The LSM Toolkit has been created to meet both the specific needs of teachers providing language support in mainstream educational programmes or formal language learning settings, as well as the needs of teachers working in the compulsory school who are teaching different subjects to classes that include migrant children and adolescents. The Toolkit is also aimed at volunteers, who are often not trained language teachers and are working in the community, in refugee reception centres or alongside teachers. The Toolkit consists of a set of 80 resources designed to guide educators (teachers, volunteers) who are providing these kinds of language support for adult migrants and migrant children in a wide range of contexts. The resources are also designed to provide guidance and resources for other stakeholders such as those responsible for designing and organising formal or non-formal language support provision, especially for newly arrived migrants and refugees and/or those in charge of defining the content of pre-service and in-service training programmes for teachers and volunteers. Many of the tools were the subject of a comprehensive piloting initiative in autumn 2023. An international panel of experts was asked to assess them and provide feedback, and approximately 100 teachers in Italy were asked to try out a selection of the tools with migrant learners in their classrooms and to gave feedback on the experience. The full report on the piloting exercise can be found here. A separate Guide is provided for those organising focused training and supervisory support for such teachers and volunteers. It outlines the potential scope of such training, offering practical examples of how selected LSM tools can be used in training and professional learning.
For educators at all levels, from kindergarten through adult students, this Educator Resource Hub from The ILC Public Education Institute offers a carefully curated collection of resources to help you support your foreign-born students and educate all students about U.S. immigration. Start by clicking on one of the topic areas below. From there, you’ll be able to browse or search by grade level and keywords. Whether you are teaching about immigration or creating a welcoming environment for your immigrant students and their families, the topics below have you covered.
Since we always say some of the best, most engaging project ideas spring from current events, here are several I just gathered from the Project Search tool on bie.org. I can’t vouch for each one, but they might trigger ideas for you. I’m sure you could find many more immigration-themed projects out there—and if you find a good one, adapt one of these, or would like to share your own, please let us know below! While all of these are based in social studies/U.S. History, many have strong ELA reading and writing components and some have art, media, and tech features. The grade level is indicated for each. The level of detail in these varies; they are drawn from various sources, including (and thanks to) EL Education, Envision Schools, High Tech High, and West Virginia Dept. of Education.
The KIDS4ALLL project has been granted as Innovation Action in the frame of the Horizon2020 Work Program SC6 entitled ‘Europe in a Changing world – inclusive, innovative and reflective societies’ and with particular reference to integration challenges of migrant children in educational contexts. It aims to strengthen and valorise transcultural, interdisciplinary skill sets in a highly diversified learner population, that increasingly corroborates the actual necessity for lifelong learning.
The 8 National Migrant Liter@cies Toolkits were drafted based on the ideas and suggestions emerged during the LTT Activities and thanks to the 44 experimental workshops made by all partners. The workshops focus on the effective and creative use of the new media and apps in literacy learning, development of innovative methodologies for the integration of media and digital literacy in the education of migrant adults; social inclusion and development of social, civic, intercultural competences; media literacy and critical thinking; and the integration into new “digital citizenships”. Each Toolkit will present the national workshops and workshops chosen from the partners, that are closer to the own national context, giving practical examples in the 7 national languages, to support educators and teachers working with migrant adults, that are interested in implementing the workshops in the own countries.
When it comes to language or knowledge of a society’s courses, such needs are rarely taken into consideration, and this group of migrants is rarely provided with enough hours of instruction to reach the language level required. That is why in 2018 the Council of Europe invited a group of experts to develop a European reference guide on literacy and second language learning for the linguistic integration of adult migrants (LASLLIAM), built on the Common European Framework of Reference for Languages (CEFR) and the Companion volume. This reference guide aims at supporting language educators, curriculum designers and language policy makers in their endeavour to design, implement, evaluate and improve curricula.
The paper analyses language and literacy programmes for young and adult refugees and migrants. It starts from the international agreed educational rights of refugees and migrants and looks at related policies, strategies, principles, frameworks and standards. A review of available information on the outcomes of refugees’ and migrants’ learning indicates significant levels of inequality in receiving countries.
The use of ICT3 to help adult migrants learn their host country’s language (or second language, L2) forms part of at least three policy areas at EU level: immigration and integration policy; information society policy, in particular inclusion measures; and education and training policies for lifelong learning. All three areas are currently addressed by flagship initiatives of the Europe 2020 Strategy, which underlines their strategic relevance. Second language acquisition by adult migrants is perceived – albeit in different and at times controversial ways – by governments, the host society and the migrants themselves as a crucial factor for socio-economic and cultural integration. Several EU Member States have introduced compulsory L2 requirements for migrants, and a major effort is underway by a large number of stakeholders to help migrants to enhance their L2 proficiency, even where no binding requirements exist.
