The protective role of language in global migration and mobility: language policies and practices in refugee settings (ProLanguage)
Lead Research Organisation:
University of Reading
Department Name: Sch of Psychology and Clinical Lang Sci
Abstract
Language is one of the factors that can enhance the migrants' and refugees' life, their physical and mental wellbeing, and improve their chances of staying mobile. Language is key for communication, information sharing, participation in social processes, education, and training. It is a tool for access to cultural and material resources and an expression of identity. It can strengthen resilience, prevent conflict, and strengthen communities. Story-telling can address loss, displacement, and trauma and can act as an intervention to support mental well-being. Book-sharing can facilitate language development in young children and promote child cognitive and socio-emotional development. At the same time, language can be a barrier if language policies and a language support system is not in place, making it difficult for refugees to find their way around, ask for help and support to meet their needs. In contrast, when effective language policies and language support are in place that can enable people to receive information in a language they understand, language can empower people, enable them to navigate the new environment and increase their chances of mobility in their journey. Language skills are also key for building and maintaining social networks during the journey, and for achieving a successful socio-cultural integration in the destination country.
To date, there are pockets of good practice in terms of language policy and language support in some refugee settings, but there is also a lot of variation between countries and refugee settings. There is often limited awareness of good practice across settings, regions, and countries, and a lack of coordinated work and knowledge sharing.
The proposed network addresses the role of language as a protective factor in refugee settings. It addresses how language and language policies in refugee settings can enhance their physical and mental health and wellbeing, act as social protection, enhance their chances for mobility, and facilitate their integration in the destination societies.
This network adopts a cross-disciplinary approach including academic and non-academic partners. Academics include researchers within the disciplines of linguistics, language policy, ethnography, history, translation studies, education, psychology, and cognitive neuroscience and will bring the state of the art evidence from research. Non-academic organisations include national and international NGOs working with refugees and migrants and will bring their experience, for example, on how translators can support refugees (Translators Without Borders), on the role of home language on supporting mental health (Mothertongue), and the role of book-sharing to promote child cognitive and socio-emotional development (The Mukhulu Trust).
Academic and non-academic organisations will provide input on the state of affairs, identify good and bad practice, identify priorities as well as training needs that promise to make a difference.
The University of Reading is in a privileged position to coordinate the network because it brings together under the umbrella of the Centre for Literacy and Multilingualism (CeLM) a coherent team of researchers from different disciplines who have an international record of publications and impact activities on language acquisition, migration, language planning and policy.
The outcome of this network has the potential to impact academic and non-academic stakeholders working on migration and refugees, and can benefit refugees living in camps, people working and volunteering in refugee camps, camp managers, NGOs (at local, national and international level), language teachers and educators working with refugees inside and outside the camps, policy makers working on language policies, and media operators working on migration and refugees, leading to inclusiveness and socio-cultural integration.
To date, there are pockets of good practice in terms of language policy and language support in some refugee settings, but there is also a lot of variation between countries and refugee settings. There is often limited awareness of good practice across settings, regions, and countries, and a lack of coordinated work and knowledge sharing.
The proposed network addresses the role of language as a protective factor in refugee settings. It addresses how language and language policies in refugee settings can enhance their physical and mental health and wellbeing, act as social protection, enhance their chances for mobility, and facilitate their integration in the destination societies.
This network adopts a cross-disciplinary approach including academic and non-academic partners. Academics include researchers within the disciplines of linguistics, language policy, ethnography, history, translation studies, education, psychology, and cognitive neuroscience and will bring the state of the art evidence from research. Non-academic organisations include national and international NGOs working with refugees and migrants and will bring their experience, for example, on how translators can support refugees (Translators Without Borders), on the role of home language on supporting mental health (Mothertongue), and the role of book-sharing to promote child cognitive and socio-emotional development (The Mukhulu Trust).
Academic and non-academic organisations will provide input on the state of affairs, identify good and bad practice, identify priorities as well as training needs that promise to make a difference.
The University of Reading is in a privileged position to coordinate the network because it brings together under the umbrella of the Centre for Literacy and Multilingualism (CeLM) a coherent team of researchers from different disciplines who have an international record of publications and impact activities on language acquisition, migration, language planning and policy.
The outcome of this network has the potential to impact academic and non-academic stakeholders working on migration and refugees, and can benefit refugees living in camps, people working and volunteering in refugee camps, camp managers, NGOs (at local, national and international level), language teachers and educators working with refugees inside and outside the camps, policy makers working on language policies, and media operators working on migration and refugees, leading to inclusiveness and socio-cultural integration.
