scenarios (ex. taking a taxi, arriving at the hotel, etc.) and also learns the grammar, pronunciation, vocabulary associated with these contexts. Tool 7: NORWEGIAN LANGUAGE RESOURCES 1.Title: Norwegian language resources 2. Publisher: University of Oslo 3. Target language: Norwegian

4. Target group: Refugees and other potential higher education learners in Norway 5. Description: The MOOC course is for migrants and refugees willing to pursue higher education studies in Norway. Through a series of educational videos they plunge into everyday situations, and they learn how to use language for practical purposes (ex. setting a meeting, talking about themselves, asking for information at the university library). 6. Methodology: Immersive: the user is presented with video examples from real life situations (ex. at the university canteen, at the university library) where language is at play. Interactive MOOC. Tool 8: EXPLORING NORWEGIAN GRAMMAR 1. Title: Exploring Norwegian grammar 2. Publisher: Kirsti Mac Donald 3. Target language: Norwegian 4. Target group: This online course is for everyone willing to learn basic Norwegian grammar. 5. Description: The resource is divided into 14 chapters. Each chapter tackles a different subject related to Norwegian grammar, for example, word order, numbers, possessives. Some knowledge of Norwegian is required. 6. Methodology: Structural approach, whereby the user acquires notions of grammar progressively, before attempting to produce a speech or communicate in the foreign language. Direct method, insofar as the course is delivered entirely in Norwegian (the target language).

3.1.3. Monolingual tools targeting English

Tool 4: REFUGEE CENTER ONLINE, LANGUAGE ARTS CLASSES 1. Title:

Refugee Center Online, Language arts classes 2. Publisher: The refugee Center 3. Target language: English 4. Target group: Refugees, migrants already in education in an English speaking country. 5. Description: The free online course is meant to prepare students for some tests applicable to education in the USA, namely GED, HiSet and TASC language arts (reading and writing) test. The course contains exercises to improve the learner reading, writing and grammar skills. At the end of each lesson, there is a quiz. The quizzes help the learner practice for the GED/HiSET tests. They are the same type of questions learners will be asked in the real test. 6. Methodology: Direct method: the course is delivered entirely in the target language (English). Tool 9: ESOL BRITISH COUNCIL 1. Title: Esol for learners 2. Publisher: British Council 3. Target language: English 4. Target group: Refugees, migrants, newcomers arriving in the UK. 5. Description: ESOL nexus offers a complete online English language course. The website is divided in the following sections: Skills: the users can find interactive activities to improve speaking, listening, writing and reading. Grammar and vocabulary: the users can watch grammar presentations, complete practice activities and hear people using grammar to talk about different topics. UK life: material about life in the UK (ex. English in my home, safety, local services).

English for work: resources dedicated to finding a job in the UK within the domains of catering, care, voluntary work, self-employment, cleaning jobs. Your turn: the users can hear about ESOL learners talking about their lives in the UK. 6. Methodology: Task-based, structural approach, direct method.

3.1.4. Monolingual tool targeting Danish

Tool 32: DANISH WITH KHALED 1. Title: Danish with Khaled 2. Publisher: YouTube 3. Target languages: Danish 4. Target group: Refugees and migrants, whose mother tongue is Arabic. 5. Description: The goal of these videos is to teach Danish in way that is more easily understood and accessible by migrants and refugees and who have Arabic as a first language – especially at a beginning stage. The traditional Danish as a second-language education was not able to make a good link between Danish and Arabic, and the 22- year old Syrian refugee Khaled, who took a language course in 2013 in order to access HE, realised that a better link between the two languages was needed, especially for migrants and refugees who did not speak English. He therefore started filming some videos of himself teaching Danish in Arabic that help other refugees that have difficulty in accessing the Danish languages. The video clips are very basic and also include a Danish speaking teachers, and last from 5 to 15 minutes. They have a simple set up and are supported by a Facebook page as well. The availability also make it possible for refugees who do not have asylum or easy access to a language course to practice. 6. Methodology: The user is introduced to Danish vocabulary, grammar (ex. adjectives, conjugasions, adverbs) via a set of on-line videos available for free on YouTube. 14

2. Multilingual tools

Tool 1: LANGUAGE SUPPORT FOR ADULT REFUGEES 1. Title Language support for Adult Refugees 2. Publisher Council of Europe 3. Target languages: The toolkit is available in the following languages: English, French, Dutch, German, Greek, Italian, Turkish. 4. Target group: The toolkit is designed to assist organisations, and especially volunteers, providing language support for adult refugees. Throughout the toolkit “refugee” is understood in a broad sense and includes asylum seekers as well as refugees. 5. Description: The Council of Europe has developed the toolkit (available in seven languages) to support member states in their efforts to respond to the challenges posed by unprecedented migration flows. It has been produced as part of the project Linguistic Integration of Adult Migrants (LIAM) of the Council of Europe’s major Programme on language policy. The toolkit comprises the 57 tools and other resources. Tools can be downloaded and adapted to meet the needs of different contexts. Some examples of the tools and resources available in each toolkit are: ● Ethical and intercultural issues to be aware of when working with refugees ● Thinking about language learning and providing language support ● Supporting refugees with low literacy ● Breaking the ice and building group confidence ● Selecting pictures and « realia » for language activities ● Observing situations in which refugees need to use the target language ● Ideas for learning basic vocabulary ● Looking for a job ● Finding accomodation ● Practising language in the real world 15

