Language the Sustainable Development Goals and Vulnerable Populations

Language, the Sustainable Development Goals, and Vulnerable Populations Perspectives on Literacy C. P. I. A. M New York, o 11 ntth May 2017 a g n a F e r n a n Teaching L 2 to non-literate and low-literate adult migrants in Europe

⦿L e a “r Pn re “ or A m v o. O o tr iei d “e s. En to nt h c se e iud

G u i d i n g p r i n g u a g e P o l i c y P r o rt oge pr ea t (i 4 o 7 n co of u n. A td ru il t A c t i o n s t o p r

L a n A g i m a s g • T e o

CEFR: Common European Framework of References A reference tool translated into 40 languages for developing a shared understanding in 2 areas: 1. Elaboration of language syllabuses, examinations 2. Description of 6 levels of proficiency (from A 1 to C 2) The CEFR is not normative but descriptive and must be adapted for migration contexts A t • T h e l e a s

THE MISUSE OF THE CEFR • • 2013: 81% 2010: 75% 2007: 61% 2002: 29% 2 3 8 L a n g u a g e r e q u i r 2 6 1 8 C o E L I

DICHOTOMY TEST VS. INTEGRATION? “ E n c o u r“ a. L gi i t

ETHICAL AND TECHNICAL CONCERNS How should test results be used, for what purposes? 2. What will be the impact of using tests on making decisions for the migrant? 3. What unintended or negative consequences may occur? 4. Are there vulnerable groups of test takers that may be discriminated against, such as those with limited literacy ? (Booklet, p. 7) 1.

NON LITERATE/ LOW EDUCATED ADULT L 2 LEARNERS Teachers’ experience and international research reveal specif difficulties in learning L 2 due to: Lack of metalinguistic skills and, for NL learners, different ways of processing language and abstract visual information, working memory • Less study skills, weaker learning strategies, no or less familiarity with educational practices and activities, including tests and exams • Lack of textual competence in their mother-tongue, inability to deal with metalinguistic rules and, sometimes, to understand non-linguistic codes • Situated cognition and learning • • N o n

Italiano L 2 in contesti migratori A. Borri, F. Minuz, L. Rocca, C. Sola Loescher, Torino, 2014 http: //www. coe. int/en/web/langmigrants/literacy I L 2 S i s a t o o

C a n a d a ⦿C e n t r e f o r C a P r o g r e s s i o n : • f r o m L i n k t a o

APPROACH Literacy learning encompasses: • the acquisition of the technical skills needed to read and write • the ability to deal with written texts, which nowadays can be printed or digital, multimodal and multicode • the acquisition of the written language as semiotic code, “matrix of social meanings, a privileged place of symbolic production" (Cardona 1981) • the access to communication fluxes in the host societies, where writing is “an imperative means” (Adami 2001), further education, full citizenship L

AIMS • • • Respond to needs of adult migrants, insofar they are different from the needs of other target groups of learners Provide teachers, course designers and educational authorities with an instrument which is coherent with the other tools commonly in use: primarily the CEFR, and the syllabi, language profiles and guidelines on which it is based Integrate the descriptors for language competence with those for literacy learning Provide referential for language learning, as well as for literacy Elaborate a single and coherent frame for beginner learners, which could accommodate different users’ profiles • •

i c u l a , t e a c h i n g m a t e r i a VALIDATION

STEPS AND METHODOLOGY e n t s o n. A l Ql 1 cr oe l s l e ea cr tc eh d p ba y r t t i h

RESULTS Heterogeneity and irregular attendance critical issues in L 2 courses. IL 2 S coherence with the CEFR is positive. Accuracy of IL 2 S as descriptive and assessment tool and its validity in representing the development of communicative language skills and literacy were confirmed. • It is useful in outlining the learners’ profiles, in designing courses. • Problems: complex structure of the tool; some descriptors unclear. • IL 2 S helped in reviewing current practices and notions. • • •

TO CONCLUDE • Although IL 2 S is focused on the Italian language, we have proposed it as a contribution to a European Language L 2 and Literacy Syllabus • An (until now) informal group of experts from 9 countries has proposed it to the Co. E • Migration has both local and international dimensions, as the constantly changing routes and forms of people’s movements show. New educational needs require new tools.

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