Planned Impact
Who will benefit from this research?
The academic beneficiaries of this project are researchers in linguistics (including psycholinguistics, applied linguistics, sociolinguistics, ethno-linguistics), language policy, ethnography, translation studies, education, psychology, and cognitive neuroscience. The non-academic beneficiaries are language teachers, practitioners working in refugee camps; refugees, in particular Unaccompanied Minor Asylum-Seekers;NGOs managers, operators, volunteers, stakeholders from the education and health sectors, policy makers at national and international level, media operators.
How will they benefit from this research?
The networking activities will:
-promote dissemination of already existing survey and research data
-provide the evidence base for current language policies and practice in refugee settings in Lebanon, Greece and Italy and identify good and poor practice
-discuss effective language policies and transfer good practice
-conduct a scoping exercise to identify whether book-sharing activities are appropriate for refugee settings
-identify research agendas that promise to shape the future direction of GCRF funding.
During the three workshops in Greece, Italy and Lebanon we will work closely with the academic and non-academic beneficiaries:
-People working in refugee camps as language teachers/facilitators, translators, health professionals will get access to information and evidence of current language policies and practice in refugee settings and effective language policies
-Refugee camp managers across Lebanon, Egypt, Greece, and Italy will benefit from the survey conducted by the partners of the network and the dissemination of best practice
-Refugees from Syria, Afghanistan, Iraq and other countries living in camps, will be able to share their experience and contribute to co-production of research agendas
-Local NGOs, which are directly involved in the administration of the camps will interact with other members of the network and will share best practice
-National and international NGOs, which monitor the application of the International Convention on Human Rights, promote campaigns to raise media and political awareness about the situation in the camps will share good practice; in particular, Amnesty International, which has a Section on Refugees and promotes campaign on human rights (including linguistic rights), Translators without Borders and Doctors without Borders, which provides first physical and psychological aid to refugees and migrants
-Policy makers, such as the members of the Italian Commissione Parlamentare "Jo Cox" on racism, xenophobia and hate speech, who coordinates a large network of governmental and non-governmental bodies in Italy and the Scientific Committee of the Greek Ministry of Education in Migration Maters will be invited to the workshops to voice their views and will receive the final report with the outcomes of the project
-The association "Carta di Roma", which trains journalists and media operators in Italy will be invited to the workshop in Italy; sharing of knowledge and good practice at refugee settings will help dissemination through media.
The applicants and the partner organizations will compile a final report that synthesizes data in the light of current policy practices in education and health in the camps. The report will be presented to governmental and non-governmental organizations in developing countries, Italy, Greece and the UK.
In the UK, a major conduit for impact will be the branch of Bilingualism Matters which we set up at the University of Reading in 2013 to facilitate contacts between researchers at the Centre for Literacy and Multilingualism and the wider public, policy makers and practitioners. We organise training sessions for different stakeholders through this platform, we use Facebook and Twitter to directly reach audiences and will use these means also to maximise the impact of this project.
The academic beneficiaries of this project are researchers in linguistics (including psycholinguistics, applied linguistics, sociolinguistics, ethno-linguistics), language policy, ethnography, translation studies, education, psychology, and cognitive neuroscience. The non-academic beneficiaries are language teachers, practitioners working in refugee camps; refugees, in particular Unaccompanied Minor Asylum-Seekers;NGOs managers, operators, volunteers, stakeholders from the education and health sectors, policy makers at national and international level, media operators.
How will they benefit from this research?
The networking activities will:
-promote dissemination of already existing survey and research data
-provide the evidence base for current language policies and practice in refugee settings in Lebanon, Greece and Italy and identify good and poor practice
-discuss effective language policies and transfer good practice
-conduct a scoping exercise to identify whether book-sharing activities are appropriate for refugee settings
-identify research agendas that promise to shape the future direction of GCRF funding.
