In the first part of the research, partners investigated the main elements of the institutional systems available in their countries for providing support for learning the local languages for people with migrant backgrounds and refugees. The investigation highlighted the institutional structures and the specific role of NGOs, migrant, and other cultural non-profit organizations in teaching languages to the most vulnerable groups of migrants. The research also highlighted the differences between the countries regarding their readiness for hosting and integrating refugees, often linked to their geo-political and economic situations. Overall, the research presented a large variety of local situations with, however, some common challenges and specificities.
Table of Contents:
1. The institutional systems in the participating countries:
The institutional system of language teaching to people with migrant and refugee backgrounds across various European countries—Germany, France, Greece, Hungary, Italy, and Poland—demonstrates diversity in approaches, regulations, and support mechanisms.
In France, the institutional system for language teaching involves various elements, such as the French Office for Immigration and Integration (OFII), government networks, local authorities, and voluntary sector associations. The system requires new arrivals to sign a Republican Integration Contract (CIR) and participate in civic and language training. Civic training is dense and language training ranges from 100 to 600 hours, depending on need. However, challenges include the lack of linkage between contract compliance and residence permit renewal, as well as the high cost of training versus outcomes. Microgrants and voluntary work help fund these programs. Recognized certifications like TEF, TCL, and DELF are delivered by authorized institutions.
Greece has several educational programs, primarily offered through NGOs and funded by the HELIOS project, for refugees and migrants. These programs provide Greek language courses along with cultural and vocational skills training. The Migration Integration Centers (M.I.C.) operate in several municipalities, providing Greek language lessons, civilization history, and professional training. The HELIOS project and the Integration Training Centers teach Greek language, job readiness, and life skills in programs co-financed by the European Union. However, institutional collaboration and curriculum standardization remain unsolved yet.
In Hungary, national language learning initiatives targeting refugees and migrants, supported by the government are minimal. However, several NGOs and civil organizations offer Hungarian language courses, often run by volunteers without formal teaching qualifications. Meanwhile during the past years event the existing national infrastructure has been reduced. The Balassi Institute, which was formerly prominent in Hungarian language education for non-natives, has been reorganized into the Liszt Institute, focusing mainly on cultural and diplomatic training. Official certifications like Origo and ECL exams are provided by institutions like the Foreign Language Centre at the University of Pécs, although these certifications are not widely available for migrant and refugee populations.
Italy distinguishes between first and second reception processes for migrants, with the latter focusing on integration through teaching Italian as a second language. While CAS (Centers for Extraordinary Reception) no longer provide language courses, SAI (Reception and Integration Systems) offer continuous literacy and Italian courses. Provincial Centers for Adult Education (CPIA) provide structured literacy and Italian language courses for migrants, aimed at achieving proficiency levels not lower than A2, as per the Common European Framework of Reference for Languages.
NGOs and associations are crucial in providing supplementary Italian courses and cultural integration support. Funding comes from ministerial grants or voluntary associations, sometimes covering exam fees for certifications like PLIDA or CILS.
Poland has a well-developed institutional system that supports refugees and migrants in learning the Polish language through various legislative measures and educational policies. Polish legislation outlines language requirements for residence permits and emphasizes education for migrant children. The Ministry of Education and Science provides a standardized curriculum for language education, while the State Commission for Certification governs certification standards. Despite challenges such as low participation rates due to motivational and personal obstacles, NGOs play significant roles in providing language education and broader integration services, funded by a combination of state funds, donations, and grants. Overall, while these countries have established intricate systems and various institutional frameworks to support language learning for refugees and migrants, they face common challenges such as funding constraints, quality disparities, and the integration of language skills with professional opportunities or broader societal participation. Addressing these challenges with adequate resources and policies remains essential for effective integration.
2. The Role of NGOs
RELICA’s aim is to develop methods and tools to incorporate visual creativity into language teaching. Using visual tools and practices enhancing language learning are most adaptable for organizations working with relatively flexible curricula, such as NGOs and cultural organizations, rather than national institutions. This is why RELICA research has placed special attention on the general role of NGOs in teaching local languages to migrants and refugees in each country.
In Germany, a diverse network of NGOs and community organizations complements the national institutional structures and plays a critical role in supporting language education for refugees and migrants. Key organizations include Caritas Germany, Diakonie Germany, the German Red Cross, Pro Asyl, and various Refugee Councils. These organizations provide not only language courses but also social support services and vocational training. They are funded through a combination of state funds, donations, church contributions, EU funds, and project-specific grants. Despite their efforts, challenges remain, such as the need for additional resources to meet growing demands for language education and integration services.
