Supporting language learning by EUN Partnership aisbl

Michael, VET, Germany

michaelerz — 2022-05-24 19:46:47 UTC

The most important factor in multilingual classes is a language awareness, which allows our students from all over the world to integrate their mother tongue in our lessons. To my opinion this is the gateway to the target language. This can happen by mediation or peers who speak the language of the country, where newly arrived students attend classes now.

Cornelia Alina Moţ, Romania

corneliamot79 — 2022-05-27 16:05:21 UTC

A very important criterion is multilingual fluency, but also the understanding of the refugee language. My opinion is that the awareness of the language of the refugee students and the common classes with the newcomers, of course with the help of the speaking teachers, is very important for the integration of the students.

Brigitta, Romania

bheidelbacher — 2022-05-28 11:03:48 UTC

Multiculturalism and multilingual skills are important factors in supporting language learning.

Isabel Quirino, Portugal

2022-05-29 18:39:43 UTC

I would like to share 2 experiences/projects from Portugal:

1º https://www.speak.social/pt/speak-pro/classic/inscricao/?MasterDelegationId=0&RegistrationTokenFromBO=

SPEAK: Say hello to a new way of learning.

Have fun learning everyday conversation skills with people from all over the world living in your city.

2º CAFÉ DAS LINGUAS - Cidade das Profissões, Cascais.

(EN) Café das Línguas are informal conversation sessions, NOT language lessons. To take part you should have some language skills to be able to take part in a conversation.

https://www.cascais.pt/cafedaslinguas

Cristina Dias - Portugal

crisprof7 — 2022-05-30 17:11:33 UTC

I haven't got any materials to work with language skills. Although, in my opinion, the language learning is fundamental to make migrants and refugees feel integrated and less suspicious about what happens around them. Techniques to learn faster depend on the age of the students, because we can also provide activities according to the things they like, or actions of the daily life. Learning on a non-formal basis can be more attractive and get better results..

Eylem/TURKEY

sustainablesifekills2024 — 2022-05-30 18:01:13 UTC

Yes, I had difficulties with the language. I did not understand much of their speech, but the guidance teachers of our school helped me because they knew the language spoken by the refugees.

Carlos Sousa, Portugal

carlosdsousa28 — 2022-05-30 18:43:44 UTC

Develop illustrated dictionaries of Portuguese and their mother tongue with children/young people.
Use the exploration of non-verbal communication (eg mime, dramatic game, theater), which constitutes an important support of oral communication.

Tiered and Bias tasks

elockhar — 2022-05-30 19:34:45 UTC

These types of tasks are useful, not only for refugee or migrant students, but also for the rest of the class. They are a good universal measure for inclusion.

CLIL techniques

elockhar — 2022-05-30 19:42:10 UTC

One of the things you learn when you get into CLIL (Content and Language Integrated Learning), especially when it's used through a Foreign Language, is that you have to readapt your teaching style to fit this new reality. It's not the same teaching science through English to learners that can barely understand the language, than to teach the same subject through English to an audience where they all master the language.
One of the resources that CLIL teachers use is the CLIL (or Cummins) Matrix. It's a tool that they use to check the cognitive and linguistic demands that each of the activities they have planned have. This allows them to see if both demands are too high and can give them clues on what activities need scaffolding one way or the other).
Once they have realized that, they can find the proper scaffold for each activity. And there are a lot of scaffolds that are used everyday in CLIL lessons. One simple one, are the substitution tables.
I would recommend teachers that are not familiar with CLIL to have a look at scaffold that are used in this methodology. I think they can be very helpful in a teaching reality with newcomers and refugees.

Györgyi, Hungary

2022-05-31 13:17:00 UTC

We go on short trips around the school, to the square, playground or park nearby. We name a lot of things they know in their mother tongues. We make posters with these newly learnt words, they draw and learn how to write the words of different objects, plants, animals, things around the school. We have an exhibition at school. They also make a picture dictionary for themselves.

