Zeitschriftenartikel zum Thema „Adult migrant learners“

This article considers the relevance of second language acquisition research for the development of pedagogical grammar. As an example it looks at the acquisition of verbal tense and aspect by intermediate-to-advanced level learners of Maltese, and more specifically the extent to which the perfett and imperfett verb forms are used by the learners when compared with L1 users of Maltese. Sixteen adult migrant learners, and 15 L1 Maltese users, took part in the study. All but one of the 16 migrant learners knew at least two other languages. Two of the participants had Arabic as their L1, and three others had learned Arabic as an L2, while the remaining learners spoke a variety of first languages. On a picture interpretation task, L1 speakers of Arabic performed very much like Maltese L1 speakers, predominantly using the perfett, perfective aspect in the past. All the other migrant learners, including those who had learned Arabic well as an L2, used the imperfett, imperfective/unrestricted habitual aspect. This evidence has important implications for the formulation of pedagogical grammar for foreign learners of Maltese. It also sheds light on the relevance of language typology in foreign language acquisition.

Many Filipino migrant workers (overseas Filipino workers) in their status as adult learners struggle in learning the local language of their host countries to native-like proficiency level. With the aim of establishing a second language (L2) acquisition pattern that may be useful in designing responsive adult training and welfare programs, this study examines how these workers acquire their L2s and what factors influence their rate and success in L2 learning. Utilizing mixed methods research design with 15 overseas Filipino workers as samples who learned various local languages in 10 different host countries, this study reveals that immersion and actual use of the target language in authentic communicative situations can make language acquisition easier. Findings of this study also confirm that instrumental and integrative motivation coupled with strong target language (TL) community support can make L2 learning faster, while old age and non-necessity of the L2 at work can make the whole process slower. In terms of communication strategies, findings show that syntactic avoidance is the most common communication strategy used, followed by direct appeal to authority (native speakers) and use of gestures, facial expressions, and translation tools. As foreign workers, their motivational orientations in learning their L2 are for employment, cultural understanding, and cultural integration. Implications of these findings are discussed in relation to second language teaching among adult language learners and overseas workers.

The study aims to examine the academic experience of adult Korean learners in the digital space and derive the implications of Korean language education for them. In this study, it was intended to examine the motivation and academic performance of married migrant women to enter Korea National Open University. This study conducted a case study by collecting in-depth interview data of migrant women from China and Vietnam with diverse majors and learning trajectory as participants. Based on the collected data, the educational implications needed for adult learners to receive online higher education are as follows: first, close cooperation with related institutions to expand the influx of online higher education institutions; second, strengthening support for adaptation to the first semester after admission; third, promoting interaction among multicultural learners within the campus; and fourth, providing support needed for Korean language education focused on writing as basic learning capability support.

Chinese government increases emphasis on adult rural education and training in areas, but the way of education and training is traditional. The use of modern means of information technology in rural adult education and training can be an effective solution to solve drawback of the mobility of migrant rural adult work and long working hours. It can promote the exchange between teachers and students, adult rural learners each other. Its rich contents meet the needs of the rural adult learning. And multimedia learning resources will help rural adult learners to enhance the learning passion and motivation. Therefore, in the rural adult education and training the government should vigorously use modern information technology.

An interest in investigating the effect of instruction on interlanguage development prompted me to conduct a study on a small group of adult migrant learners of English. As a first step, the learners were assessed for their stage of syntactic development. This assessment showed that a structure-do-fronted questions – had not been acquired by some of the learners but was one for which they were syntactically ready. Because questioning is an important and complex speech act, the learners were then given instruction which focused their attention on do-fronting. The follow-up assessment indicated that instruction can be successful because the learners acquired do-fronting. The study supports the claim that form-focused instruction can make a difference. It also lends weight to Pienemann’s claim that the effectiveness of instruction depends on whether a structure is learnable for an individual learner. The study shows that form-focused instruction can provide an innovative linguistic focus to communicative language teaching and give important assistance with the second language acquisition of the learners.

A strength-based approach to teaching digital literacies can advance language education for adults from refugee and migrant backgrounds, preparing them for life in a new country. This article draws on a 6-month ethnographic study at an adult English language center in Australia and explores teachers’ perspectives and practices related to teaching digital literacies to understand how prepared they are to employ learners’ own resources. Using sociomaterial theory, this research found that English as an Additional Language (EAL) teachers’ narratives about learners focused on what they lacked rather than what they brought to learning. It also found that while teaching practices utilized some strength-based pedagogical principles, the teachers viewed their work as being deficient. They did not always recognize their agential power nor did they overtly understand that the technology itself afforded this power. The article concludes with implications for EAL practice and professional learning of teachers who work in the adult sector.

This article analyses the structural barriers affecting the processes of linguistic integration among adult migrants and refugees by focusing on both teachers’ and learners’ experiences in the context of an EU-funded project for good practice exchange. Reflections and assumptions of language teachers for migrants and refugees from four European countries (Spain, Germany, Italy and Poland) are set against the linguistic needs and expectations of their students through the case of a Pakistani migrant woman in Barcelona. Although language training for migrants’ labour integration and participation is widely emphasized by supranational, national and regional institutions, it is not a genuine priority in most of the countries of reception. Limited training focused on issues related to language and anti-immigration and/or nationalist discourses condition well-intended initiatives from third sector organisations. Moving away from purely pedagogical factors, this article aims to contribute to locating language learning as social integration under the lens of social justice.