“SIRIUS – Policy Network on Migrant Education” brings together key stakeholders in migration and education from around Europe, including policy makers, researchers, practitioners and representatives of migrant communities. SIRIUS transfers knowledge and influences policy developments to help pupils from a migrant background achieve the same educational standards as their native peers.
Teaching Immigration with the Immigrant Stories Project contains lessons for grades 8 to adult audiences that help students learn about aspects of United States immigration, past and present, through the personal experiences of immigrants and refugees. The lessons highlight digital stories from the Immigrant Stories collection: brief, original videos made by immigrants and refugees. Each unit is centred around several digital stories from the Immigrant Stories collection. They are creative and poignant reflections on personal and family immigration experiences. These videos include accounts of families separated and reunited, memories of life in refugee camps, and finding love and pursuing education thousands of miles from home. The videos are generally 3-5 minutes long, so students may watch several in class. Classroom activities also encourage students to consider immigration systems and experiences from individuals’ perspectives.
The Erasmus Lingua+ project “Innovative Language Learning within the framework of practices for socio-cultural inclusion and empathy enhancement in adult education” goes straight into the heart of the urgent matter of migrant integration in Europe. Successful integration is generally seen as the key to maximizing the opportunities of legal migration and making the most of the contributions that immigration can make to EU development. A basic knowledge of the host society language is crucial to successfully integrate migrants across Europe. The project answers a specific need: to give migrants the chance to learn the host country language through state-of-the-art methodologies and practices embedded into socio-cultural interplay, where their own language and culture are also appreciated. Language learning means not only acquiring a new vocabulary and syntax, but also adapting to a new cultural environment and acquisition of the means to express own identity and life stories. The different experiences of learners should be the starting point toward learning output and outcomes, and here comes empathy: people dialogue better when they are authentic (Rogers 1973) and recognize the other as he/she is, suspending judgement.
In this section, the Cervantes Virtual Centre presents different areas related to L2 teaching to immigrants, with the aim of offering professionals working in this field a space for reflection, training and debate. Technical documentation on immigration and its implications for language teaching can be consulted here, as well as the proceedings of the meeting “Teaching second languages to immigrants” held in 2003 in Madrid, and a selection of the most representative messages from the virtual forum launched in 2001 to debate this subject.Finally, this space, which will continue to expand its contents, offers the electronic edition of two reference texts. Spanish as a new language (2005) contains curricular guidelines from the Cervantes Institute and a programme aimed at implementing an emergency Spanish course. The volumes Didáctica del español como Segunda Lengua para Inmigrantes and Inmigración: nuevas lenguas, nuevos hablantes, nuevas perspectivas, published in 2008 and 2016 by the Universidad Internacional de Andalucía, respond to a growing demand at all educational levels by examining in depth the issues related to the didactics of E/L2.
This toolkit highlights the significance of using inclusive language to promote inclusivity and break away from perpetuating stereotypes. As our student community grows more diverse, it is vital to embrace inclusive language to create a welcoming and inclusive environment where everyone feels valued and respected. By incorporating inclusive language into our education practices and working/studying relationships, we demonstrate our commitment to equity and foster a supportive atmosphere for students and staff of all backgrounds and identities to thrive. While inclusive language has its limitations and is subjective, it plays a crucial role so here we provide helpful suggestions to guide you on the path towards positive language use.
The Toolkit draws upon the extensive research and analysis in the World Migration Report series to deliver specialized tools and resources for use by key audiences, such as educators. The World Migration Report is the flagship publication series of the International Organization for Migration, the United Nations migration agency. The report presents data and information on human migration together with analysis of complex and emerging migration issues. It has been in production for more than two decades. Because of its global focus, the Toolkit uses content from around the world to support learning on this global issue. Just like the Report itself, this Toolkit has been peer reviewed by education and migration experts to ensure it meets the highest quality standards.
This toolkit takes a proactive approach to inclusivity. By thinking ahead about potential barriers, you will be able to anticipate and plan for the challenges your learners face. This toolkit will help you create a more inclusive classroom as standard; meaning you are anticipating and planning for needs in advance, rather than having to react impossibly fast when new requirements come to your attention. A proactive approach to inclusive teaching aims to celebrate diversity in the classroom and can help all learners, including Marco, achieve their potential, despite differences