Ana Correia, Guarda, Portugal

2022-06-01 13:17:45 UTC

Here are some of the dynamics I use:
0. Stimulating kids to help each other, to play together, to use strategies to communicate;
1. creating a dictionary with useful phrases
2. using google translator
3. labelling "real" places or objects
4. role-playing
5. creating real life situations (going to the library, going to the bar, playing in the playground, and so on)

Here are some digital resources to learn Portuguese:
1. Materiais Português Língua Não Materna - O Professor tira dúvidas (sapo.pt)
2. Português Língua Não Materna | Direção-Geral da Educação (mec.pt)
3. Tenho alunos de Português Língua Não Materna. E agora? - YouTube

Hacer Sezen/ Turkey

sznhacer — 2022-06-01 18:13:42 UTC

We started by introducing the school with Turkish-Arabic brochures. By doing sports competitions between classes at school, we increased their harmony by attracting their interest in different fields.

Ina, Germany

2022-06-02 07:21:29 UTC

At this point I would like to share a project that is completely dedicated to migration education in Germany. There is a lot of work material here that you can edit and tailor to your needs.The material for literacy and basic education was particularly helpful for me, since the school book publishers often only have children's primary school books for this. However, these are too silly for 16-18-year-old students, even if the students usually don't say anything...
https://www.schlau-werkstatt.de/

Danijela,Croatia

danijela_sajtar — 2022-06-02 09:17:09 UTC

We haven't got any materials to work with new students, I have to prepare by myself. In my opinion, language learning is the most important start to make migrants feel integrated into the learning process. Techniques to learn faster depending on the age of the students, because I can provide activities according to the things they like . I agree that learning on a non-formal basis can be more attractive and get better results.

ruqaya

thesmurfsteamt — 2022-06-02 17:57:41 UTC

https://www.youtube.com/watch?v=EZI-l6p_B5E
learn arabic

VOICU CORINA ROMANIA

corina_v1978 — 2022-06-02 19:44:24 UTC

I will use kids songs from you tube.

Stavriana, Athens

ssoubassi — 2022-06-02 21:02:30 UTC

"Peer-teaching our languages via culture" is an Erasmus+ KA229 project we are runnning across six European schools. The original idea was to employ Suggestopedia - an innovative methodology for accelerated experiential language learning - to create mini language courses for each of the six project languages and train the students to teach their languages to their peers from the partner schools. Upon the arrival of the refugee students at our school this year, we decided to try Suggestopedia to peer-teach them Greek and English. We enriched the original courses with translation in Farsi and some digital tools. The results were great! In only two weeks our newly arrived refugee students from Afghanistan started interacting with their peer teachers in fluent English, basic Greek and, most importantly, they became friends!

We haven't got any materials to work with new students, We have to prepare by myself.We go on short trips around the school, to the square, playground or park nearby. We name a lot of things they know in their mother tongues. We make posters with these newly learnt words, they draw and learn how to write the words of different objects, plants, animals, things around the school. We have an exhibition at school. They also make a picture dictionary for themselves.

ahmetbulut_1907_ab — 2022-06-04 08:00:34 UTC

Sema özkılıç/Turkey

2022-06-06 05:08:30 UTC

I'm a music teacher.In my opinion, one of the most memorable methods of teaching languages to immigrant students is children's songs.In this way, it makes it easier to pronounce simple words and keep their meaning in mind.

Andreea Cristina Mihai

mihaiandreea990 — 2022-06-06 07:38:33 UTC

I used kids songs and Google Translate.

Ana Patrícia Almeida - Portugal

anapalmeida1 — 2022-06-06 11:55:08 UTC

One of the strategies that I think is very effective in reducing barriers with language is tasks or activities that you can promote with peers.
It is known that children/students learn more easily and quickly, and together with their peers, they develop even faster.
Therefore, a good strategy to use is to promote activities, tasks, exercises that can enhance peer work.

Petrina/Albania

2022-06-08 12:37:57 UTC

Yes, I had difficulties with the language. I did not understand much of their speech, but the guidance teachers of our school helped me because they knew the language spoken by the refugees.

Recep Ökdem Türkiye

recepokdem15 — 2022-07-06 16:14:22 UTC

To work with new students, we take short trips around the School to the nearby park. We make posters with newly learned words, in school they learn to draw and write words of different objects, plants, animals, things.