6. Methodology: A mix of communicative (group discussion, etc.), visual (activities with pictures), task-based methodology (the user is required to plunge into real-world situations such as seeking work, accommodation, etc.), community language learning (ex. via ice breaking activities). Tool 2: DUOLINGO 1. Title: Duolingo 2. Publisher: Duolingo 3. Target languages: The toolkit is available in the following languages for English speaker: Latin American Spanish French German Italian Brazilian Portuguese Russian Japanese Dutch Swedish Irish Turkish Norwegian Bokmål Korean Danish Polish Hebrew Mandarin Chinese, Greek Vietnamese Esperanto Welsh Ukrainian Hungarian Romanian Swahili, High Valyrian, Czech Klingon. English, French, German, and Swedish courses for Arabic speakers in response to the crisis. 4. Target group: General public. 5. Description: Duolingo is a freemium language-learning platform that includes a language-learning website and app, as well as a digital language proficiency assessment exam. As of November 2016, the language-learning website and app offer 68 different language courses across 28 languages. 6. Methodology: Duolingo has a freemium business model and it uses advertising in both its Android and iPhone apps. Duolingo courses include periodic advertisements which users can remove by paying a subscription fee. To earn money, Duolingo originally employed a crowd sourced business model, where the content came from organizations (such as CNN and BuzzFeed) that pay Duolingo to translate it Duolingo mimics the structure of video games in several ways in order to engage its users. There is a reward system in which users acquire lingots, an in-game currency that can be spent on features such as character customizations or bonus levels. There are public leader boards in which

people can compete against their friends or see how they stack up against the rest of the world. The level system that Duolingo uses is XP (experience points), a numerical system that represents a user’s skill level. Badges in Duolingo represent achievements that are earned from completing specific objectives or challenges. Tool 3: REFUGEE PHRASEBOOK INTERACTIVE 1. Title: Refugee phrasebook interactive 2. Publisher: The application is available on play store. Developer: Willkommen in Rheda- Wiedenbrück. 3. Target languages: The application is available in over 50 languages. 4. Target group: Every refugee willing to learn basic vocabulary and words in several different languages. 5. Description: The application consists in a phrasebook. At the outset, the user selects his/her language as well as at least one foreign language. The application automatically displays a phrasebook by alphabetical order (A, B, C, etc.). Each word or expression in the mother tongue is associated with its equivalent in one or more foreign languages. 6. Methodology: It uses the syllabus approach: a second language is taught by teaching words and expressions. Tool 13: REFUGEE SPEAKER 1. Title Refugee Speaker 2. Publisher: Universal projects and tools, SL 3. Target languages: 17 + languages 4. Target group: Refugees seeking healthcare.

5. Description: Universal Doctor Speaker is a multilingual mobile and web medical translation app offering thousands of medical phrases with audio in 17+ languages. These tools can help medical professionals and patients communicate effectively in over 100 countries. 6. Methodology: The application comes with written medical translations with accompanying audio recorded by native speakers and organized into medical chapters to facilitate conversations. Tool 15: BLENDIN 1. Title: Blendin 2. Publisher: CARDET 3. Target languages: Italian, Greek, Maltan. 4. Target group: Young refugees arriving in Europe. 5. Description: BLEND IN – Language, Cultural and Social Orientation for Young Refugees [Project number: 2016-2-IT03-KA205-008838] is a 24-month EU funded project that aims to assist young refugees settle into a new community, country and society and move towards independence, self-sufficiency, active citizenship and participation. Orientiation app in English to aid refugees integrate upon their arrival. In order to meet the aims of young people’s smooth integration in the host/ receiving settings, BLEND IN project has developed a comprehensive orientation toolkit, packaged in a mobile application for Android devices, orienting newly resettled young refugees and migrants into the national social, cultural and economic realities of the host/ receiving countries. This mobile application that serves as an orientation toolkit is one of the project’s main resources addressing young refugees and migrants’ needs during their early days in a host/ receiving country. This orientation mobile application is accessible by anyone interested and is available free of charge. It is

currently available in English but will soon be available also in Italian, Greek, French, Urdu, Arabic, Tigrinya and Russian. 6. Methodology: It includes useful information on basic topics, such as communication, finding a job, taking care of one’s self and staying safe, an attempt to support young migrants in their first days in the host/ receiving society. Tool 16: MOVING LANGUAGES UK 1. Title: Moving Languages UK 2. Publisher: Learnmera Oy 3. Target languages: Over 20 languages. 4. Target group: Migrants and refugees arriving in Europe. 5. Description: This app provides a gamified language-learning solution. It is available in English, Spanish, Italian, German, Swedish, Finnish and other 20 languages. The application will help migrants to learn the local language and to familiarize themselves with new cultural concepts in their host countries. 6. Methodology: Designed to cater to different levels of linguistic competence, this application will also be useful for people who have already been living and working in their new home country for some time. The content of the mobile application covers topics that are essential during the first steps of living in the host country. More than 4000 illustrated vocabulary items for easy concept recognition. Tool 17: LINGVIST 1. Title: Lingvist: learn a language – fast 2. Publisher: Lingvist Technologies OU 3. Target languages:

French, Spanish, German, Russian and English. 4. Target group: Individuals seeking to learn a language “fast”. 5. Description: More than 40 linguists, scientists, and developers have combined the latest research in machine learning with industry-leading language courses – all in a smooth, intuitive, and addictive app. 6. Methodology: Lingvist enables users to grow their vocabulary and learn a language fast, via cutting- edge tech. Real time gamification. Tool 18: POLYGLOT 1. Title: Polyglot 2. Publisher: Kindervilla 3. Target languages: English, German, Italian, Spanish, Bulgarian, Cyprian, Turkish. 4. Target group: Children aged 0 to 6 years old 5. Description: The POLYGLOT project, aims to promote the learning of a second foreign language among children between 0 and 6 years old. 6. Methodology: It is composed of online modules whose purpose is to give effective tools to educators and parents in order to promote bilingualism in the school and family context. Tool 19: BUSUU 1. Title: Busuu 2. Publisher: Busuu 3. Target languages: English, Italian, Spanish, French, German, Portuguese, Chinese, Japanese, Polish, Turkish, Russian, Arabic. 4. Target group:

Everyone seeking to learn a new language or improve it. 5. Description: The Busuu Community offer the opportunity to have your speaking and writing exercises corrected by native speakers. Likewise, users can help other individuals in their native language. 6. Methodology: Speaking and writing exercises corrected by native speakers. Community led language app, part gamification, part community powered. Tool 20: FALK 1. Title: Falk 2. Publisher: ERASMUS PLUS PROJECT 3. Target languages: Turkish, Bulgarian, Spanish, English, Czech and Greek. 4. Target group: Refugees seeking healthcare. 5. Description: “FALK: First Aid Language Kit for Migrants” is a European cooperation project aimed at making healthcare services more accessible for migrants through developing and upgrading language skills on medical issues in the host languages of 6 EU countries – Turkey, Bulgaria, Spain, the UK, the Czech Republic and Cyprus. 6. Methodology: Visual map of health care system developing and upgrading language skills on medical issues. Tool 21: BABBEL 1. Title: Babbel 2. Publisher : Babbel 3. Target languages: Spanish, French, Italian, German. 4. Target group:

General public. 5. Description: Intuitive courses designed by linguistics experts engage users in practical conversation skills from the very first lesson. 6. Methodology: Interactive lessons with practical conversation skills from the very first lesson. Tool 22: QUIZLET 1. Title: Quizlet 2. Publisher: Quizlet 3. Target languages: All languages. 4. Target group: General public. 5. Description: Quizlet enables users to create their own flashcards and revision resources or choose from millions created by other students. Quizlet is one of the leading education and flashcard app that makes studying easier, including languages, vocabulary. 6. Methodology: Education and flashcard app that makes studying easier. Tool 23: ROSETTA STONE 1. Title: Rosetta Stone 2. Publisher: Rosetta Stone Ltd 3. Target languages: 24 Languages. 4. Target gruop: General public. 5. Descriprion: Rosetta Stone’s mobile app teaches users to think in a new language by connecting words with images and their surroundings. It enables users to explore a natural way of

language learning that grows their speaking and reading abilities. Users can study grammar and vocabulary intuitively and learn to speak any new language. 6. Methodology: Users can study grammar and vocabulary intuitively that grows their speaking and reading abilities. Tool 24: MONDLY 1. Title: Mondly 2. Publisher: Ati Studios 3. Target languages: 33 Languages including Spanish, English, French, German, Portuguese, Italian, Russian, American English, Norwegian, Danish, Swedish, Korean, Japanese, Chinese, Arabic, Greek, Romanian, Vietnamese, Indonesian, Hindi, Hebrew, Polish, Bulgarian, Ukrainian, Czech, Croatian, Finnish, Persian (Farsi), Afrikaans and Turkish. 4. Target group: General public. 5. Description: Mondly enables users to learn languages with free lessons daily. In just minutes users can start memorizing core words, form sentences, learn phrases and take part in conversations. Fun language lessons improve users’ vocabulary, grammar and pronunciation. 6. Methodology: With Mondly, language learners can explore language exercises for reading, listening, writing and speaking, enhanced with a dictionary, verb conjugator and state-of-the-art speech recognition technology. Gamification, interactive exercises. Tool 25: HELLO TALK 1. Title: Hello Talk 2. Publisher: HelloTalk Learn Languages App 3. Target languages:

