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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
Brussels, 20th January 2010, Joint JRC IPTS – DG INFSO eInclusion Seminar 2
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
Brussels, 20th January 2010, Joint JRC IPTS – DG INFSO eInclusion Seminar 3
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
Brussels, 20th January 2010, Joint JRC IPTS – DG INFSO eInclusion Seminar 4
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
Brussels, 20th January 2010, Joint JRC IPTS – DG INFSO eInclusion Seminar 5
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
Brussels, 20th January 2010, Joint JRC IPTS – DG INFSO eInclusion Seminar 6
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
Brussels, 20th January 2010, Joint JRC IPTS – DG INFSO eInclusion Seminar 7
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
Brussels, 20th January 2010, Joint JRC IPTS – DG INFSO eInclusion Seminar 8
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)
Brussels, 20th January 2010, Joint JRC IPTS – DG INFSO eInclusion Seminar 9
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
Brussels, 20th January 2010, Joint JRC IPTS – DG INFSO eInclusion Seminar 10
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
Brussels, 20th January 2010, Joint JRC IPTS – DG INFSO eInclusion Seminar 11
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
Brussels, 20th January 2010, Joint JRC IPTS – DG INFSO eInclusion Seminar 12
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
Brussels, 20th January 2010, Joint JRC IPTS – DG INFSO eInclusion Seminar 13
Thank you
http://is.jrc.ec.europa.eu/pages/EAP/ICT-IEML2.html