Artiklen handler om prakisforskning baseret på et transnationalt EU-projekt, der sigter på at forbedre »adult migrant learners’ « kompetencer for aktiv deltagelse i samfundet. Projektets formål var forbedring af de voksnes forståelse af socialt ansvar på forskellige niveauer ved at gøre dem bevidst om deres rettigheder og pligter – både som medborgere, som forældre og som enkeltpersoner. Projektets grundlæggende begrundelse er et empowerment perspektiv, set som processer hvorigennem underprivilegerede individer og socialgrupper forbedrer deres evne til at skabe, overskue, kontrollere og håndtere materielle, sociale, kulturelle og symbolske ressourcer. Uformelle læringstilgange såsom dialogiske psykosociale workshops, »creative writing workshops« og filmproduktion, blev benyttet i forskellige geografiske kontekster: en NGO i København, Danmark, en NGO i London, United Kingdom og en Folkehøjskole i Mikkeli, Finland i perioden fra 2003 til 2006. Projektet indeholdt bl.a. etablering af kontakt på tværs af etniske, uddannelsesmæssige og nationale grænser, inddragelse af »adult migrant learners’« stemmer og løbende evaluering. Artiklen diskuterer ligeledes begrænsningerne af de tidsafgrænsede projekter. På trods af forskellige dominerende fokus i de tre lande (forældre- empowerment i Danmark, forbedrede jobmuligheder og entreprenørskab i UK og forbedret social tilpasning i Finland) var det fælles aspekt i projektet, at de voksne kursister kunne reflektere over deres forståelse af deres medborgerskab i en kontekst af multikulturalisme og postmodernisme. Derudover var der fælles temaer, hvor lige muligheder, social inklusion og racisme inden for hvert land blev belyst med inddragelse af implikationerne for de voksne. Desuden belyser artiklen, hvordan videnformidling gennem transnationale konferencer førte til øget empowerment og forbedret socialt ansvar ikke kun blandt kursisterne, men også blandt de professionelle.

“Ponti di Parole” è un sistema integrato (manuali cartacei e sito di supporto) per l’apprendimento dell’Italiano destinato a migranti adulti del tutto o parzialmente analfabeti. Scopo di questo articolo è di spiegare la sua efficacia rispetto a questo particolare target. Alla base c’è un’idea di alfabetizzazione intesa non come semplice padronanza della lettoscrittura ma come competenza d’uso della lingua per la cittadinanza. L’articolo ripercorre la storia di “Ponti di Parole” e ne argomenta le scelte linguistiche e didattiche, in particolare fa riferimento all’importanza attribuita alla testualità sotto il profilo dei contenuti, e all’autonomia dei destinatari, in quanto adulti, sotto il profilo del metodo. Si descrivono inoltre alcuni recenti progetti in cui dai materiali di “Ponti di Parole” sono state ricavate applicazioni multimediali e si esplorano alcune possibili direttrici di sviluppo del sistema. A language learning tool “Ponti di parole” “Ponti di Parole” is an Italian language learning tool integrating paper manuals and supporting website, designed for adult migrant learners that are either illiterate or partially illiterate. The aim of this article is to explain its effectiveness for this particular target. “Ponti di Parole” is based on an idea of literacy that it is not limited to the command of reading and writing skills, but implies the ability of using the language for citizenship. The article retraces the story of “Ponti di Parole” and argues the linguistic and didactic choices behind it. The article focuses on the relevance “Ponti di parole” gives to textuality in its contents and to the autonomy of the learners, as adults, in its method. Recent projects are also described where materials from “Ponti di Parole” have been used for multimedia applications, and possible developments of this leaning system are explored.

Abstract The aim of this study was to investigate language learning motivation within an educational approach. Within this framework, the present study investigated learners’ actual classroom motivation as opposed to GARDNER’s (1985) self-report motivation. Two AMES (Adult Migrant English Service) classes were observed for 11 weeks each, totalling 72 hours altogether. The observations were carried out through an observation scale designed to rate learners’ motivation. A questionnaire which was based on GARDNER’s (1985) ‘Attitude and Motivation Index’ was also administered to test Gardner’s socio-psychological approach to second language (SL) motivation. The study confirmed the hypotheses, which had predicted that there was no relationship between a) attitudes towards the target language commulllty and actual classroom motivation; and b) self-report motivation and observed classroom motivation.

Abstract This paper explores the language views and practices of postgraduate student-teachers attending a distance-learning Master’s Programme of a Greek University, entitled “Language Education for Refugees and Migrants” (LRM). Teachers and professionals working with language learners in linguistically diverse contexts make up an interesting research sample in order to explore their perceptions and practices concerning bi/multilingualism and language learning. The study was conducted through an open-ended questionnaire, delivered and completed electronically by the student-teachers of two modules of the Programme (LRM 53: Language teaching for adult refugees and migrants and LRM54: Language teaching for children with refugee and migrant background) and included open-ended questions regarding their profile, their perceptions towards bi/multilingualism and translanguaging, language use in the school context, the first language and its relation to second language learning. Taking into account the students’ sample profile, the data can provide insights into the ways student-teachers view and deal with language diversity in their classrooms. Issues of attitudes and practices towards multilingualism and language teaching are discussed in relation to students-teachers’ professional development/education. Also, through comparisons between the two groups of students of the modules, the results are expected to explore some common ground assumptions on the differences between language teaching for children and adults (in the refugee context) but also potential nuances and elements of distinctiveness in the two areas.

For migrants and refugees, language is essential for dealing with officials, engaging with employment, receiving healthcare and feeling comfortable in a new environment. Despite this, there is no uniform approach to English language support for incoming migrants or refugees to the East Midlands. This paper discusses the situation regarding language provision for these communities and identifies the gaps in current language provision which derive from reductions in government funding over recent years. It looks at a mixed methods doctoral study that sought to identify the language needs of the Polish community in the region and describes a University of Nottingham initiative to address the gap in English for Speakers of Other Languages (ESOL) provision for adult learners, both migrants and refugees, in the Nottingham area.

