Key issues for migration and language education
Integration into education
Countries where there are large numbers of young migrants who have little or no knowledge of the language of the host country face serious challenges in terms of assuring access to quality education. Highly developed competences in the language of the host country are essential if these young people are to integrate well in school and realise their academic potential. However careful consideration must be given to the approaches used in teaching the language of schooling.
Previously it was thought that complete immersion into the new language and abandoning the first language or mother tongue was the best way to do this. Research has shown that the preservation (or learning if they are young children) of the language of origin is important not only in forming an identity but also in the successful acquisition of the language of schooling.
Approaches which foster plurilingualism for all learners, not just for migrants, are a key to successful integration in schools. According to the Council of Europe’s Language Policy
Division, “access to literacy in two languages benefits cognitive development. Thus, the language skills of children and adolescents from migrant backgrounds should be fostered by whatever means available, partly as a matter of human rights and partly in order to increase society’s linguistic and cultural capital” (Council of Europe - Language Policy Unit 2010).
Activities for raising awareness of the diversity of languages and cultures through inclusive, plurilingual and intercultural approaches are features of good quality education and have a positive impact on society as a whole.
Long-term unemployment and low-status jobs
In spite of efforts to integrate migrants into European labour markets, education systems and other societal structures , migrant and ethnic minority workers in most countries are still over-represented in both low quality employment and long-term unemployment and under-represented in further education and vocational training.
The causes of exclusion are complex and often go beyond the scope of educational intervention. Nevertheless, communicative competence in the language of the host country is essential for inclusion and participation both in the labour market and society at large. To tackle this issue, policies to promote the education and training of young and adult migrants are needed.
Immigration and social cohesion
Migrant communities are frequently isolated from civil society; this is especially the case for stay-at-home spouses whose language skills sometimes are “fossilized” at a very elementary level of communicative skill. Plurilingual approaches to education which include all family members and acknowledge the cultural heritage of migrants help to enable them to participate more fully in social life.
Policies and practice which help the whole of the migrant community – those employed, their children and their families – all rely on developing language competence as a crucial step in social integration.
Research which illustrates the value and benefits of migration and language education
Research into migrant education has demonstrated that the educational success of migrants is enhanced when their first language is acknowledged and used. Equally, language awareness and bilingual approaches are known to contribute to cognitive development of all children.
The Council of Europe has a website dedicated to the linguistic integration of adult migrants (LIAM). This website provides policy-makers, curriculum developers and all those involved in supporting adult migrants with a wide range of tools to help member states review and improve policy and practice in this field.