Learning language that matters: A pedagogical method to support migrant mothers without formal education experience in their social integration in Western countries

详细信息    查看全文

• 作者：Christa Nieuwboer^a ; ^b ; ^{info@ideal-participation.eu" class="auth_mail" title="E-mail the corresponding author} ; Rogier van't Rood^c ; ¹
• 关键词：Migrants ; Acculturation ; Intercultural communication ; Language ; Participation ; Diversity
• 刊名：International Journal of Intercultural Relations
• 出版年：2016
• 出版时间：March 2016
• 年：2016
• 卷：51
• 期：Complete
• 页码：29-40
• 全文大小：525 K

文摘

Courses for migrants in Europe are mostly aimed at literacy in western languages as a means for participation in society. These curricula are not suitable for migrants without previous basic education, which leaves groups of migrants vulnerable to alienation and without support for social integration.

Method

The IDEAL-programme (Integrating Disadvantaged Ethnicities through Adult Learning), which takes a participatory didactic approach and in which daily personal and family life is the starting point for learning, was provided and evaluated in the Netherlands and Sweden in 2011–2013. The participants (N = 16) were migrant mothers of Berber and Arabic origin without formal educational experience. The teachers shared the same background and served as role model facilitators and social brokers.

Results

Through exploring their personal narratives, the participants showed new insights, skills, and attitudes on the topics of communication, health and parenting. All participants showed progress in language acquisition and participation in society. The Dutch group of migrant mothers reported to use less physical punishment and threats to their children, and to practise more positive parenting skills instead.

Discussion

Literacy oriented programmes for social integration are not suitable for all migrants and do not encourage acculturation. The proposed method offers a feasible alternative, so that migrants may be more adequately supported in their efforts for social integration in receiving societies. In order to advance the future development of participatory programmes for civic education, several key intervention design principles and political conditions are discussed.