English, Japanese, Korean, Spanish, French, Mandarin Chinese, Cantonese, Portuguese, German, Italian, Russian, Arabic, and more. 4. Target goup: General public. 5. Description: HelloTalk is the 1st global language and culture exchange community, connecting users with native speakers of other languages (English, Japanese, Korean, Spanish, French, Mandarin Chinese, Cantonese, Portuguese, German, Italian, Russian, Arabic, and 100 more). 6. Methodology: Online chat connecting users with native speakers of other languages. Tool 26: SHOPLANG 2.0 1. Title: Shoplang 2.0 2. Publisher: Partners: FLEP- Formação, Língua e Estudos Portugueses Lda (Portugal), Fundaţia Centrul Educaţional Soros (Romania), Inter-kulturo, mednarodni kulturno- izobraževalni center, do.o. (Slovenia), English Unlimited Sp. z o.o. (Poland), Pressure Line V.O.F. (The Netherlands), Amitie' srl (Italy). 3. Target languages: Portuguese, Romanian, Polish and Slovenian. 4. Target group: General public. 5. Description: SHOPLANG 2.0 is a continuation of the project "SHOPLANG – The Shopping Language Game" and it aims to promote the advantages of learning languages and raise awareness of 4 less widely used and taught languages through the theme of shopping. SHOPLANG 2.0 will focus on Portuguese, Romanian, Polish and Slovenian. The project will use the informal environment of the supermarkets in order to provoke interest in the target languages, help people develop some partial skills in understanding basic information and encourage them to take up further language learning.

In achieving this goal the 4 target languages will be promoted within massive language campaigns in supermarkets based on specially developed language activities and games related to the theme of shopping and focused on product labels. The events will be projected on the project website in the form of an online language supermarket allowing people to learn words in the target languages and compete with each other. Interested people will be directed to resource centres which will be established in all partner countries with materials and information about the target languages and countries. 6. Methodology: The project uses the informal environment of the supermarkets in order to provoke interest in the target languages, help people develop some partial skills in understanding basic information and encourage them to take up further language learning. Learn through shopping gamification. Tool 27: iTONGUE 1. Title: iTongue 2. Publisher: Musik-Union e.V., Project Coordinator (DE), Executive Solutions (UK), Telšių švietimo centras (LT), Agencja Usług Lingwistycznych (PL), TIÉD LEHET A VILÁG ALAPÍTVÁNY (HU), Associação de Pais e Encarregados de Educação da Escola Preparatória da Cova da Piedade (PT), SolidArt (CH), University of Nevsehir (TR). 3. Target languages: German, English, Lithuanian, Polish, Hungarian, Portuguese, Spanish, Turkish. 4. Target group: General public. 5. Description: iTongue invites to just “Plug & Speak”: overcoming intercultural barriers by bilingual audio literature, thanks to electronic tools that can be used while shopping, driving, cooking, jogging etc. 6. Methodology: Overcoming intercultural barriers by bilingual audio literature. Online tool.

Tool 28: METIKOS 1. Title: Metikos – Informal Language Learning for Immigrants 2. Publisher: Coordinator: UETP Action Link/ Action Synergy S.A. (Greece) Partners: Eurocultura (Italy), Hellenic Culture Center (Greece), Berlin- Brandenburgischen Auslandsgesellschaft e.V. (Germany), Tandem Fundazioa (Spain), Refugee Education Training Advice Service (UK), MORRIS Association (France), LLAS University of Southampton (UK). 3. Target languages: Greek, Italian, German, Spanish, French. 4. Target group: Migrants 5. Description: The project aims to adapt informal learning methodologies that already exist (language café, tandem, virtual language café) in the specific needs of the immigrants. More specifically, the project set up: Learning sessions (based on discussion and dialogue) in public places (café, cultural spaces etc.) with the aid of a facilitator. Tandem (R) learning sessions where the immigrant will teach his language to someone who is interested to learn it and, in return, s/he will teach the immigrant the language of his/her country. Learning sessions through the use of social computing where learning will be based on informal discussion and exchange of experiences between immigrants, facilitators and natural speakers. At the same time, the project aims to develop 3 internet tools which will aim to facilitate the language training of the immigrants (virtual language café, online language community and online repository of existing language resources). 6. Methodology: Informal learning methodologies (language café, tandem, virtual language café) adapted for migrants.

