The RELICA project aims to enhance language learning for refugees and migrants through innovative, art-based methods. This mid-term report synthesizes findings from interviews conducted with institutions across Europe. It highlights the methods employed, the needs of both teachers and learners, and the challenges faced in implementing these approaches.
The participating institutions represent a wide range of organizations, including NGOs, adult education centers, private language schools, and cooperatives. Educators involved in the project encompass a diverse group. These include professional teachers with backgrounds in language education and linguistics, volunteers and non-formal educators with varying levels of teaching expertise, and specialists such as art-based educators, mediators, and social workers. This diversity underscores the collaborative and multidisciplinary nature of the project.
Teaching methods
The methods employed by participating institutions demonstrate a balance between traditional approaches and innovative techniques. Traditional approaches include grammar-focused lessons and structured teaching using classical methodologies. However, art-based and interactive methods play a crucial role, engaging learners through theater, dance, music, storytelling, and project-based learning. Practical manual activities such as knitting and embroidery further enrich the learning experience.
In addition, innovative tools such as multimedia applications, digital resources, and translanguaging approaches are widely utilized. The Council of Europe’s language toolkit and CLIL (Content and Language Integrated Learning) are integral components of these strategies. Custom approaches tailored to learners’ daily lives, such as situational learning and self-developed materials, also help address specific needs.
Learner Profiles and Challenges
Learners in the RELICA project are predominantly refugees and migrants with diverse backgrounds. They include teenagers, mixed-age adults, women with specific needs, and migrants in reception centers or prisons.
However, learners face significant challenges that impact their ability to fully engage in the learning process. Low literacy levels, including illiteracy, are widespread. Many learners grapple with trauma and psychological burdens such as stress, which further hinder progress. Inconsistent attendance due to family responsibilities or unstable living conditions exacerbates these difficulties. Additionally, existing learning materials often fail to address the cultural and practical needs of learners.
Institutional Challenges
Institutions implementing art-based methods face several structural and operational barriers. Financial constraints are a recurring issue, limiting budgets for tailored materials and expert facilitation. Heterogeneous classrooms, characterized by mixed proficiency levels, diverse learning styles, and cultural backgrounds, pose significant challenges for lesson planning. Non-professional educators often lack training to effectively handle trauma or manage diverse groups. Furthermore, fluctuating class sizes and irregular attendance challenge program continuity and sustainability.
Needs and Recommendations
To address these challenges, several needs and recommendations have been identified. Resource development is Resource development is critical, including the creation of toolkits for art-based teaching methods and the expansion of digital resources.
Teacher training should focus on equipping educators with skills in trauma-informed practices and art-based education, with opportunities for collaboration with external experts in art therapy and creative teaching.
Tailored learning materials that address cultural diversity and practical needs, such as environmental and daily-life topics, are essential. Increased funding is necessary to support the development of materials, staff training, and program sustainability.
Lastly, fostering learner engagement through creative and interactive approaches, such as storytelling, music, and visual arts, can help create a welcoming and inclusive learning environment.
Conclusion
The RELICA project highlights the transformative potential of art-based methods in language education for refugees and migrants. However, systemic challenges such as financial constraints, the lack of tailored materials, and diverse learner needs must be addressed to maximize impact. By investing in resources, training, and innovative approaches, the project can serve as a model for inclusive and effective language education across Europe.
Summary of the Interviews made by CRN (Germany):
NGOs = Himmelbeet, & S27
- Himmelbeet: Job coach
- Main employee at Himmelbee),
- S27: translator and language teacher,
- Primary school teacher
- Limited methods,
- game-based learning,
- picture cards, scenarios,
- multimedia, apps,
- lack of strategy for artistic methods, traditional teaching
- Lack of job resources, flexibility in teaching,
- need for more methods,
- random attendance,
- need for social support,
- inappropriate German materials for migrants/refugees,
- class sizes reduce over time
- Migrants,
- refugees,
- local residents,
- teenagers (15–18)
Yes, needs toolbox and creative-based teaching methods.
