The Linguistic Integration of Adult Migrants / L’intégration linguistique des migrants adultes

Beacco, Jean-Claude; Krumm, Hans-Jürgen; Little, David M.; Thalgott, Philia

doi:10.1515/9783110477498

Cited by 55 publications

(3 citation statements)

References 5 publications

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“…Performing this group of tests allows to determine not only highly specialized (subject) knowledge, but also a special kind of subject skills, proficiency, ways of thinking [26].…”

Section: Subject Competencies Are Diagnosed Using Three Testsmentioning

confidence: 99%

Strategies for distance support of advanced professional training for teachers of Russian as the second language

et al. 2021

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The effectiveness of advanced professional training for a teacher of Russian as the second language is possible only based on the complex use of modern distance learning technologies that are aimed at usage in a specific subject area and reflect its specifics as adequately as possible. This article summarizes the results of project activities on the formation of a system of advanced professional education for teachers of Russian as the second language, carried out at the premises of The Kosygin State University of Russia. The project aimed to develop strategies for creating an integrated system of distance support, including 1) a model of an electronic educational environment based on cloud technologies and representing a secure solution in a controlled segment of the Internet, capable of accumulating resources for teaching the Russian language in Russia and abroad; 2) a system of diagnostic measures to identify the competence gaps of RSL (Russian as the Second Language) teachers in the subject, organizational, methodological, psychological spheres; 3) recommendations for the creation of advanced training programs (modules) capable of eliminating the identified competence deficiency in these areas. The following can be considered as objectives of the project: 1) selection of distance technologies (elements of distance technologies), relevant for use in the process of professional training of an RSL teacher; 2) formation of a cluster of diagnostic measures; 3) modeling educational content; 4) determination of cognitive strategies for teaching and self-education of an RSL teacher in the system of advanced professional training. The system of diagnostic measures described in the work assumed the assessment (measurement) of the teacher’s activities in three aspects: 1) from the standpoint of subject knowledge, 2) from the organizational and methodological standpoint, 3) from the psychological standpoint. This approach made it possible to single out the components of professional competencies and form a methodology for expert assessment of the educational environment, including the Russian-speaking educational environment abroad. In this case, the instrument of pedagogical measurement was testing carried out remotely on the constantly operating platform of The Kosygin State University of Russia at https://edu.rguk.ru.

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“…Performing this group of tests allows to determine not only highly specialized (subject) knowledge, but also a special kind of subject skills, proficiency, ways of thinking [26].…”

Section: Subject Competencies Are Diagnosed Using Three Testsmentioning

confidence: 99%

Strategies for distance support of advanced professional training for teachers of Russian as the second language

et al. 2021

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“…Le programme HA voit le jour en 2016 et s'inscrit dans le contexte des vagues migratoires d'alors, notamment celle de 2015, et de la prise en compte de la diversification des profils des personnes migrantes (Wihtol de Wenden, 2016 ;2017), faisant émerger des questionnements quant aux politiques éducatives à mettre en place pour répondre aux besoins spécifiques de ces publics (Adami & Leclerc, 2012 ;Beacco & al., 2017 ;Le Ferrec & Veniard, 2021). Selon une étude datant de 2016, le pourcentage de personnes réfugiées avec un niveau d'études universitaires s'établissait alors autour de 15% (Rich, 2016).…”

Section: Introductionunclassified

L’urgence comme catalyseur ? Les enjeux liés au développement du volet « langue et intégration » du programme Horizon académique

Moulin¹,

Favre²,

Racine³

2022

Didactique du FLES

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Depuis 2016, l’Université de Genève, en Suisse, dispose, avec « Horizon académique », d’un programme d’intégration académique et sociale visant à valoriser et à renforcer les compétences des réfugié-es de niveau universitaire et d’autres populations aux besoins similaires. Dans cet article, nous nous intéresserons plus particulièrement au cursus « langue et intégration », qui constitue le volet du programme dédié à l’apprentissage du français langue étrangère, enjeu majeur puisque le niveau B2 du CECRL est une exigence de l’Université de Genève pour entreprendre des études supérieures. Nous montrerons comment l’urgence, suscitée par les vagues migratoires de 2015, l’adoption des politiques publiques et, plus récemment, l’arrivée massive de réfugié-es ukrainien-nes, a fonctionné comme catalyseur pour le développement de ce cursus, qui accueille à ce jour 324 étudiant-es, réparti-es dans 18 classes. La notion d’urgence nous servira également de repère pour identifier les trois phases principales par lesquelles est passé le dispositif entre 2016 et aujourd’hui — conception, développement et stabilisation. Nous présenterons en détail chacune d’entre elles en soulignant les défis qu’elles suscitent et en explicitant les réponses didactiques apportées. Nous terminerons par exposer les défis liés à la pérennisation d’un dispositif conçu dans l’urgence et pour répondre à l’urgence et dont la grande force est de montrer que la maîtrise de la langue passe par l’intégration et non l’inverse.

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“…informal learning opportunities at times and in places that suit them, support 'just-in-time' learning, provide for learners with specific language needs (Kukulska-Hulme, 2019), and enable social interaction within a mobile community (Kukulska-Hulme et al, 2016).…”

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confidence: 99%

A Capability Approach Analysis of a Mobile Language Learning Program for Migrants

Donnellan

2024

TESL-EJ

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This paper describes a Capability Approach analysis of the capabilities, functionings, and conversion factors reported by learners on workplace-based mobile language learning courses. The study used secondary data from student satisfaction surveys from 556 learners who were all recent migrants to the US and who were using the courses to study English. Use of the Capability Approach highlights that the promises of mobile learning were not available to all learners as conversion factors (individual, social, environmental, and technological) inhibited their participation in the courses. The study shows how some learners experienced a tension between well-being and agency as they were unable to study the content they wanted in the way they wanted. It also demonstrates that factors around the business model of the company that created the courses impacted the level to which learners were able to participate in the program. Finally, the study illustrates that learners were able to extend the language they learned through the course into other areas of their lives and to help others.

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The Linguistic Integration of Adult Migrants / L’intégration linguistique des migrants adultes

Cited by 55 publications

References 5 publications

Strategies for distance support of advanced professional training for teachers of Russian as the second language

Strategies for distance support of advanced professional training for teachers of Russian as the second language

L’urgence comme catalyseur ? Les enjeux liés au développement du volet « langue et intégration » du programme Horizon académique

A Capability Approach Analysis of a Mobile Language Learning Program for Migrants

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