Tool 29: EUROPEAN CATERING & HOSPITALITY LANGUAGE TRAINING COURSE 1. Title: EUROPEAN CATERING & HOSPITALITY LANGUAGE TRAINING COURSE 2. Publisher: Coordinator: Haute Ecole Louvain en Hainaut asbl (Belgium). Partners: University of Antwerp (Germany), Robert-Wetzlar-Berufskolleg der Stadt Bonn (Germany), Instituto de educación secundaria « As Fontiñas » (Spain), Salpaus Further Education (Koulutuskeskus Salpaus) (Finland), Galway-Mayo Institute of Technology (Ireland), Ce.S.F.Or. - Centro Studi Formazione Orientamento (Italy), Sogn videregående skole (Norway), The Henryk Dobrzanski 'Hubal' Group of Technical Schools № 1 (Poland). 3. Target languages: Dutch, English, Finnish, French, Galician, German, Irish, Italian, Norwegian, Polish, Slovenian and Spanish. 4. Target group: Catering and Hospitality sector trainers seeking to learn a new language. 5. Description: EuroCatering Language Training - a free and freely accessible web-based interactive language course in 12 languages for the catering and hospitality sector. This web-based language course will enable the student to learn vocabulary and to practise communicative skills for placement abroad in a kitchen or restaurant. Realistic interactions with an animated chef and manager are the main ingredients of this course. The product also includes a portal which students, trainers and teachers will use to consult extra reference material about the sector, the language, video material, gestures and assessment tools. Our target group consists of trainees and professionals in the catering and hospitality industry. All developed materials may be used independently or as an add-on to any language course in the professional sector. 6. Methodology: This web-based language course will enable the student to learn vocabulary and to practise communicative skills for placement abroad in a kitchen or restaurant. Realistic interactions with an animated chef and manager are the main ingredients of this course.

Tool 30: L-PACK 1. Title: Pack – Citizenship Language Pack for Migrants in Europe 2. Publisher: ASEV – Agenzia per lo Sviluppo Empolese Valdelsa; Pubblico Collegio di Scienze Sociali (Public Institution College of Social Sciences CSS) VHS Cham, Instituto de Formación Integral, S.L.U. (IFI), Università per Stranieri di Siena, AINTEK A.E. (IDEC), Silesian University in Opava (SUO), Translex (t/a L’Istituto della Lingua), ADPI – Association pour le Développement et la Pédagogie de l’Individualisation. 3. Target languages (multilingual): Main EU languages 4. Traget group: L-PACK 2 is addressed to language teachers, researchers of linguistic and educational fields, adult education providers, adult migrants in Italy, Lithuania, Germany, Spain, Greece, France and English speaking countries, organisations helping migrants’ integration in these countries or people interested in learning one of the target languages. 5. Description: The European project “L-PACK 2: Citizenship Language Pack For Migrants in Europe – Extended” started in January 2014 takes its name from the previous project L-PACK that produced an online A2 level course of colloquial Italian, Spanish, German, Lithuanian, Greek and Czech as second language addressed to adult migrants. The L-PACK course consisting of 60 short videos with dialogues related to everyday life supported by grammar and comprehension activities had a big success and the materials, available on Youtube, Wikibooks and Soundcloud, were consulted in 146 countries by 120.000 learners. However there was lack of English and French versions, therefore the Consortium of 8 partners, among which several training organisations and 2 Universities, decided to improve it. 6. Methodology: The L-PACK course consisting of 60 short videos with dialogues related to everyday life supported by grammar and comprehension activities had a big success and the materials, available on Youtube, Wikibooks and Soundcloud, were consulted in 146 countries by 120.000 learners. Short videos with dialogue.

Tool 31: REFUGEYE 1. Title: Refugeye 2. Publisher: Refugeye 3. Target languages: English, french, slovenian, serbian, estonian, spanish, portuguese, mandarin, greek, italian, arabic, etc. 4. Target group: Refugees 5. Description: Refugeye is a simple project. When refugees arrive in a host country, they must explain their condition to an administration, to an NGO, to associations. However, words fail when you do not speak the language of the host country. 6. Methodology: Refugeye is a solution that helps people communicate using simple pictograms. Refugeye also allows you to draw quickly over these icons for a better communication and understanding. Interactive app. Visual method using pictograms.

4. TARGET AUDIENCE

Each FDLL tool is unique and catering to a different audience. All the FDLL tools are divided into two groups according to purposes – specific or general.

4.1. FDLL tools targeting specific target group

4.1.1. FDLL tools targeting refugees specifically

Tool 1: LANGUAGE SUPPORT FOR ADULT REFUGEES Target group: The toolkit is designed to assist organisations, and especially volunteers, providing language support for adult refugees. Throughout the toolkit “refugee” is understood in a broad sense and includes asylum seekers as well as refugees. Tool 3: REFUGEE PHRASEBOOK INTERACTIVE Target group: Every refugee willing to learn basic vocabulary and words in several different languages. Tool 10: EINSTIEG DEUTSCH Target group: Refugees with different cultural, linguistic and social backgrounds who have just arrived in Germany and have no previous knowledge of German. Tool 14: GERMAN FOR REFUGEES Target group: Refugees seeking to learn a new language. Tool 31: REFUGEYE Target group: Refugees

4.1.2. FDLL tools targeting refugees and migrants specifically

Tool 4: REFUGEE CENTER ONLINE, LANGUAGE ARTS CLASSES

Target group: Refugees, migrants already in education in an English speaking country. Tool 9: ESOL BRITISH COUNCIL Target group: Refugees, migrants, newcomers arriving in the UK. Tool 16: MOVING LANGUAGES UK Target group: Migrants and refugees arriving in Europe. Tool 28: METIKOS Target group: Migrants

4.1.3. FDLL tools targeting Arabic speaking refugees and migrants specifically

Tool 11: DEUTSCH LERNEN MIT DEIAA ABDULLAH Target group: Arabic speaking refugees and migrants. Tool 12: DEUTSCH LERNEN FÜR ARABISCH-MUTTERSPRACHLER Target group: Arabic speaking refugees in Germany. Tool 32: DANISH WITH KHALED Target group: Refugees and migrants, whose mother tongue is Arabic.

