Abstract:

The ability to communicate with locals can be crucial for the success of minorities’ integration in society. In this context, this paper aims to present a project carried out at a Spanish university entitled “Learning languages for social inclusion: bridging theory and professional practice”. This project arose from the need to create a collaborative network integrated by experts in second language teaching, as well as by untrained teachers who volunteer in “Fundación Sopeña”, a centre which, among other services, offers free foreign language courses to adult migrants.

The project had two objectives. The first one was to introduce the “Council of Europe Refugees Toolkit” to the educators volunteering in this centre and to provide them with support and training in the design and use of materials for language learning. The second objective was to present this Toolkit to the students enrolled in two undergraduate courses in the Degree in English Studies, and to bring them the opportunity to learn about a real teaching context with which most of them were not familiar.

Both university students and volunteers benefitted from the project. Volunteers delivered two presentations where they shared their professional experience with the undergraduate students, explaining some of their strengths and challenges. These presentations were followed by a fruitful debate session where different topics related to the subject-matter were discussed. On the other hand, teachers and researchers from the university involved designed an observation tool and conducted a 20-hour classroom observation in Spanish courses at “Fundación Sopeña” at A1 and A2 levels of the Common European Framework of Reference for Languages. The collected data was analysed and good practices and possible areas for improvement were identified. Different training and advising sessions were given accordingly to volunteers by university teachers. Besides, a resource bank for A1 and A2 Spanish levels was created, including translated teaching materials from the “Council of Europe Refugees Toolkit”, as well as posters and PowerPoint presentations for autonomous learning.

This project has been advantageous both for the undergraduate students, who have put theory into practice and worked in the development of aspects such as their creativity and problem-solving skills, and for the volunteer teachers at “Fundación Sopeña”, who have welcomed the perspectives introduced through the project and integrated them into their everyday teaching practices. The project is expected to be continued in the following academic year 2019-2020.

Keywords:

Language learning, social inclusion, minorities, migrants.