The second part of the research was dedicated to analyzing the potential target groups for RELICA. Partners investigated the most important trends of migration in their countries, the composition of people with migratory and refugee backgrounds, and their language capacities. Special focus was placed on highlighting the main characteristics of the most vulnerable groups of migrants and asylum seekers, as well as the challenges they face when learning the language of their host society.
The result of this research provided a diverse picture of the situation in the participating countries. Due to the complexity and strong variability of the available data from country to country, the RELICA project did not conduct complex empirical research with comparable qualitative and quantitative data. The aim was rather to provide a series of country-based narrative descriptions about the state of migration in each partner country. However, the partners summarized the main learnings through group discussions, seeking common elements observed across the six participating countries. They distilled these elements into two specific topics:
- the most typical vulnerable groups identified among migrants and asylum seekers
- the most significant challenges that migrants and asylum seekers face when learning the language of the host countries.
Table of Contents:
1.The most important groups of migrants and refugees
In Germany, migrants and refugees arriving currently come from a variety of regions, primarily due to conflicts, economic opportunities, and instability in their home countries. The major groups include individuals from the Middle East and North Africa, such as Syria, Iraq, Afghanistan, and Eritrea. From Sub-Saharan Africa, migrants come from countries like Nigeria, Somalia, and Sudan. Additionally, people from Eastern European countries, notably Ukraine, Romania, Bulgaria, and Poland.
The languages commonly spoken among these migrants and refugees are varied due to their diverse origins. Key languages include Arabic (spoken by those from Syria, Iraq, and Afghanistan), Farsi/Dari (for migrants from Afghanistan and parts of Iran), Kurdish, Pashto, Tigrinya (for migrants from Eritrea), Amharic (from Ethiopia), French (spoken by some African migrants), and English (particularly by those from Anglophone African nations like Nigeria and Ghana).
The most important social groups with migrant or minority backgrounds facing specific vulnerabilities are:
- Individuals from low-income backgrounds: These individuals, including native Germans, may face socioeconomic challenges due to limited access to education and employment opportunities.
- Minority Groups: Germany is home to various minority groups, including Roma, Sinti, and other ethnic minorities. Language learning programs tailored to their linguistic and cultural needs can help these communities preserve their heritage languages, foster cultural identity, and facilitate integration into mainstream society.
- Senior Citizens: Elderly individuals, especially those who have retired or immigrated late in life, may face isolation and communication barriers due to limited proficiency in the German language. Language learning initiatives specifically designed for seniors can enhance their social interactions, mental stimulation, and overall well-being.
- People with Disabilities: Individuals with disabilities may encounter additional challenges in accessing language education and participating fully in society. Providing inclusive language learning opportunities, such as sign language courses or accessible materials, can empower people with disabilities to communicate effectively, access services, and engage in social activities.
- Immigrant Women: Immigrant women, particularly those from patriarchal societies or with limited educational opportunities, may face multiple barriers to social integration and economic independence. Gender-sensitive language programs that address their specific needs, such as childcare support and flexible schedules, can empower immigrant women to develop language skills, pursue education, and enter the workforce.
In France, in 2023, the major groups of migrants came primarily from the Maghreb region (90,000 people) and countries like China (15,000). A total of 323,000 first residence permits were granted for various motives: students (103,000), family reunification (91,000), humanitarian reasons (48,000), economic opportunities (55,000), and others (26,000). Additionally, 61,000 asylum applications were accepted. Asylum seekers were primarily from Afghanistan, Guinea, Turkey, Ivory Coast, Bangladesh, the Democratic Republic of Congo, Sudan, Georgia, Russia, and Sri Lanka.
Between 2019 and 2022, a survey called ELIPA2 was conducted by the French Ministry of Internal Affairs to assess the integration of newcomers (first arrivals) during that period based on changes in some socioeconomic characteristics.
- The division between men and women was relatively balanced: 55.6% were men, and 44.4% were women.
- Based on oral and written comprehension exercises, the ELIPA2 survey classified the knowledge of migrants in French and linked it to their educational levels.
- In 2019, 31% of newcomers were without any formal education, and 24% lacked diplomas. Among these groups, 58% had only weak understanding of French, and over 30% had no knowledge of the language at all.
Typically, there has been a strong correlation between educational level and language proficiency among persons arriving in France. Although this situation has significantly improved within the observed sample of migrants, these data show that teaching the French language remains particularly important for people who face other challenges related to knowledge and social skills due to low educational levels.