4.1.4. FDLL tools targeting young migrants and children

Tool 5: PHASE 6 HALLO GERMAN CHILDREN Target group: Young migrants and children in Germany. Tool 15: BLENDIN Target group: Young Refugees arriving in Europe.

4.1.5. FDLL tool targeting all children, aged 0 to 6 years old.

Tool 18: POLYGLOT Target group: Children, aged 0 to 6 years old

4.1.6. FDLL tools targeting refugees seeking healthcare

Tool 13: REFUGEE SPEAKER Target group: Refugees seeking healthcare. Tool 20: FALK Target group: Refugees seeking healthcare.

4.1.7. FDLL tool targeting catering and hospitality sector

Tool 29: EUROPEAN CATERING & HOSPITALITY LANGUAGE TRAINING COURSE Target group: Catering and Hospitality sector trainers seeking to learn a new language.

4.2. FDLL tools targeting general public

All the remaining FDLL tools are more general and designed for everyone, but can be used by refugees and migrants as well. Tool 2: DUOLINGO Target group: General public. Tool 6: NORWEGIAN ON THE WEB Target group: General public. This online course is for everyone willing to learn Norwegian. Tool 7: NORWEGIAN LANGUAGE RESOURCES

Target group: Refugees and other potential higher education learners in Norway. Tool 8: EXPLORING NORWEGIAN GRAMMAR Target group: This online course is for everyone willing to learn basic Norwegian grammar. Tool 17: LINGVIST Target group: Individuals seeking to learn a language “fast”. Tool 19: BUSUU Target group: Everyone seeking to learn a new language or improve it. Tool 21: BABBEL Target group: General public. Tool 22: QUIZLET Target group: General public. Tool 23: ROSETTA STONE Target group: General public. Tool 24: MONDLY Target group: General public. Tool 25: HELLO TALK Target group: General public. Tool 26: SHOPLANG 2.0 Target group: General public. Tool 27: iTONGUE Target group: General public. Tool 30: L-PACK

4. Target group: L-PACK 2 is addressed to language teachers, researchers of linguistic and educational fields, adult education providers, adult migrants in Italy, Lithuania, Germany, Spain, Greece, France and English speaking countries, organisations helping migrants’ integration in these countries or people interested in learning one of the target languages.

5. LANGUAGE TEACHING APPROACHES USED IN FDLL TOOLS

In this chapter we provide classification, based on the teaching approach used for FDLL tools.

5.1. FDLL tools invoked by audio lingual approach

Tool 5: PHASE 6 HALLO GERMAN CHILDREN Methodology: Audio-lingual approach. The user can select a specific topic (ex. at school, my hobbies) and has to listen and repeat expressions and sentences in German. Thus, the users learns vocabulary, constructing sentences, and, indirectly, a little grammar. Tool 10: EINSTIEG DEUTSCH Audio-lingual approach. The user can select a specific topic (ex. at school, my hobbies) and has to listen and repeat expressions and sentences in German. Lexical syllabus approach: some of the most common words relating to different subjects (health, work, etc.) are taught. Tool 27: iTONGUE Methodology: Overcoming intercultural barriers by bilingual audio literature. Online tool.

5.2. FDLL tools invoked by structural approach

Tool 3: REFUGEE PHRASEBOOK INTERACTIVE Methodology: It uses the syllabus approach: a second language is taught by teaching words and expressions. Tool 4: REFUGEE CENTER ONLINE, LANGUAGE ARTS CLASSES Methodology: Task-based, structural approach, direct method. Tool 8: EXPLORING NORWEGIAN GRAMMAR Methodology:

Structural approach, whereby the user acquires notions of grammar progressively, before attempting to produce a speech or communicate in the foreign language. Direct method, insofar as the course is delivered entirely in Norwegian (the target language). Tool 9: ESOL BRITISH COUNCIL Methodology: Task-based, structural approach, direct method. Tool 11: DEUTSCH LERNEN MIT DEIAA ABDULLAH Methodology: Structural approach: the learner is introduced to language via grammatical rules, which are to be learned one at a time in a set order.

5.3. FDLL tools invoked by communicative approach

Tool 12: DEUTSCH LERNEN FÜR ARABISCH-MUTTERSPRACHLER Methodology: The app includes 100 lessons, which combine text and audio-lingual methods. The app is available in 50 languages. The app is intended to help asylum seekers integrate into German society. Uses short sentences and in situation dialogue to help learn the language. Tool 21: BABBEL Methodology: Interactive lessons with practical conversation skills from the very first lesson.

