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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 1 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 2 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. 3 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. 4 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.
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