During the three workshops in Greece, Italy and Lebanon we will work closely with the academic and non-academic beneficiaries:
-People working in refugee camps as language teachers/facilitators, translators, health professionals will get access to information and evidence of current language policies and practice in refugee settings and effective language policies
-Refugee camp managers across Lebanon, Egypt, Greece, and Italy will benefit from the survey conducted by the partners of the network and the dissemination of best practice
-Refugees from Syria, Afghanistan, Iraq and other countries living in camps, will be able to share their experience and contribute to co-production of research agendas
-Local NGOs, which are directly involved in the administration of the camps will interact with other members of the network and will share best practice
-National and international NGOs, which monitor the application of the International Convention on Human Rights, promote campaigns to raise media and political awareness about the situation in the camps will share good practice; in particular, Amnesty International, which has a Section on Refugees and promotes campaign on human rights (including linguistic rights), Translators without Borders and Doctors without Borders, which provides first physical and psychological aid to refugees and migrants
-Policy makers, such as the members of the Italian Commissione Parlamentare "Jo Cox" on racism, xenophobia and hate speech, who coordinates a large network of governmental and non-governmental bodies in Italy and the Scientific Committee of the Greek Ministry of Education in Migration Maters will be invited to the workshops to voice their views and will receive the final report with the outcomes of the project
-The association "Carta di Roma", which trains journalists and media operators in Italy will be invited to the workshop in Italy; sharing of knowledge and good practice at refugee settings will help dissemination through media.
The applicants and the partner organizations will compile a final report that synthesizes data in the light of current policy practices in education and health in the camps. The report will be presented to governmental and non-governmental organizations in developing countries, Italy, Greece and the UK.
In the UK, a major conduit for impact will be the branch of Bilingualism Matters which we set up at the University of Reading in 2013 to facilitate contacts between researchers at the Centre for Literacy and Multilingualism and the wider public, policy makers and practitioners. We organise training sessions for different stakeholders through this platform, we use Facebook and Twitter to directly reach audiences and will use these means also to maximise the impact of this project.
Organisations
- University of Reading (Lead Research Organisation, Project Partner)
- British Council (Collaboration)
- Co-operation for the Development of Emerging Countries (Collaboration)
- The Mikhulu Trust (Project Partner)
- Mothertongue (Project Partner)
- Al Fanar Foundation (Project Partner)
- Translators Without Borders (Project Partner)
- Saint Andrew's Refugee Services (StARS) (Project Partner)
| Title | Point of entry |
| Description | 'Point of Entry' was an Art exhibition by Duncan Swann. In legal terms, a port (or point) of entry is a place where one may lawfully enter a country. In computer programming, entry point is a memory address, where control is transferred from the operating system to a computer program, at which place the processor enters a program or a code fragment and execution begins. This exhibition was meant to be a reflection on the strong - and often concealed - ties between boundaries, identities, selection, and memory. Boundaries as borders, defining one's status - accepted vs rejected - and right to stay in a given place in a given time. But boundaries also as porous demarcations: between here and there, now and then, visibility and concealment. Between 'identity' and 'identification', to borrow a fruitful concept from Stuart Hall. Because identity, which puts stress on status, can be neglected, or denied, and this constantly happens to people that are seeking shelter (refugium in Latin), and a legal recognition granted by an ID. Whereas identification emphasises an ongoing process, which cannot be rejected or isolated or regulated, and which belongs to all human experience. Memory in this context is the key to overcoming boundaries, categorization, and labels (citizen, migrant, refugee), an opportunity to familiarise with the dynamic porosity of "us" and "them", in time and space. And an undefined space for reconfiguring the self's narrative in a broader open collaborative narrative. The singular ability of Duncan Swann is to drag us into the complex ambivalence of point of entry/entry point, and make us reconsider preconceptions and misconceptions of boundaries, identities, selection and memory. Layers of visual information present themselves as programmed stratifications (fragments of a given code, predictable operations of a system, destinies processed and selected) but also as their opposite: poured paint, fading profiles, overlaps of figures for an unpredictable outcome. The apparent standstill - history at a standstill, to quote Walter Benjamin - becomes animated. The selection then becomes random, casual, arbitrary (why us, here, quietly viewing paintings in a gallery, and them out there, displaced, exiled, unwelcomed?) but also disturbing (what if we were them?) and puzzling, with a "geographical discrepancy between here and there and a temporal maladjustment between past and present" which becomes more and more visible. And this visibility brings to the surface not only a handful of questions, but also a challenge that cannot be avoided and silenced any longer. Because, ultimately, in everybody's life there is an element of chance, and change, which escapes the matrix. To choose, instead of being chosen: a possible point of view, instead of a given point of entry. |
| Type Of Art | Artistic/Creative Exhibition |
| Year Produced | 2017 |