5.4. FDLL tools invoked by text and audio lingual approach

Tool 13: REFUGEE SPEAKER The application comes with written medical translations with accompanying audio recorded by native speakers and organized into medical chapters to facilitate conversations. Tool 14: GERMAN FOR REFUGEES The app includes 100 lessons, which combine text and audio-lingual methods. The app is available in 50 languages. The app is intended to help asylum seekers integrate

into German society. Uses short sentences and in situation dialogue to help learn the language.

5.5. FDLL tools invoked by real life scenarios and structural approach

Tool 6: NORWEGIAN ON THE WEB Methodology: The user studies different real life scenarios (ex. taking a taxi, arriving at the hotel, etc.) and also learns the grammar, pronunciation, vocabulary associated with these contexts. Tool 7: NORWEGIAN LANGUAGE RESOURCES Methodology: Immersive: the user is presented with video examples from real life situations (ex. at the university canteen, at the university library) where language is at play. Interactive MOOC. Tool 15: BLENDIN Methodology: It includes useful information on basic topics, such as communication, finding a job, taking care of one’s self and staying safe, an attempt to support young migrants in their first days in the host/ receiving society. Tool 16: MOVING LANGUAGES UK Methodology: Designed to cater to different levels of linguistic competence, this application will also be useful for people who have already been living and working in their new home country for some time. The content of the mobile application covers topics that are essential during the first steps of living in the host country. More than 4000 illustrated vocabulary items for easy concept recognition. Tool 30: L-PACK Methodology: The L-PACK course consisting of 60 short videos with dialogues related to everyday life supported by grammar and comprehension activities had a big success and the

materials, available on Youtube, Wikibooks and Soundcloud, were consulted in 146 countries by 120.000 learners. Short videos with dialogue.

5.6. FDLL tools invoked by blended approaches

Tool 1: LANGUAGE SUPPORT FOR ADULT REFUGEES Methodology: A mix of communicative (group discussion, etc.), visual (activities with pictures), task-based methodology (the user is required to plunge into real-world situations such as seeking work, accommodation, etc.), community language learning (ex. via ice breaking activities). Tool 20: FALK Methodology: Visual map of health care system developing and upgrading language skills on medical issues. Tool 23: ROSETTA STONE 6. Methodology: Users can study grammar and vocabulary intuitively that grows their speaking and reading abilities. Tool 29: EUROPEAN CATERING & HOSPITALITY LANGUAGE TRAINING COURSE Methodology: This web-based language course will enable the student to learn vocabulary and to practise communicative skills for placement abroad in a kitchen or restaurant. Realistic interactions with an animated chef and manager are the main ingredients of this course. Tool 32: DANISH WITH KHALED Methodology: The user is introduced to Danish vocabulary, grammar (ex. adjectives, conjugasions, adverbs) via a set of on-line videos available for free on YouTube.

5.7. FDLL tools invoked by game based, gamification approach

Tool 2: DUOLINGO Methodology: Duolingo has a freemium business model and it uses advertising in both its Android and iPhone apps. Duolingo courses include periodic advertisements which users can remove by paying a subscription fee. To earn money, Duolingo originally employed a crowd sourced business model, where the content came from organizations (such as CNN and BuzzFeed) that pay Duolingo to translate it Duolingo mimics the structure of video games in several ways in order to engage its users. There is a reward system in which users acquire lingots, an in-game currency that can be spent on features such as character customizations or bonus levels. There are public leader boards in which people can compete against their friends or see how they stack up against the rest of the world. The level system that Duolingo uses is XP (experience points), a numerical system that represents a user’s skill level. Badges in Duolingo represent achievements that are earned from completing specific objectives or challenges. Tool 17: LINGVIST Methodology: Lingvist enables users to grow their vocabulary and learn a language fast, via cutting- edge tech. Real time gamification. Tool 19: BUSUU Methodology: Speaking and writing exercises corrected by native speakers. Community led language app, part gamification, part community powered. Tool 22: QUIZLET Methodology: Education and flashcard app that makes studying easier. Tool 24: MONDLY Methodology: With Mondly, language learners can explore language exercises for reading, listening, writing and speaking, enhanced with a dictionary, verb conjugator and state-of-the-art speech recognition technology. Gamification, interactive exercises. Tool 26: SHOPLANG 2.0

Methodology: The project uses the informal environment of the supermarkets in order to provoke interest in the target languages, help people develop some partial skills in understanding basic information and encourage them to take up further language learning. Learn through shopping gamification.

5.8. FDLL tool invoked by audio-visual approach

Tool 18: POLYGLOT Methodology: It is composed of online modules whose purpose is to give effective tools to educators and parents in order to promote bilingualism in the school and family context.

5.9. FDLL tool invoked by on-line chat approach

Tool 25: HELLO TALK Methodology: Online chat connecting users with native speakers of other languages.