Language barrier among older migrants affects various areas of their life such as physical and mental well-being and participation in the community. However, little is known about their actual language attainment. This study investigates the development of tense and aspect (TA) in English through focused instructions among older Chinese migrants in Australia. TA is expressed through morphological and syntactic means in English, while in Chinese, tense is expressed lexically, and aspect via contextual cues and aspect markers. These typological contrasts create learning difficulties among Chinese learners in acquiring English TA. The Aspect Hypothesis (Andersen & Shirai, 1994) claims that the acquisition of aspect is related to verb semantics and, for instance, acquisition of progressive starts with action verbs then extends to Accomplishment and Achievement (Sugya & Shirai, 2007). From a morphosyntactic viewpoint Processability Theory (PT, Pinemann 1998) hypothesises a universal sequence of second language development where V-ing and V-ed are acquired at the category-procedure stage, followed by verb phrase agreement between auxiliary and lexical verb and finally subject-verb agreement on the verb at sentence procedure stage. We broach whether the older migrant learners would be able to learn TA in English. Seven Chinese migrants aged 60-69 who arrived in Australia at the age of between 35 and 60 participated in this study. They received four-week focused instruction on TA following the stages described in PT, and their speech production data were collected before and after the instruction. Analyses indicated that the participants improved their markings of TA after the instruction, and their PT developmental stage was a crucial factor in acquiring TA. The study emphasises the importance of continuous language training for older migrants to encourage their language development, especially for those learning a typologically different language from their first language. Thus, this paper addresses a research gap in older migrants’ second language learning and highlights the importance of research with adult migrants to gain insight into their bilingualism.

This article draws on ethnographic data from a longitudinal study of newly-arrived immigrants of non English-speaking background in the Australian Adult Migrant English Program to investigate their opportunities for using English and the language learning strategies (LLS) they used to make the most of these opportunities. Analysis of their reports of spoken interactions in and beyond the classroom suggests that many participants had little awareness of the strategies they could use to increase their opportunities to interact with other English speakers. Most participants did not use any LLS and those they did use were largely social in nature and motivation. With a particular focus on social strategies, we consider participants’ use of LLS to improve their English. We identify some constraints on their use of social strategies and some ways in which contextual and individual factors interacted for learners at different levels of proficiency. We conclude with some practical implications for LLS instruction in English language programs for new arrivals. The findings suggest that explicit instruction particularly in social talk and interaction could help learners increase their contact with Englishspeakers. Families and communities could also benefit from information to promote understanding of the communication challenges facing newly arrived immigrants of non English-speaking background.

For researchers, the typical way of determining whether a pedagogical innovation works is by conducting an experiment. In migrant settings, however, experiments are more challenging to carry out due to the diversity of the learner population. Unfortunately, how to deal with these challenges is not addressed in a practical way in research methods textbooks, which typically provide a normative view of the research process. This paper aims to draw attention to the realities of classroom research carried out in the Language Instruction for Newcomers to Canada (LINC) setting. These classes consist of adult immigrants and refugees from a wide range of cultural, linguistic and educational backgrounds. We illustrate how this diversity along with other characteristics of LINC programs impact the decision-making of the researcher with respect to a pedagogical experiment focused on pragmatics. The study compared a formula-enhanced approach to teaching speech acts to the more mainstream approach aimed at raising learners’ meta-pragmatic awareness about speech act behaviour. The pre-post-delayed-post-test gains appear to favour the Formula group, but the interpretability of these results is compromised by the fact that the composition of the two classes was very different. Discussion of the limitations of this case study feeds into a broader consideration of the implications for classroom research of linguistic and cultural diversity typical of L2 educational contexts like LINC.

Abstract This paper presents the findings from a study that examines the motivations of adult Australians of non-Italian origin to learn Italian in continuing education contexts in Sydney. The study embraces a view of motivation as a multifaceted phenomenon that is produced in a social environment through the interaction between the second language learners and the context in which they operate. The findings reveal that in the Australian multicultural context, the motivation to learn Italian is influenced by a process of negotiation of identity, triggered by both the presence of a well-established Italian migrant community, and the exposure to Italian cultural elements. Thus, the ‘investment’ of students in learning Italian may be generated by the desire to acquire some forms of symbolic capital rather than material resources, as in the case of other more ‘global’ languages (e.g., English). The willingness to invest in the acquisition of elements of symbolic capital indicates learners’ desire to achieve goals related to self-growth and identity development, which in turn generates greater gains in wellbeing. Interviews with the participants also reveal that intrinsic factors, such as affiliation (with the target language speaking community, as well as with the community of learners in Sydney), and self-realization (correspondence with the ideal self-image of a competent language speaker), are key motivators for this group of students. The desire to belong to a community, of either speakers of Italian or like-minded people involved in the same learning trajectory, highlights the importance of cultivating meaningful relationships to increase individuals’ wellbeing and to nurture a sense of attachment and affiliation.

This article argues that improvised role-play can raise learners’ levels of self-efficacy, which in turn increases their likelihood of using language learned beyond the workshop space. It argues that the physicality of the facilitator plays a key role in developing the self-efficacy of learners, using evidence drawn from the study of two Creative English groups with differing outcomes in terms of the use of English beyond the sessions.Creative English is a national, community-based applied theatre programme in the UK, which teaches adult migrants the English they need for everyday situations such as talking to doctors and landlords through drama. It works with those with low levels of English, including those who may have no prior experience of formal education.The article identifies kinaesthetic approaches to facilitating a learner in role, which help to lower the affective filter, and support learner progression in a mixed ability group. It examines the role the body plays in accelerating the creation of a supportive group dynamic, and where it can support and interfere with the likelihood of applying the language and confidence developed in real life.

This article presents the English for Speakers of Other Languages (ESOL) Know Your Rights Tool Kit, a popular education resource developed collaboratively by action researchers, ESOL instructors, and undocumented migrant adults. The tool kit draws on migrant learners’ commitments to learning English while facilitating their developing knowledge of human and legal rights literacy information. The article situates resources engaged in ESOL classrooms within a psychopolitical educational framework (Prilleltensky, 2008) and discusses the tool kit’s contributions towards bolstering these resources. It concludes with next steps for the tool kit, focusing upon its potential to foster action and advocacy within migrant communities.

This article argues that play and creativity are cornerstones of a person-centred approach to adult second language education. However, when learners are refugees, asylum seekers or migrants already living in the country where the language is spoken, it is important that language learning also addresses their functional needs. Creative English is an applied theatre programme for adults in the UK that balances these functional and creative needs while developing confidence in English language communication skills. Drawing on participant-led, practice-based research which resulted in the development of Creative English, this article purports the benefits of an approach that combines playful emotional engagement with pragmatic subject matter. Creative English is based on improvisation. It reduces inhibitions and creates a state highly conducive to learning and taking the risk to communicate in a second language. It also offers the opportunity to rehearse language in everyday life situations. When learners’ perceived needs are met, Maslow’s hierarchy of needs can then be inverted, as creativity allows opportunity to address needs in terms of self-esteem and belonging.

