Since the launch of the LIAM project, a number of resources have been developed to assist policy makers and practitioners concerned with migrants’ language issues.

This section contains a list of the main background papers and case studies describing specific approaches to courses, assessment, etc.
 

The linguistic integration of adult migrants and the ‘Common European Framework of Reference for Languages’, 2012, David Little
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Learning the language of the host country for professional purposes - Outline of issues and educational approaches, 2012, Claire Extramiana
This paper focuses in particular on adult migrants’ need to be supported in acquiring the necessary language skills to enter the job market. It examines various approaches that have been taken to providing language training for this purpose.
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The ‘Common European Framework of Reference for Languages’ and the development of policies for the integration of adult migrants, 2008, David Little
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Quality assurance in the provision of language education and training for adult migrants – Guidelines and options, 2008, Richard Rossner

This paper examines the reasons for a quality approach and the main areas which need to be considered when assessing and assuring the quality of language courses.
EN   FR

Language tests for social cohesion and citizenship – an outline for policy makers. 2008, ALTE Authoring Group (Association of Language Testers in Europe)

This document was prepared by the Association of Language Testers in Europe (ALTE). It provides a useful overview of policy considerations to ensure that tests are valid, reliable and fair
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The following language versions were kindly provided by ALTE members: BG   DE   IT    NO

Language learning, teaching and assessment and the integration of adult immigrants. The importance of needs analysis, 2008, Piet van Avermaet, Sara Gysen

This paper proposes a model for analysing the individual needs of migrants and proposes a task-based approach to their language training and to assessment (also referred to under ‘provision of language courses)
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Tailoring language provision and requirements to the needs and capacities of adult migrants. 2008, Hans-Jürgen Krumm, Verena Plutzar

This paper discusses the language learning needs of adult migrants arising from their particular social needs and their background prior to migration.
EN   FR

Responding to the language needs of adult refugees in Ireland: an alternative approach to teaching and assessment, 2008, David Little

This case studies looks at an innovative solution to the provision of language support for a diverse group of migrants and refugees in Ireland.
EN   FR

The role of literacy in the acculturation process of migrants, 2008, Hervé Adami

This case study discusses the impact of low literacy and different educational backgrounds on adult migrants attending courses in France, and describes some of the difficulties students encounter and the implications of these for policy makers and providers.
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Language Learning in the Context of Migration and Integration – Challenges and Options for Adult Learners, 2008, Verena Plutzar, Monika Ritter

This case study considers the situation of illiterate migrants in Austria and the approaches used to help them to acquire basic literacy in the context of their language courses.
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Education: Tailor-made or one-size-fits-all? A project commissioned by the Nederlandse Taalunie, 2008 - ITTA/Elwine Halewijn, CTO/Annelies Houben, Heidi De Niel

This case describes a project in which techniques were successfully designed and used for drawing up individual profiles of adult migrants in the Netherlands, as well as to provide guidance and motivation in their language courses.
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Living together in diversity - Linguistic integration in Flanders, 2008, Reinhilde Pulinx
 EN   FR