SCHRITT 3: Was habe ich gelernt?
STEP 3: Cosa ho imparato?
1. Quali sono i diversi modi in cui l'acquisizione iniziale della seconda lingua può essere organizzata in relazione all'IFP per i rifugiati?
- Solo come corsi di lingua separati organizzati da un operatore professionale
- Solo come corsi combinati in cui le lezioni di apprendimento della lingua si interscambiano con l'apprendimento delle materie dell'istruzione e della formazione professionale.
- Solo come parte integrante dell'insegnamento del curriculum professionale
- Sia come corsi di lingua separati che come corsi combinati/integrati.
Answer:
Both as separate language courses and as combined/integrated courses
Explanation: Learning the new language of the host country is vital for the refugees’ integration process, for their learning in VET and for their subsequent access to employment. Initial second language acquisition (SLA) in connection with VET for refugees can be organised in different ways. Separate language courses organised by a professional provider, independent of the VET programme, can provide teaching at different levels to match the requirements of the individual refugee. However, it can be difficult to engage the refugee students, when SLA is not connected to their vocational training. Language learning can be organised as combined courses, where lessons of language learning inter-change with the learning of VET subjects. Hereby, the language teaching can easily relate to the vocational subjects, for example by including textbooks and instructions from VET. Language learning can also be organised as an integrated part of the teaching of the vocational curriculum.
2. What is the importance of intercultural competence in language and vocational learning?
- Intercultural competence is not important in language and vocational learning.
- Intercultural competence is only important for teachers to understand students from other cultures.
- Intercultural competence is important for students to learn cultural sensitivity and cultural codes.
- Intercultural competence is only important for students to decipher the school codes of their home country.
Answer:
Intercultural competence is important for students to learn cultural sensitivity and cultural codes.
Explanation: Language learning and vocational learning also includes cultural learning. Learning how to use a new language requires the learning of cultural sensitivity and cultural codes. Teachers need intercultural competence to understand students from other cultures and to mediate between different cultures in the classroom. Intercultural sensitivity is also a key competence that refugees students need in order to be able to decipher the ‘school codes’ of the host country.
3. What is the importance of taking the interests and ambitions of refugees into consideration when organizing VET programmes?
- It is not important to take the interests and ambitions of refugees into consideration when organizing VET programs.
- VET programs should only focus on practical skills, regardless of the refugees' interests and aspirations.
- It is important to consider the refugees' interests and aspirations to prevent VET programs from becoming an educational "dead end."
- Refugees do not have any interests or ambitions related to VET programs.
Answer:
It is important to consider the refugees' interests and aspirations to prevent VET programs from becoming an educational "dead end."
Explanation: The refugees’ limited skills in the language of the host country can by teachers and counsellors be associated with lower intellectual ability. For the authorities, ‘practical’ VET programmes can appear as more adequate for refugees, even if the refugees have academic aspirations. It is important to take the interests and ambitions of the refugees themselves into con-sideration, when organising VET for refugees. To avoid that VET for refugees becomes an educational ‘dead end’, the opportunities for learning language at higher levels and in combination with academic subject should be included.
4. What is one-way teachers can facilitate refugee students' learning of intercultural sensitivity?
- By ignoring cultural practices and focusing solely on language learning.
- By making cultural practices explicit and explaining their validity to the students.
- By discouraging the students from sharing their experiences from their homeland.
- By separating the refugee students from the other students in VET.
Answer:
By making cultural practices explicit and explaining their validity to the students.
Explanation: Teachers can facilitate the students’ learning of intercultural sensitivity by making the rules of the cultural practices explicit, and by explaining to the students why these are valid practices. This is important because the practices must appear meaningful and understandable for the students for making the teaching of these practices successful.
5. Which of the following is an example of a cultural practice that teachers should be aware of, as it may offend or exclude refugee students, according to the learning language and intercultural sensitivity?
- Making the curriculum more challenging for advanced students
- Encouraging students to share their experiences from their homeland
- Telling jokes that involve sexual or religious issues
- Providing counselling to students who struggle with cultural conflicts in the workplace
Answer:
Telling jokes that involve sexual or religious issues
Explanation: Teachers’ cultural sensitivity includes their awareness of practices, which the refugee students find offending or excluding. This can for example be humour and jokes, which involve sexual or religious issues. In addition, teachers must be able to intervene in practices of refugee students that other students find offensive, like talking in their own language in the presence of other students. Cultural learning involves conflicts and teachers must be prepared to inter-vene and mediate in these conflicts