Teaching Adult Immigrants with Limited Formal Education: Theory, Research, and Practice is a compendium of the six modules that were the result of the third phase of the EU-Speak Project, European Speakers of Other Languages: Teaching Adult Migrants and Training Their Teachers, an ambitious collaborative research project carried out by several European and American universities with the purpose of orienting second language educators whose target pupils are immigrant second language learners with limited education and literacy. Each chapter covers different linguistic, psycholinguistic, sociolinguistic, and pedagogical issues in order to offer a complete guide to those interested in teaching a second language to this particular group of learners. As a result, the book presents itself as a link between researchers, teachers, policy-makers, and administrators with the common aim of integrating these learners as active members of their new countries through the acquisition of their new languages.

Teaching Adult Immigrants with Limited Formal Education: Theory, Research, and Practice is a compendium of the six modules that were the result of the third phase of the EU-Speak Project, European Speakers of Other Languages: Teaching Adult Migrants and Training Their Teachers, an ambitious collaborative research project carried out by several European and American universities with the purpose of orienting second language educators whose target pupils are immigrant second language learners with limited education and literacy. Each chapter covers different linguistic, psycholinguistic, sociolinguistic, and pedagogical issues in order to offer a complete guide to those interested in teaching a second language to this particular group of learners. As a result, the book presents itself as a link between researchers, teachers, policy-makers, and administrators with the common aim of integrating these learners as active members of their new countries through the acquisition of their new languages.

Purpose The purpose of this paper is to identify the factors which enhance transformational learning in adult learning spaces for people experiencing cultural marginalisation. Design/methodology/approach This paper reports on a study which compared the transformational experiences of long-term unemployed migrants within two very different programs in Melbourne, Australia. One was an adult refugee mentoring programme run by a non-government organisation, the other was set in the social space of the contemporary adult learning classroom. A theoretical framework constructed around understandings of social and dialogical learning informed the method of data collection, based on one-to-one interviews, observation and personal reflection. Findings Findings revealed similarities across the two case study sites in terms of the cultural, social as well as functional challenges facing learners and the desire of teachers and mentors to act on these challenges. A recourse to human values of caring and sensitivity supported meaningful learning spaces. Transformation was limited, however, within an institutional agenda which highlighted individual values of competency above the aspirations of learners and their sense of identity. Research limitations/implications This research focuses on only two of the many approaches to adult learning. Nevertheless, as the author contends, they collectively reveal the limitations of focusing on employability skills and a competency-based curriculum in the lives of marginalised learners. Originality/value The paper draws attention to the concept of transformation and how it may be supported even in the adult education classroom framed by the neo-liberal agenda of economic rationalism.

In predisposed individuals, migraine evolves into a stage of daily or nearly daily headaches, known as chronic migraine. Although relatively prevalent and debilitating at all ages, chronic migraine is particularly aggressive in the pediatric population. Several risk factors for chronic migraine have been identified, largely due to two very large longitudinal studies, the American Migraine Prevalence and Prevention Study (AMPP) and the Attention Brazil Project (ABP). This review summarizes lessons learned from these studies that included children from 5 to 19 years of age. We start by contextualizing chronic migraine and by offering a systematic approach to diagnosis. We then discuss pre-natal and post-natal risk factors for migraine transformation, and close by reviewing treatment strategies, ultimately attempting to offer a meaningful overview of chronic migraine in pre-adults based on our experience conducting these studies.

Literacy is an essential tool for functioning in a modern society and, as such, it is often taken for granted when developing second language learning curricula for people who need to learn another language. However, almost 750 million people around the world cannot read and write, because of limited or absent formal education. Among them, migrants face the additional challenge of having to learn a second language as they settle in a new country. Second language research has only recently started focusing on this population, whose needs have long been neglected. This contribution presents a systematic review of the classroom-based research conducted with such learners and aims at identifying the teaching practices that have proven to be successful and the principles that should inform curriculum design when working with this population. A first observation emerging from the review concerns the scarcity of experimentally validated studies within this domain. Nonetheless, based on the results of the available literature, this work highlights the importance of contextualized phonics teaching and of oral skills development, which turn out to be most effective when emphasis is put on learners’ cultural identities and native languages.

This study aims to qualitatively explore the efforts of adult North Korean defectors to maintain their studies at atypical higher education institutions. Results showed, first, they face barriers that reflect both the characteristics of general adult learners and the characteristics of migrants at university. Second, they experience barriers similar to those of North Korean defectors who entered school age at university. Third, they perceive themselves as subjects of learning and use various strategies to resolve the barriers they experience in atypical higher education institutions on their own. Finally, although they have increased access to higher education by using the atypical higher education institution system, the transition to the world of work has not been smooth.

Abstract This article describes the methodology underlying the National Curriculum Project. This project, established in response to recommendations of the Committee of Review of the Adult Migrant Education Program (AMEP), is expected to generate curriculum guidelines and teacher support resources for AMEP teachers in Australia by mid-1988. The participation of all levels of the AMEP workforce – professional, administrative and support – is advocated for a project involving research and resources provision for teachers who are responsible for all aspects of the learner-centred, needs-based curriculum process of the AMEP.

Abstract Research on older migrants often starts with a set of assumptions- including the importance of language as a barrier to care. A comparative approach allows us to examine these assumptions as they impact access to services for older migrants. Our study compared two groups of older migrants – Mandarin speaking Chinese and Spanish speakers from Puerto Rico. Through a series of focus groups we learned that although language can be a barrier to service access, the more important element in reducing disparities for older migrants is the level of trust between older adult and provider. For the older Chinese participants, the presence of a native speaker whom they trust is contrasted with a lack of trusted native Spanish speakers available to Puerto Rican elders, who must often rely on translators from various providers. We will use this example to help explain the differences in service use by these two communities. Part of a symposium sponsored by the International Aging and Migration Interest Group.