Summary of the Interviews made by Il Salone dei Rifiutati (Italy):
CPIA (Provincial Center for Adult Education), NGOs and Cooperatives
- Former CPIA Italian teacher now in NGOs as social cooperative president,
- Italian/English/Spanish high school teacher now non-formal trainer,
- linguistic mediator,
- CPIA tenured teacher in CPIA
- situational learning (market, school), non-lessons but encounters, suggestopedia,
- extra-teaching moments,
- storytelling, music, practical manual activities (knitting, embroidery),
- multimedia, CLIL,
- Cooperative Learning Method,
- translanguaging, Council of Europe’s toolkit
- Materials not tailored to needs,
- formal methods are boring,
- self-training,
- lack of budget,
- managing class heterogeneity,
- undiagnosed cognitive disabilities
- Migrants, refugees women with specific needs,
- migrants in prisons,
- mixed groups of adults and children,
- adults applying for citizenship, adults in first reception centres
- Illiteracy
- cognitive disabilities,
- daily life materials mismatch,
- cultural diversity
Art-based activities needed, digital applications, institutional teachers need external art-based experts, train cross disciplinary skills, empower listening and pronunciation for beginners,language courses including environmental subjects.
Summary of the Interviews made by ARTIFACTORY (Greece):
NGOs
- Philologist,
- Greek teacher;
- Foreigner language teacher
- Intercultural methods, interactive lessons, word wall games, theatre, dance, digital methods, project-based learning
- Uses non-ministry books, providing photocopies from trade books like Greek for Foreigners.
- Lessons are tailored with two teachers dividing students by proficiency.
- Motivational strategies include simple, everyday topics to spark interest.
- Discussing cultural backgrounds, learning learners’ needs, maintaining lesson enjoyment, flexibility in teaching, low pay, team building, and coaching
- Mixed proficiency levels in the classroom.
- Students often experience low literacy levels, trauma, and stress.
- Addresses emotional needs with empathy, an open mind, and gradual, respectful engagement.
- Refugees from various countries
- Immigrants and refugees, 15–20 students per class (number fluctuates and decreases after March).
- Illiteracy,
- cognitive disabilities,
- daily life materials mismatch,
- cultural diversity
Art-based activities needed, digital applications, institutional teachers need external art-based experts, train cross disciplinary skills, empower listening and pronunciation for beginners,language courses including environmental subjects.
Summary of the Interviews made by Fundacja Digital Creators (Poland)
Private school specialized in language teaching
- Former Polish language teacher
- Private school teacher
- Classical and non-formal method mixed
- icebreakers,
- relaxed teaching moments
- Financial constraints,
- lack of community support,
- non-formal methods limited due to focus on exams
- Refugees from various countries
- Immigrants and refugees, 15–20 students per class (number fluctuates and decreases after March).
- Limited engagement with art-based methods due to curriculum focus
Interested in complementary art-based exercises to lighten thecurriculum.
Summary of the Interviews made by Artemisszió (Hungary)
- University,
- private language school,
- NGO
- Professional language teachers, (different languages, English, Spanish, Hungarian as a foreign language),
- linguist
- volunteer (doctor, economist)
- Communicative language teaching tailored to suit students’ everyday needs,
- interactive language lessons completed with art-based methods using all kinds of self-developed learning materials drawing on various resources, integrating science, psychology and art history into language learning
- Lack of learning materials suitable for the varied needs,
- non-professional volunteers unaware of already existing materials and experience
- difficulties handling integrated groups,
- learners inability to stick to the classes consistently
- Refugees
- migrants,
- expats,
- university students,
- kids and adults of all ages
- Challenges in private lives, trauma, psychological burdens, lack of time and energy to devote to learning,
- only one lesson per week,
- different needs, learning styles and levels within the same group
Teachers and educators use art-based methods as part of their routine, they are open to learn about inspirational ideas and good practices and happy to experiment with new methods and approaches in their lessons. In case of students suffering from severe traumas and PTSD trained specialists using art therapy can make a real difference.
Summary of the Interviews made by Cota (France)
- Volunteers (former language teacher)
- paid employees,
- pensioners with language teaching backgrounds
- Volunteers (former language teacher)
- paid employees,
- pensioners with language teaching backgrounds
- Non-formal, discussion-based teaching for intimate topics,
- theatre practices,
- project-based, text-based teaching (non-linear, reading articles), focusing on grammar
- Financial limitations,
- difficulty with project permanence, impact on volunteer motivation
- overwhelming administrative and reporting tasks
- Technical facilites are not maintained or updated
- important workload to prepare lessons to adapt them to various needs within a group
- Refugees
- migrants
- asylum seekers unable to roll in state supported language classes providing certificates
- Modest educational background,
- family constraints impacting attendance
- Important differences between the learner’s needs within a group
- Limited openness to use art based methods,
- they use images, maps, provocative images for discussions about women’s issues
- Using art based methods requires experimentation and much work, learners are not always open to participate or do not understand the reasons why they shall use them.