5.10. FDLL tool invoked by tandem, (virtual) language-café approach

Tool 28: METIKOS Methodology: Informal learning methodologies (language café, tandem, virtual language café) adapted for migrants.

5.11. FDLL tool invoked by visual approach using pictograms

Tool 31: REFUGEYE Methodology: Refugeye is a solution that helps people communicate using simple pictograms. Refugeye also allows you to draw quickly over these icons for a better communication and understanding. Interactive app. Visual method using pictograms.

6. CONCLUSION AND RECOMMENDATIONS

The adult education system and especially FDLL tools play a critical role in building the human capital of refugies and immigrants who have limited host-country language and cultural awareness proficiency, as well as for those who lack a high school diploma or equivalent. FDLL tools also have the potential to serve as an on-ramp to postsecondary education and jobs paying a family-sustaining wage. Language learning represents a key integration challenge, with such skills necessary for effective functioning in the community and the workforce. During the investigation, with regard to target languages, it was noticed, that multilingual tools are more popular than monolingual (21 multilingual and 11 monolingual). As for monolingual tools, we discovered 1 teaching Danish, 2 – English, 3 – Norwegian and 5 tools teaching German. With regard to target audience, there were 18 tools targeting specific target group and 14 targeting general public. Overall 11 language teaching approaches have been identified: 3 tools invoked by audio lingual approach, 5 – by structural, 2 – by communicative, 2 – by text and audio lingual, 2 – by real life scenarios and structural approach, 5 invoked by blended approaches, 5 – by game based and/or gamification approach, 6 – by audio-visual, 1 – by on-line chat, 1 – by tandem, (virtual) language-café, 1 invoked by visual approach using pictograms. Given that the research team identified a number of new FDLL tools, it is expected that more investigations will be available in the future, following implementation and evaluation of these initiatives.

7. REFERENCES 1. de Waard, I, M.S. Gallagher, R. Zelezny-Green, L. Czerniewicz, S. Downes, A. KukulskaHulme, & J. Willems. 2014. Challenges for conceptualising EU MOOC for vulnerable learner groups. Proceedings of the European MOOC Stakeholder Summit 2014. As of October 2016: http://oro.open.ac.uk/40381/2/deWaardEtAl.pdf 2. Free Digital Learning Opportunities for Migrants and Refugees, 2017 http://publications.jrc.ec.europa.eu/repository/bitstream/JRC106146/jrc106146 .pdf 3. Language Learning by Adult Migrants: Policy Challenges and ICT Responses http://languageforwork.ecml.at/Portals/48/documents/lfw-web_item- 16_eu_lang-learn-migrants-ict.pdf

4. Mason, B. & D. Buchmann. 2016. ICT4Refugees - A report on the emerging landscape of digital responses to the refugee crisis. As of October 2016: https://regasus.de/online/datastore?epk=74D5roYc&file=image_8_en

5. Moser-Mercer, B., E. Hayba & J. Goldsmith. 2016. Higher education spaces and protracted displacement: How learner-centered pedagogies and human- centered design can unleash refugee innovation. As of October 2016: http://cooperation.epfl.ch/files/content/sites/cooperation/files/Tech4Dev% 202016/1216-Moser-Mercer-SE03-HUM_Full%20Paper.pdf 6. The Common European Framework of Reference for Languages (CEFR) and the descriptors of its levels can be found at: http://www.coe.int/t/dg4/linguistic/DNR_EN.as

8. LIST OF FDLL TOOLS

Tool 1: LANGUAGE SUPPORT FOR ADULT REFUGEES Tool 2: DUOLINGO Tool 3: REFUGEE PHRASEBOOK INTERACTIVE Tool 4: REFUGEE CENTER ONLINE, LANGUAGE ARTS CLASSES Tool 5: PHASE 6 HALLO GERMAN CHILDREN Tool 6: NORWEGIAN ON THE WEB Tool 7: NORWEGIAN LANGUAGE RESOURCES Tool 8: EXPLORING NORWEGIAN GRAMMAR Tool 9: ESOL BRITISH COUNCIL Tool 10: EINSTIEG DEUTSCH Tool 11: DEUTSCH LERNEN MIT DEIAA ABDULLAH Tool 12: DEUTSCH LERNEN FÜR ARABISCH-MUTTERSPRACHLER Tool 13: REFUGEE SPEAKER Tool 14: GERMAN FOR REFUGEES Tool 15: BLENDIN Tool 16: MOVING LANGUAGES UK Tool 17: LINGVIST Tool 18: POLYGLOT Tool 19: BUSUU Tool 20: FALK Tool 21: BABBEL Tool 22: QUIZLET Tool 23: ROSETTA STONE Tool 24: MONDLY Tool 25: HELLO TALK Tool 26: SHOPLANG 2.0 Tool 27: iTONGUE Tool 28: METIKOS Tool 29: EUROPEAN CATERING & HOSPITALITY LANGUAGE TRAINING COURSE

Tool 30: L-PACK Tool 31: REFUGEYE Tool 32: DANISH WITH KHALED