Brussels, 20th January 2010, Joint JRC IPTS – DG INFSO eInclusion Seminar 1 Joint JRC IPTS – DG...

Brussels, 20th January 2010, Joint JRC IPTS – DG INFSO eInclusion Seminar 1

Joint JRC IPTS – DG INFSO eInclusion Seminar on:

ICT for the integration of migrants: skills, jobs and participationJRC–IPTS, Information Society Unit

Brussels, 20th January 2010

ICT for learning the host’s country language by Adult migrantsAnusca FerrariStefano Kluzer

Joint Research Centre (JRC)Institute for Prospective Technological Studies The European Commission’s Research-Based Policy Support Organisation


Policy background

• E-Inclusion Policies (2006 Riga Declaration): Participation of immigrants and ethnic minorities in the information society is one priority of the e-Inclusion (cultural diversity)

• Immigration and Integration Policies (Common Basic Principle on Integration n. 4): Second/host country language (L2) knowledge is crucial for integration

• Education & Training Policies (Key Competences for Lifelong Learning): Mother tongue, foreign languages & digital competence are three of the eight Key Competences


Current IPTS work on the topic

ICT for learning the host country’s language by adult migrants

Research aim: To understand the use, barriers and benefits of ICT for L2 learning by adult migrants

Experts workshop: 1-2 October 2009

Study on two countries: the Netherlands and Sweden (Nov. ’09 - May ’10)

http://is.jrc.ec.europa.eu/pages/EAP/ICT-IEML2.html


Context and Challenges

Context• Increasing number of migrants to train (compulsory L2 tests in some

countries): 40K in NL; 120K in DE; 30K in FR• L2 provision entails high budgets for Member States: DE 174 M€ in 2008; NL

260 M€ in 2009

Challenges• Heterogeneous group of migrants (diversity of skills / experiences, illiterate

groups)• Diversity of goals and needs• Time and location constraints for participation in courses• Insufficient L2 teachers’ preparation and poor work conditions

Low learner motivation and high drop-out rates

Standard L2 solutions are not adapted to migrants integration needs


Examples of ICT solutions

Videos and audios possibility to practice listening and speaking skills (particularly for illiterate)

Authentic material contextualised, up-to-date and relevant learning

Personalised guidance and follow-up

content and delivery modes tailored to learners’ needs

Flexible delivery tackling time and location constraints, just-in-time learning

3D simulations role-plays for real life situations

Sharing of material and methods for teachers

teachers’ professional development and ready to use material


Virtual neighbourhood – The Netherlands

Demo: http://www.youtube.com/watch?v=bfjwNEc8ZYA

http://en.itpreneurs.nl/ Actors: IT-preneurs (development of package)

Time: 2008 (pilot)Aim : Provide material to practice for the

civic integration exam

ICT tools: e-learning platform, TV series, e-coach, chat, google maps, 3D-simulation, online games

Didactic approach:

Blended courses, focus on repetition through different media, role-plays, learning by doing. Addressing all 4 skills.

Impact: Ongoing analysis of impact


Recruitment Program Stockholm - Sweden

www.stockholm.se/ArbeteActors: Municipality of Stockholm (partnership with employers)

Time: 2000 to present

Aim : Help migrants to find a job and give them the necessary language and cultural knowledge

ICT tools: Mobile phones, Myvocab

Didactic approach:

Vocabulary drilling, translation, success in learning leading to desired outcome

Impact: In 7 years, 1000 people went from welfare to supporting themselves


Initiatives in other countries

Denmark: Resource Centre for Integration, running an elearning platform (from 2005)

France: Pilots ICT programmes at Institut de Développement des Activités de Proximité and Cned -Centre national d'enseignement à distance (from 2009)

Germany: Further training of teachers of German as a second language to be accredited through distance-module education

Spain: elearning platform from Instituto Cervantes

UK: “Skills for Life” package, which includes literacy, numeracy and English for Speakers of Other Languages (ESOL)


Adapted educational approach

• Didactics comes first

• Language learning for integration

• Tailor-made courses

• Promotion and support of socialization opportunities for continued practice

• Providing a L2 certificate which is widely recognised by institutions and society

• Improved teachers' skills and work conditions


ICT impact on L2 education

…. within an adapted educational approach

Learners:– L2 learning more engaging, adapted to own pace, 24/7 access (high

user satisfaction) -> lower drop out rates and higher achievements (NL: 70/80% pass rate vs. 50% with traditional approach)

– contributes to local embedding -> enhanced participation, access to (digital) information and services

Teachers:– rich teaching material and tools for heterogeneous learners– enhanced monitoring of learners’ progress (individual and group)

Institutions: – cost saving on staff/administration (NL: -20/40% L2 teaching time)– enhanced monitoring tools for internal and external (funding) purposes


Major challenges to ICT use in L2 education

Lack of awareness and information among stakeholders– Some experiences, but little known– Limited awareness (and evidence) of: ICT benefits; how to integrate them;

which difficulties to address and how

Insufficient teachers' digital skills and support– Digital fluency crucial to implement ICT in their teaching practice– Lack of support on ICT use and new teaching practices

Lack of skills and access barriers among migrant learnersesp. low educated, newly arrived, women– Lack of digital skills (for advanced PC and Internet use)– Access barriers:

Home access limited by cost and mobility (work-related and residential) Internet shops and public access points -> problematic for learning Mobile Internet access promising


Policy options

EU

• Awareness raising and better information of stakeholders

• A platform for a systematic exchange of information, experiences and good practices

Member States

• Teacher training

• Involving other stakeholders in L2 education

• Rethinking language provision curricula and delivery

ALLSupport and promote research on

pedagogical embedment of ICT for L2


Thank you

[email protected]

http://is.jrc.ec.europa.eu/pages/EAP/ICT-IEML2.html

Brussels, 20th January 2010, Joint JRC IPTS – DG INFSO eInclusion Seminar 1 Joint JRC IPTS – DG...

Documents

Transcript of Brussels, 20th January 2010, Joint JRC IPTS – DG INFSO eInclusion Seminar 1 Joint JRC IPTS – DG...