In Poland, various NGOs are promoting Polish language learning for migrants and refugees. Organizations like the Ocalenie Foundation, Polish Humanitarian Action, and Caritas Poland play significant roles. They are funded through a mix of state funds, donations, and grants. These organizations often face challenges such as low participation rates due to migrants’ lack of motivation, work commitments, and other personal challenges. Language support is supplemented by universities and private language schools.
In Italy, NGOs and volunteer associations play a vital role in providing Italian language education to migrants and refugees. These organizations supplement official programs with tailored language courses, offer support within schools, and address special needs through innovative teaching approaches. Some NGOs access ministerial grants and may collaborate with authorities to provide recognized certifications. Their involvement is crucial in addressing gaps in official language learning structures.
In France, the civil sector, including various associations, plays a key role in the integration of newcomers. These associations offer language training, professional integration, and social support, working closely with local communities to implement integration policies. The voluntary sector is particularly significant in promoting access to rights and autonomy for refugees and migrants. These organizations work with refugees and migrants who are the most vulnerable, lacking official working permits and often lacking basic skills in literacy and digital literacy.Â
NGOs in Greece are crucial in providing language education and support services to refugees and migrants. They participate in state-funded projects like HELIOS or implement language courses with volunteers. The integration centres provide not only language instruction but also cultural orientation and job readiness training. These NGOs often work in collaboration with the local governments and other organizations to enhance the effectiveness of language education programs.
In Hungary, NGOs and civil organizations are the primary providers of Hungarian language learning opportunities for refugees and migrants, often relying on enthusiastic volunteers rather than professionally trained language teachers. Organizations such as the Terre des Hommes Foundation Hungary and the Jesuit Refugee Service play key roles. However, the support system is inconsistent and largely dependent on the legal status and country of origin of the refugees.
The role of the civil sector is generally important in the field of language teaching for migrants and refugees; however, the situation and capacities of NGOs vary across countries. In countries with a stronger tradition of hosting migration, such as Germany or France, benefiting from a well-structured national institutional system of language education, NGOs have a complementary role and primarily address the most vulnerable groups—those who cannot “fit” into the frameworks of national institutions, often due to the lack of official papers, financial resources, low educational skills, or other vulnerabilities.
In countries with a less developed institutional network, the role of civil society is more prominent, and several tasks that normally should be managed by public institutions are delegated to them through direct subsidization or funding. This is the case in Italy, Poland, and to a certain extent, Greece, where national infrastructures were not prepared for the sudden increase in migration.
Finally, in countries with a relatively low level of officially registered immigration like Hungary, the almost complete lack of national institutional structures is compensated by a mostly bottom-up development of organizations that fill this gap and provide language courses predominantly on a voluntary basis.
The improvement, or, on the contrary, the downscaling of the institutional networks – as this latest could be observed of several participating countries, mostly Greece and Hungary, is of course also strongly linked to the current political context and he approach of the ruling political leadership to the priorities of migrant inclusion.
Overall, one can assume that the civil sector plays a crucial role in providing language education for refugees and migrants and, as such, complements or substitutes national institutions. However, their level of involvement, funding, and quality of programs can vary significantly based on national policies and available resources.
3. Innovative methods
The research also highlighted some innovative teaching methods and digital tools used by the aforementioned organizations and institutions that are integral to enhancing language training for refugees, allowing for flexibility and accessibility to accommodate diverse learning needs.
The most common methods are the following ones:
1. Functional Communicative Method
This approach emphasizes using language in concrete situations, addressing immediate needs, and actively engaging learners through role plays or similar exercises.
2. Non-Formal and Adaptive Teaching
This includes the use of non-traditional and flexible approaches, such as integrating cultural and social contexts into language learning, enabling instructors to tailor programs to specific learner groups and their unique challenges.
3. Participatory Approaches
These approaches are dedicated to engaging learners in different ways, such as through urban visits, group discussions, collaborative problem-solving, and storytelling.
4. Flexibility
In many cases, particularly in the context of courses provided by civil organizations, the timing and participation are kept flexible, allowing individuals to decide freely about their attendance. Voluntary participation is an important condition for successful learning.
5. Hybrid Education
This involves coupling language learning with the teaching of other skills, such as social skills, professional skills, and life competencies.
A specific group of the innovative teaching methods includes the use of digital tools:
Online Integration Courses
Digital versions of integration courses make language learning accessible to those who cannot attend in-person classes, providing flexibility in scheduling and catering to various learning styles.
Apps and Online Resources
Many applications and online platforms offer interactive and self-paced language learning that can adapt to individual schedules and preferences. These tools often support a variety of languages and levels, providing learners with additional practice outside traditional classroom settings.
Blended Learning
This combines in-person teaching with elements of online learning. Incorporating these innovative methods and digital tools helps bridge the gap in language education availability and quality, facilitating better integration and functional language use for refugees in their new societies.