Gamification is a method widely used in recent years in the educational field to facilitate the teaching and learning process using different game elements and mechanics. The objective of this study was to analyze the use of non-digital game-based (NDGB) didactic resources as a strategy to facilitate the learning of Haitian Creole and its culture by native Chilean adult professionals. The study followed a qualitative approach, the design of which was a case study corresponding to the implementation of a Haitian Creole language learning program. Sixty Chilean adult professionals participated, of which thirty-one belonged to the police department and twenty-nine to the local health department. These professionals have to help Haitian migrants who arrive in the country without the capacity to communicate in the target language, Spanish. The instruments used in this case study were participant classroom observation and a semi structured interview, both implemented by the researchers. The results show that NDGB didactic resources facilitate language learning, favor situated work, and motivate learners to learn. In addition, it enables the co-construction of knowledge, based on collaborative work where all learners play a participatory role in the game. Participants showed greater commitment to language learning, those they have to attend to, and the needs of those they have to serve in their professional life.

Reports on refugee and migrant women in Australia show these women have low literacy in their first language, limited English language abilities, and minimal formal schooling. With major funding cuts to the adult migrant education sector and persistent public ‘deficit views’ of immigrant and refugee’s levels of literacy, approaches to teaching and learning in this sector require flexible views of language that embrace plurilingualism as a valuable resource within and outside of the socially-orientated ESL classroom. In this article, we present and discuss our findings from a study in which we co-taught English to immigrant and refugee women in a housing estate in Melbourne, Australia, and investigated the effects of a plurilingual view on the women’s English language learning experience and communication skills. Drawing on recorded classroom dialogues, observation notes, and worksheets produced by the women, we demonstrate the extraordinary plurilingual resourcefulness immigrant and refugee women bring to the challenge of learning to communicate in English. Our aim is not to promote a particular teaching approach, but to suggest the value of ongoing critical reflection on the underpinning ideas of plurilingualism for immigrant and refugee learner groups such as those we experienced in our own classroom interactions.

Media consumption is commonly seen as a major way of appropriating languages and cultures. Availability and accessibility of material are essential conditions for developing plurilingual cultural practices. Transnational circulation of cultural goods has reached a particular intensity in today’s world but is still marked by deep language inequalities. Combining sociolinguistic, language education, cultural sociology, and multiliteracy approaches, this study examines how plurilingual readers access books in their different languages. This qualitative analysis is based on 24 in-depth interviews with both migrant and non-migrant adults living in Western Europe. The findings indicate that printed and digital books in dominant languages circulate more easily, and through more visible and formal channels than books in dominated languages. In addition, the local and online book supply in dominant languages is generally cheaper and more varied, thus being more attractive. However, a wider range of means of access to books, and the active participation of the readers themselves in the circulation of cultural goods enable book-reading practices in less disseminated languages. Pedagogical recommendations for language teachers to encourage autonomous cultural practices among learners according to global evolutions and local specificities are provided.

Abstract In this paper, we present a study of adult asylum seekers learning Italian as a Second Language through Process Drama. Adopting an ecology of language approach, we first set the scene by examining some of the most salient issues regarding the language learning needs of asylum seekers and refugees, including the challenge of fostering both language proficiency and a sense of autonomy and agency. We then introduce the topic of performative, or drama-based pedagogy, focussing on how this has been adopted for second-language learning, presenting the main features of Process Drama. We go on to evaluate a number of drama-based projects aimed specifically at adult asylum seekers and refugees before presenting the specific context of this study. The Process Drama sessions, organised in the 2016/2107 year, were part of a project called “Cultura e Accoglienza”, which allowed for the enrolment of 30 asylum seekers as “guest students” at the University of Padova in Northern Italy. In particular, we look at one of the Process Drama sessions, in which the participants became members of an association of community workers welcoming migrants, and the teacher took on the role of the asylum seeker. Through the dramatic frame, we, as facilitators, drew on the learners’ expertise in settling into the Italian culture, and in welcoming new arrivals. Our aim was that of using ‘time’, ‘place’ and ‘role reversal’ as distancing devices to challenge the notion of ‘otherness’. The analysis from videos, focus groups and teacher journals suggests that the drama gave participants the chance to shift perspective, and that this impacted on their sense of agency as second language learners.

AbstractSLA research on age in naturalistic contexts has examined learners’ ultimate attainment, while instructed research has emphasized the rate of learning (Birdsong 2014. Dominance and age in bilingualism. Applied Linguistics 35(4). 374–392; Muñoz 2008. Symmetries and asymmetries of age effects in naturalistic and instructed L2 learning. Applied Linguistics 29(4). 578–596). However, both streams of research, which view age as a biological construct, have overlooked this construct through an ideological lens. To address this gap, and in keeping with Blommaert’s (2005. Discourse. Cambridge: Cambridge University Press) call to examine language ideologies and related ideologies in an era of superdiversity, our paper explores the ideology undergirding age-based research and examines it in conjunction with the practice-based approach to better understand the use of Burmese as a heritage language, a language characterized by a hierarchical and an age-determined honorific system. Drawing on data from a larger ethnographic study involving Burmese migrants in the US, analyses of the bilingual practice of address forms of generation 1.5 Burmese youth demonstrated that age was relationally constructed. While these youth strategically adopted ‘traditional’ linguistic practices ratified by Burmese adults when interacting with their parents, such practices were invoked and subverted in interactions involving their siblings and other Burmese adults less familiar to them. In focusing on the social and linguistic struggles encountered by these transnational multilingual youth, this paper also addresses the complexities surrounding heritage language learning.

Many young, university-educated adults these days go to work on organic farms as volunteers and interns, despite that this work is extremely demanding, painful, and has been historically demeaning. Through interviews and discussions with students, I have learned that many who participate in these ventures do so to travel, gain experience, and support organic farms yet rarely consider the impact of their voluntary labor on waged labor. I suggest that their interest in DIY experimentation more generally reflects different relationships to work than their middle-class parents enjoyed, as middle-class jobs become less desirable and attainable. I then juxtapose their chosen precarity with the situation of migrant farmworkers who are valued for their labor but do not receive biopolitical recognition. I conclude this research-inspired thought piece by positing that young adults who volunteer on farms and engage in other acts of self-provisioning may indeed be engaged in a politics of work reconfiguration but not one of solidarity.

