/ Fernanda Minuz, Jeanne Kurvers, Karen Schramm, Lorenzo Rocca, Rola Naeb. Co-ordinator: Fernanda Minuz. Other contributors: Alexis Feldmeier García Taina Tammelin-Laine
Strasbourg : Council of Europe, 2022
Language skills foster, among other things, social inclusion, access to education and employment. Within this context, non-literate or low-literate migrants have specific educational needs.
This reference guide is meant for language educators, curriculum designers and language policy makers in their endeavour to design, implement, evaluate and improve curricula tailored toward the specific needs of non- and low-literate adult migrants. This group of migrants faces the complex and demanding task of learning a language while either learning to read and write for the first time or developing their literacy skills. They rarely receive adequate instruction in terms of hours of tuition and targeted teaching approaches, whereas they are very often requested to take a compulsory written test.
The reference guide contains: a definition of target users and learners; the rationale related to the development of the descriptors; principles for teaching literacy and second languages; scales and tables of descriptors; aspects of curriculum design at the macro, meso and micro levels and recommendations on assessment procedures and tools within the learning environment.
The guide also contains descriptors that build on the Common European Framework of Reference for Languages (CEFR) and the CEFR Companion volume up to the A1 level for adult migrants, with special attention given to literacy learners.