Greece: As of May 2024, significant groups of migrants and refugees in Greece primarily originate from the Syrian Arab Republic (26.5%), Afghanistan (26.3%), Ukraine (14.5%), Iraq (10.3%), the Palestinian Territories (5.4%), and 2.6% from Congo, Iran, and Somalia. The prevalent languages among these groups are Arabic and Dari Persian. Furthermore, due to substantial migration from Ukraine, Russian is also a commonly spoken language among the refugees.
The educational profile of refugees and migrants is diverse, with varying levels of educational attainment. In 2024, according to the analysis of the Ministry of Internal Affairs, almost 50% of persons enrolled in integration processes had low educational levels (primary school or lower years of secondary school). Similarly to France and Germany, low education levels exacerbate the challenges of language learning in Greece.
Three main social groups with migrant or minority backgrounds might be emphasized in Greece, linked to their diverse vulnerabilities:
- Indigenous Populations (Muslims in Northeast Greece): These groups often face marginalization and loss of cultural heritage. Language learning helps them improve their cultural and educational backgrounds and find better job opportunities.
- Roma Communities: These groups often experience discrimination and social exclusion. Early language learning helps Roma children succeed in school, improves their ability to advocate for their rights, and enables access to public services.
- Albanian Migrants: This specific group of migrants has been arriving since the 1990s. Learning languages like English and Greek can significantly enhance their job prospects, particularly in the tourism industry.
Hungary acts as a transit country in international migration. The largest influx of refugees comes from Ukraine, driven by the ongoing conflict.
According to UNHCR data as of June 4, 2024, 59,160 refugees from Ukraine were recorded in Hungary, with 43,230 applying for asylum or temporary protection.
The Hungarian Government, in addition to constructing border fences, has enacted a series of legal amendments to reduce irregular migration through Hungary. Since their initial enactment in 2015, these measures have dramatically reduced asylum applications, from 177,135 in 2015 to only 40 in 2021, according to national statistics. The number of irregular border crossings also decreased from a peak of 441,515 in 2015 to around 122,000 illegal entrants in 2021.
Before 2022, the most important asylum seekers were from Syria, Afghanistan, Iraq, Pakistan, and Iran. Since the war in Ukraine, Ukrainian refugees have taken the first place.
Ukrainian refugees are mainly accommodated under an extended temporary protection policy by the Hungarian government. They can legally live, work, rent apartments, go to school, and use health services without renewing their residency cards, which remain valid until at least March 4, 2025.
The main languages spoken by Ukrainian refugees are Ukrainian and Russian. Their educational status is diverse, and language learning is an integral part of integration programs, especially for Ukrainian children. Despite legislative measures that have decreased asylum applications, the Stipendium Hungaricum program remains popular, providing higher education opportunities to international students.
Italy has witnessed an extraordinary and rapid increase in migration during the past decades, the highest rise among all European countries. The number of foreign-born individuals obtaining Italian citizenship increased from 1.3 million in 2002 to 5.17 million in 2021. Alongside this, a continuous increase in yearly asylum seekers has also been observed, reaching 298,296 in 2023. This wide range of migrants primarily comes from Eastern Europe, North Africa, and Asia-Pacific. Romanians, Albanians, and Moroccans make up the largest groups, alongside a growing community from China.
The migrant population is unequally distributed across the country. More than half (57.4%) is located in northern regions: 33.6% in the northwest (Lombardia, Piemonte, and Liguria) and 23.8% in the northeast (Veneto, Trentino-Alto Adige, and Friuli Venezia Giulia).
The central region accounts for 25.7%, while the southern region and islands (Sicily, Sardinia) account for only 16.9% of the total migrant population.
Italy’s migrant and refugee population has access to Italian language courses as part of integration activities. This initiative is crucial for social and occupational integration. Educational programs focus on language acquisition to enhance workforce participation.
Poland has recently hosted a significant number of Ukrainian refugees (around 1.5 million in 2023) due to the escalation of the conflict in Ukraine. Other groups include migrants from Syria, Afghanistan, and Belarus. Ukrainian, Russian, Arabic (for Syrian refugees), Dari and Pashto (for Afghan refugees), and Belarusian are the main languages spoken by refugees.
The social and educational status of refugees and migrants in Poland varies widely. Many recent arrivals, particularly from Ukraine, have relatively high levels of education and professional experience but face significant barriers to employment due to language proficiency and the recognition of their qualifications.