To investigate autonomic regulation in juvenile migraine we studied 70 children and adolescents with migraine during the headache-free period and 81 healthy controls by cardiorespiratory function tests. Heart rate variability was analysed with time and frequency domain indices during spontaneous breathing at rest and during metronomic breathing. Changes of heart rate and blood pressure were studied during tilt-table test, active standing, Valsalva manoeuvre and sustained handgrip. We found significant differences in metronomic breathing, tilt-table test and Valsalva manoeuvre. We interpret our findings and results reported in the literature as pointing to a restricted ability of the system to rest, which supports therapies intending to further this ability. In autonomic tests, hyperreactivity in juvenile migraineurs changes to hyporeactivity and passive coping in adults. This might be explained by disturbances of raphe nuclei and the periaqueductal grey. It corresponds to psychological findings in juvenile migraineurs reporting hypersensitivity and repressed aggression and claiming learned helplessness.

AbstractThe term ‘field propagation and release’ refers to the breeding of captive adults in large field enclosures, allowing them to raise their young, and then releasing those young from that location. This technique is currently being implemented in Canada as one of several recovery tools for the endangered eastern loggerhead shrike Lanius ludovicianus migrans. During 2001–2007 a total of 360 shrike fledglings were produced in field propagation enclosures and 301 were released from these enclosures. Annual return rates of birds released since 2004 are 2–6.6%. Seventeen released birds have been re-sighted, including 10 birds that have returned to the breeding grounds the following season to produce young with wild mates. The high annual return rate of release birds and the successful integration of these birds into the wild breeding population represent important milestones for the recovery of this population. The management technique we describe here has the potential to be applicable to other species that require natural habitat for breeding and/or are reliant on a suite of parent-learned behaviours that cannot be accommodated for or adequately replicated within intensive close captive-breeding or hand-rearing conditions.

Abstract Long-term care is transitioning from a medical-somatic model of care to a psychosocial model of care. This transition requires new ways of working, and thus different competences of health and social care professionals. Innovative learning environments of multiple stakeholders in long-term care are increasingly being created in the Netherlands to foster co-creation between science, practice (including persons with dementia) and education of current and future health and social care professionals. In this symposium, we will share experiences from the Netherlands. The first presentation describes the challenges current and future health and social care professionals are facing with regard to innovation in dementia care. We will further explain how these experiences were used to set up a learning community ‘living well with dementia’. The second presentation is dedicated to a participatory action research to develop new collaboration practices to address the often under-addressed theme of meaning in life among community dwelling older adults. The third presentation will focus on a co-creation project dedicated to a care innovation for migrants with dementia, being a guideline for managing challenging behaviour at home. In the plenary discussion after the three presentations, participants are invited to share experiences from their own countries and discuss the lessons learned.

The pandemic of COVID-19 has afflicted every individual and has initiated a cascade of directly or indirectly involved events in precipitating mental health issues. The human species is a wanderer and hunter-gatherer by nature, and physical social distancing and nationwide lockdown have confined an individual to physical isolation. The present review article was conceived to address psychosocial and other issues and their aetiology related to the current pandemic of COVID-19. The elderly age group has most suffered the wrath of SARS-CoV-2, and social isolation as a preventive measure may further induce mental health issues. Animal model studies have demonstrated an inappropriate interacting endogenous neurotransmitter milieu of dopamine, serotonin, glutamate, and opioids, induced by social isolation that could probably lead to observable phenomena of deviant psychosocial behavior. Conflicting and manipulated information related to COVID-19 on social media has also been recognized as a global threat. Psychological stress during the current pandemic in frontline health care workers, migrant workers, children, and adolescents is also a serious concern. Mental health issues in the current situation could also be induced by being quarantined, uncertainty in business, jobs, economy, hampered academic activities, increased screen time on social media, and domestic violence incidences. The gravity of mental health issues associated with the pandemic of COVID-19 should be identified at the earliest. Mental health organization dedicated to current and future pandemics should be established along with Government policies addressing psychological issues to prevent and treat mental health issues need to be developed. References World Health Organization (WHO) Coronavirus Disease (COVID-19) Dashboard. 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This article reflects on how to activate and capitalise on adult migrant learners’ plurilingual repertoires through intercomprehension in the Italian L2 classroom. Firstly, two survey results with adult migrant learners and teachers of Italian as L2 are discussed so as to show how plurilingual practices are perceived and activated by both parties. Secondly the article discusses how studies on the intercomprehension between related languages and on the role of English as a bridge language towards Romance languages can be usefully applied in the given learning context in order to enhance the metalinguistic awareness of learners and develop teachers’ ability to capitalize their language repertoires in the teaching of the target language.

Abstract Instructional strategies for promoting the potential of learners are critical for effective language education. Especially in the case of migrant students with limited or interrupted formal education (SLIFE), teachers need to leverage existing assets to build learners’ literacy skills and to foster successful second language learning. In this paper, we argue that pedagogical translanguaging can be beneficial for reaching this goal. We present the results of a qualitative study of teachers of German as a Second Language courses for adult migrants in Germany (n=11). We examine how while some spontaneous translanguaging takes place, pedagogical translanguaging is not embedded in the classroom, thereby leaving the multilingual assets of SLIFE mostly overlooked and underutilized.

The VIDAS data set (Verbal Interaction Dataset of Acquired Spanish) presents data from 200 participants from different countries and language backgrounds (50 Philippines with L1 Tagalog; 50 Ukrainians with L1 Ukrainian; 50 Moroccans with L1Arabic; 50 Romanians with L1 Romanian). They completed an oral expression and interaction test in the context of a Spanish certification exam for adult migrants. The aim of the VIDAS data set is to provide researchers in psycholinguistics and second language acquisition with a Spanish spoken corpus of traditionally marginalized and underrepresented learners, providing a compelling data set of oral interactions by migrants and refugees. The corpus contains more than 29 h of recordings of the oral interactions of the participants with trained interviewers, as well as background information about the participants (age, gender, maximum education level, years of residence, and language background). It furthermore contains the scores obtained by the participants in the oral expression and interaction exam. The VIDAS corpus allows for the development of studies on L2 spoken language comprehension and processing, as well as for comparative analyses of language acquisition between different L1 groups at different linguistic levels.

