|Author and contact|
Krumm, H.J & Plutzar, V. - firstname.lastname@example.org,
Tailoring language provision and requirements to the needs and capacities of adult migrants.
Language programmes for migrants can be very helpful if the complexities of their linguistic identities and different life situations are taken into account and therefore the programmes offer a wide range of learning opportunities and give enough time. Learning a second language is most effective if it builds upon the existing (linguistic) identity of migrants – that is, to treat them as bi- or plurilingual people for which learning a new language does not threaten the status and usage of their first language(s). Integration programmes focusing only on the language of the receiving country and furthermore aiming at one specific level in that language for all will miss their goal because they do not take into account the specifics of language acquisition in the course of migration, which are defined by many social and cultural factors, and individual plurilingualism. To promote the learning of the language of the receiving country by migrants it is necessary to build on their linguistic background especially in the time of and after their arrival, when social orientation takes place. It is important to include the situation of the family, the local and professional contexts.
Language education, plurilingualism, social integration
Full reference (publication/web link)
Krumm, H.J & Plutzar, V. (2008). Tailoring language provision and requirements to the needs and capacities of adult migrants in The linguistic integration of adult migrants, Council of Europe.
Other interesting information
Teachers and educators need to take into consideration the diversity of backgrounds of their adult students.
Interest for the project
|Contributor´s name + email|
Stéphanie Barillé - email@example.com