Conversely, refugees from Syria and Afghanistan often have lower educational backgrounds, having faced disrupted schooling due to prolonged conflicts in their home countries. This group may require more foundational language and literacy support.
Apart from migrants and refugees, there are other socially and ethnically deprived groups in Poland whose situations can be improved through language learning. These include the Roma community, which often faces social exclusion and economic disadvantage. Improving Polish language skills within the Roma community can enhance their educational and employment opportunities, fostering better social integration and reducing marginalization. Similarly, individuals from economically disadvantaged backgrounds can benefit from language learning as it opens up access to better job prospects and educational resources.
2.The common features across the countries
2.1.The main vulnerable groups:
Several vulnerable groups of migrants and refugees exist, and language teaching can play a crucial role in supporting them:
- Refugees and Migrants from Conflict Zones. Migrants and refugees from conflict regions, such as Syria, Iraq, Afghanistan, sub-Saharan Africa, Ukraine, and Yemen, often face significant challenges due to trauma, displacement, and instability. Language education helps them by providing the tools needed for effective communication, enhancing social integration, increasing access to education, and improving employment prospects. For example, teaching languages like Arabic, Farsi, Dari, and English could cater to the linguistic needs of these diverse groups. French also benefits migrants from parts of Africa due to colonial ties.
- Indigenous and Ethnic Minority Populations. Indigenous populations, such as the Muslim communities in Northeast Greece and Roma communities across Europe, often face social exclusion. Language learning can empower these groups by enhancing educational access and helping them better advocate for their rights. Programs focusing on bilingual education, social and cultural inclusion can promote cultural preservation and economic opportunities.
- Economically Disadvantaged Groups. Individuals from low-income communities often face employment challenges due to limited education. Language learning helps these groups develop necessary skills that can lead to better job prospects, thereby lifting them from poverty.
- Immigrant Women. Immigrant women, especially those from patriarchal societies or with limited access to education, face integration barriers. Gender-sensitive language programs that offer flexible schedules and childcare support can empower these women to learn the language, pursue education, and enter the workforce. This can significantly enhance their social and economic independence.
- People with Disabilities. Disabled individuals face additional barriers to language education and full social participation. Inclusive language learning opportunities, such as sign language or accessible materials, can help these individuals communicate effectively, engage in social activities, and access essential services.
Language teaching helps these vulnerable groups by providing the communication skills necessary for integration, education, employment, and advocacy, ultimately leading to improved social and economic prospects.
2.2.The main challenges and needs for refugees and migrants in learning the language of their host countries
Language Barriers and Diverse Linguistic Backgrounds
Refugees and migrants often come from diverse linguistic backgrounds, which presents a major challenge in language learning. For instance, in Germany, refugees speak a variety of languages including Arabic, Farsi/Dari, Kurdish, and Pashto, among others. This diversity requires language learning programs to be adaptable and capable of accommodating different linguistic needs.
Socio-economic and Educational Barriers
Refugees face various socioeconomic and educational barriers that can impede their ability to learn the host country’s language effectively.
For example, in Poland, many Ukrainian refugees arrive with relatively high educational backgrounds but still encounter significant language barriers due to the lack of recognition of their qualifications and limited language proficiency 4. In contrast, refugees from Syria and Afghanistan might have had disrupted education, requiring more foundational language and literacy support.
Personal and Cultural Factors
Refugees and migrants may face personal challenges such as displacement trauma, cultural adaptation, and low confidence, all of which can hinder language learning. In Italy, cultural diversity and the mix of languages from countries such as Romania, Albania, and Morocco have created a complex environment that necessitates targeted language support to accommodate varying cultural and linguistic backgrounds.
Specific Needs of Vulnerable Groups
Certain groups might have specific needs that require targeted language learning support. For example, elderly migrants, people with disabilities, and immigrant women often face additional barriers in accessing language education.
Programs tailored to these groups, such as gender-sensitive language classes or accessible learning materials, can significantly improve their ability to integrate and thrive in their new communities.
Educational Access and Integration Support
Countries like Italy offer integration programs with language learning as a core element to aid in social and occupational integration. These programs aim to equip refugees with language skills necessary for effective communication and interaction within the host society, thereby improving their ability to engage in educational and employment opportunities.
In summary, the main challenges and needs for refugees and migrants learning the language of their host country revolve around overcoming linguistic barriers, addressing socio-economic and educational deficits, catering to specific vulnerable groups, and providing robust integration support through tailored educational programs. These efforts collectively aim to facilitate better social inclusion and economic opportunities for refugees and migrants.