Scholars have demonstrated that Freire’s critical pedagogy is an influential and powerful educational philosophy for those working with migrant workers, refugees, and marginalized high school students. The purpose of this article is to show how adult ESL learners who are immigrants to Canada, in addition to these other groups, have benefited from a critical pedagogy approach to learning through participation in a weekly choir, Global Voices, despite the fact that they are not traditionally considered disempowered. The participants’ insights can hopefully inform choir directors, classroom instructors, educational policies, and curricular choices.

Abstract Background and Objectives Migrants are thought to be one of several under-immunised groups in Europe, and involved in outbreaks of vaccine preventable diseases - including the recent large pan-European outbreak of measles. They may be under-immunised because of poor functioning of the health systems in countries they come from, because of barriers to catch-up vaccination and health services on arrival to Europe, and vaccine hesitancy may play a role. Amid substantial migration to Europe in recent years, ECDC public health guidelines for newly arrived migrants to EU/EEA countries have defined new recommendations, including focusing on catch-up vaccination in adult migrants. Yet there is an urgent need to better define what strategies work to improve vaccine coverage and to better understand the views of migrant communities, which will be the focus of this workshop. In this workshop we will explore various facets of migration and vaccination in the European context, and seek audience participation in better defining innovative implementation models and models of best practice to improve vaccine coverage in migrant populations residing in the region. Workshop plan The workshop will start with 15-minute presentations by each of the 4 speakers (to include a short Q&A after each talk). This will then move into a 30-minute audience discussion centred around seeking specific feedback on examples of innovation, good practice, and lessons learned across EU/EEA countries in engaging migrants and improving vaccine coverage in this group. Speakers and topics Sally Hargreaves (St George's, University of London): Are migrants to Europe an under-immunised group and involved in outbreaks? implications for health systems, policy, and practice. Elizabeth de Vito (Università degli Studi Di Cassino e del Lazio Meridionale, Italy) Barriers and facilitators to catch-up vaccination in migrant populations: defining effective and cost-effective implementation strategies. Ines Campos-Matos (Public Health England, UK) Vaccination on the move for asylum seekers and refugees: evidence, policies and practicalities. Christina Louka (University of Groningen, The Netherlands) Perspectives of asylum seekers, refugees, and other migrant groups on approaches to catch-up vaccination on arrival to Europe. Key messages Migrants are likely to be an under-immunised group in Europe, with new ECDC guidelines outlining key recommendations for catch-up vaccination on arrival. There is a need to better define more effective strategies to improve vaccine coverage in migrant populations in Europe.

This is an exploratory study on returning migrants as adult learners preparing to return to their home countries. We examined the educational needs and learning experiences of nine Mongolian migrants returning from South Korea who participated in vocational education programs for imminent returnees. Our qualitative analysis found that returning migrants have (a) the need to bring viable skills back to their home countries, (b) the need to learn how to start a business, and (c) the need to prove their experience and skills acquired in South Korea. Participants’ vocational education experiences revealed that current educational practices (a) provide knowledge that is too basic and abstract to meet migrants’ needs, and (b) lack variety to meet individuals’ needs to develop their skills; however, (c) they did enable migrants to share information and ideas about their upcoming return to Mongolia. Based on the findings, we identified key issues that must be considered to support migrants’ sustainable return to their home countries. The study’s limitations and suggestions for future research are provided to support various types of return migrants and their needs.

Abstract Problem Migration is a global phenomenon, and migrants face myriad challenges, e.g., building context-specific health literacy (HL). To sustainably promote HL, translations, interpreters, or programs in other languages are insufficient. Courses that promote HL holistically are needed, e.g., second language courses. In the SCURA research project, part of the HLCA Consortium, we ethnographically studied language courses and developed interventions. The insights gained are relevant not only for courses promoting HL of migrants or in Germany but also for other target groups and countries. Description Based on extensive ethnographic research, we participatory created interventions to promote HL. As language courses promote HL to varying degrees but are severely limited by the rigid conditions and support, we identified strategies to improve HL therein and ensure uptake and sustainability: add-in, pimp-up, dive deeper. The multimodal intervention consists of an extensive collection of teaching ideas, materials to prepare and reflect on sessions, and a 6-part teacher training (in-house, online, and self-study course, based on adult learning principles). The 90-minutes sessions address Health in Language Courses, Health and Me, Using materials, Critically Analyzing Materials and Developing Empowering Activities, Promoting Family HL, and Mental HL. A hands-on tool was developed to help teachers intentionally promote the seven components of HL. Results The preliminary results of the ongoing evaluation showed that the flexibly adaptable and applicable offerings, the online workshop, and self-study courses, were well received. The teachers liked the choice of topics and the combination of short inputs and many recommendations for practice. Lessons The project’s success relies on knowing the context and setting, considering the needs of all stakeholders, and developing offerings that are a relief but not an additional burden, and that can be easily integrated into the program. Key messages • A thorough ethnographic understanding of the course is key to developing interventions that will be perceived to be appropriate and relevant. • HL promotion should integrate teachers’ HL, informal occasions on health information exchange, diverse and multilingual ways to engage with health information and a systematic, deliberate development.

Abstract International mobility has caused a need for language education where adults can learn the language(s) used in their new country. In Sweden, the language programme SFI (Swedish for immigrants) provides basic second language education for adult immigrants. For those learners who are not yet functionally literate, basic literacy education is included. This article aims to explore the concept translanguaging pedagogy in relation to the articulated and embodied language norms of one SFI teacher. The empirical data, produced by ethnographic methodology, consists of classroom observations and semi-structural interviews. The method of analysis comprises a set of sociolinguistic questions, three categories of language norms (double monolingualism, integrated bilingualism and polylingualism) and discourse analysis, centering on deictics, indexical signs and reported speech. Findings show that although the teacher does engage in translanguaging practices, her teaching practices cannot be referred to as translanguaging pedagogy because she has made no deliberate decision to include the students’ full linguistic repertoires and there are contradictions both within and between her articulated and embodied language norms. It is concluded that it is crucial for educational development in contexts characterised by mobility that teachers in linguistically heterogeneous classrooms increase their awareness of their language norms and the students’ linguistic resources.

Abstract The purpose of this paper was to gain a better understanding of the perceptions of the Welsh language held by the Polish adult migrants in Aberystwyth, Wales. Using qualitative research methods, we collected data from participants concerning their perceptions of the sound and spelling system of Welsh. Data obtained showed that adult Poles in Aberystwyth perceive the phonetics and phonotactics of Welsh to be markedly different from that of their native Polish. The participants believed Welsh to have small number of vowels and large number of consonantal clusters. By comparing consonantal and vowel inventories we were able to demonstrate that Welsh has a more complex vowel inventory than Polish. The consonantal inventories of both languages show great similarities and should not pose major problems to Polish learners of Welsh, who are also speakers of English. As for the phonotactics, Polish possesses a far more complex inventory of consonantal clusters than Welsh. We show that claims of the study’s participants that Welsh pronunciation is markedly different from Polish is not based on the linguistic grounds. Instead, such claims must be rooted in the social and ideological perceptions of the Welsh language on the part of the participants in the study.

Abstract The present article examines the importance of language attitudes and ideologies for studying motivation to learn minority languages by adults. In the contemporary globalised world, proficiency not only in English, but also in other languages, is necessary in order to communicate internationally and find employment. These may be other ‘major’ state languages, such as French or Spanish. However, in many linguistically diverse or multilingual regions, the local languages are important for increasing one’s own social and cultural capital, social cohesion and occasionally also for their economic values. Hence, it is important to study what motivates people to learn minority and minoritised languages. The L2 Motivational Self System has been developed and used for explaining the motivation to learn English in homogenous educational settings. However, this is only one context in which languages are learned. Drawing on qualitative data obtained among Polish post-2004 adult migrants in Wales, this article discusses the relevance of Dörnyei’s L2 Motivational Self System and integrativeness (Gardner & Lambert 1972) in learning minority languages and the role of more subtle, social aspects of (minority) language learning such as language ideologies. It is proposed that integrativeness and language ideologies are vital in the motivation to learn minority languages.

Abstract Background The tender TRAIN4M&H (Provision of training for first-line health professionals and law enforcement officers working at local level with migrants and refugees, and training of trainers- contract 20167204), funded by the EC-DG SANTE under the 3rd EU HP, intended to conduct training programme in all EU/EEA countries for health professionals, law enforcement officers an social workers in front-line countries and coach trainers in the others. Objectives Training was aimed at reinforcing skills, improving understanding and positive attitudes, and promoting a holistic approach in the work with migrants. The boundaries set by the tender included a short training duration; exclusive use of pre-existing and validated training materials; different professional targets. Italian National Health Institute and Sapienza University of Rome designed the training programme. Criteria for content selection and methodological choices were submitted for consultation to an inter-professional Expert Group in two steps. Results Given the limited training timeframe, the delivery of specialised content could not be the focus of this training. It was decided therefore to transform the target requirement into added value, by mixing the target groups into multi-professional classes. This bring a diversity of understandings into the classroom and enhance communication between sectors. The training included also topics such as “context of migration” and “intercultural competences” to create common ground for multi-professional exchange. Similarly, the need to adapt to different EU/EEA contexts argued for a modular structure where Units are selected by the Local Trainer based on a training needs assessment questionnaire sent to trainees beforehand. All materials are on EU Health Policy Platform's Agora (webgate.ec.europa.eu/hpf/). Conclusions Training on migrants' health is a complex process, requiring the engagement of learners from their previous experiences and an interdisciplinary approach. Key messages Inter-professional training programme can be used for the adult trainings especially in case of a cross-sectoral topic as migrants’ health is. Inter-professional training is a strategy that can guide coherently content design, outcome identification and the choice of evaluations tools.

In 2018, the Food and Drug Administration (FDA) approval of anti-calcitonin gene-related peptide (CGRP) therapies for the treatment of migraine represented a milestone for the management of the disease in adults. On the contrary, the novelties in the field of pediatric migraine are inserted in a different scenario and still concern: (1) diagnostic criteria of the international classification of headache disorders-3 (ICHD-3) that show numerous limits of applicability in the developmental age; (2) the release of the results of the Childhood and Adolescent Migraine Prevention (CHAMP) study that raised doubts about the usefulness of traditional drugs for the treatment of pediatric migraine; (3) the Coronavirus disease 2019 (COVID-19) pandemic has put the spotlight on the importance of managing the psychological factors associated with the disease. In this mini review we discuss the most relevant news in pediatric migraine over the last 5 years.

Abstract Hepatitis A is a mandatory notifiable disease in Greece. Here, we present the epidemiological data for 2009–2018 and the results of outbreak investigations performed, and discuss future public health priorities. Overall, 1193 cases were reported; 320 migrants/refugees, 240 Roma, 112 travellers and 521 from the general population. The median age of the affected general population (37 years) had an increasing trend (from 30.8 years in 2009 to 40.5 in 2018, P < 0.001) and was significantly higher than that among Roma and migrants (7 and 8 years, respectively, P < 0.001). Twenty-two cases (2.2%) were unvaccinated patients with a chronic liver disease. Fifty clusters with 2–12 cases each were recorded; 44 were attributed to person-to-person transmission and six to food consumption. Three outbreaks accounting for 32.3% of the total number of recorded cases were identified; in 2013 among Roma (112 cases), in 2016 among refugees (188 cases) and in 2017 among men having sex with men (96 cases; 33 of them (34.4%) HIV-positive). The epidemiological data depict that improving living conditions and vaccination coverage of deprived populations, and informing adults on the disease focusing at faecal–oral transmission during sexual intercourse and travel should be the future public health priorities.