| Impact | The exhibition took place at the University of Reading campus and was open to the general audience. It was organised within CeLM (Centre for Literacy & Multilingualism) week together with other conferences and workshops. More than 100 people attended the exhibition. |
| URL | https://www.reading.ac.uk/celm/news-events/point-of-entry/ |
| Description | This grant identified research needs and challenges through the network activities with academic and non-academic stakeholders. Below is a list of challenges that were raised repeatedly in the discussions with academic and non-academic stakeholders together with research needs that could address these challenges: 1. There is great variation in the education of children, adolescent and adult refugees in the countries in focus (Greece, Italy, Lebanon), each following different models in formal, e.g. education in reception classes vs. integration in mainstream schools, and in the organisations providing non-formal education. Learning outcomes are rarely being evaluated and when they are evaluated, the studies are small and qualitative in nature. There is a lack of large scale studies that include both quantitative and qualitative measures that can provide robust evidence for good practice. There is a need to conduct a large scale research that will identify good practice in formal and non-formal education. This can create the foundation for the development of national of international standards. 2. Teachers working with children, adolescent, adult refugees within formal education do not necessarily have appropriate training in teaching second language learners and/or students who have had a trauma. There is a need for capacity building of teachers who work with refugee groups. The capacity building should include training in psycho-pedagogical approaches. 3. Non-formal education is often delivered by volunteers who often do not have a teaching qualification. As a result, there are questions about the quality of the education provided. There is a need for capacity for volunteers. There is a need to work with policy makers to professionalise non-formal education for refugees. 4. The material used for the education of refugees is often not developed specifically for this group, and therefore, they are often not appropriate in terms of the topics, level, progress. There is a need to conduct research to review the material used in formal and non-formal education, to evaluate them for suitability for people with a refugee background. 5. Learning material are designed for literate people. Many people with a refugee background have missed schooling and have low literacy skills. There is a need to develop material for students with low literacy skills in their home language(s) and to evaluate the material in order to provide evidence for their suitability. 6. There is a lack of certification within the European Framework for Languages for levels below A1. There is a need to develop certification for levels below A1 and capacity building for teachers to receive training so they can teach students with low literacy skills. 7. Interpreters can play a key role in supporting refugees in their journeys in a new country. And yet there is a lack of interpreters for `Greek/Italian and the languages spoken by a large number of refugees. There is a need for capacity building of interpreters who can interpret between Greek/Italian and the languages spoken by refugees. 8. Curricula and material are developed without the input of representatives of refugees. Curriculum and material development would benefit from engagement of refugee groups to tailor them to their needs. 9. There is currently a lack of communication between teachers across organisations to share information and material. There is a need to develop platforms for teachers to share information and materials. 10. There is a lack of procedures and tools for the identification of children with a refugee background who have language impairment and a lack of speech and language pathologists who speak the home language(s) of refugees and can assess them in their home language(s). There is a need to develop procedures and material for the assessment of language impairment in the languages spoken by refugees. There is also a need to train interpreters who can work with speech and language pathologists for the assessment and remediation of refugees in their home language(s). 11. There is a larger number of male than female refugees, especially in the age groups of adolescents and young adults. There is a need to conduct research in order to find out the vulnerability of male vs. female adolescents and young adults with a refugee background and what support has the best outcomes. 12. Change in nutrition as a result of being a refugee in a new country may have an impact on cognition which can impact key areas of life, including educational achievement in children, but there is a lack of research in this area. There is a need to evaluate the cognitive impact of nutrition in children with a refugee background and develop interventions if needed. |
| Exploitation Route | Knowledge of these challenges and research needs can help shape GCRF calls for calls to address these areas of research. By identifying these research needs, this can lead to the development of research projects in and outside the UK that will address the lack of knowledge in these areas. |
| Sectors | Education,Healthcare,Government, Democracy and Justice,Culture, Heritage, Museums and Collections |
| Description | ESRC Impact Acceleration Account - Media Use and Representation Among Migrants: Developing a New Agenda |
| Amount | £2,300 (GBP) |
| Funding ID | 1709-DIAL-305 |
| Organisation | University of Reading |
| Sector | Academic/University |
| Country | United Kingdom |
| Start | 12/2017 |
| End | 03/2019 |
| Description | Erasmus + KeyCO System KA204 Strategic Partnerships for Adult Education |
| Amount | € 83,000 (EUR) |
| Organisation | University of Reading |
| Sector | Academic/University |
| Country | United Kingdom |
| Start | 09/2018 |
| End | 07/2021 |
| Description | MSCA-ITN-ETN - European Training Network |
| Amount | € 3,778,888 (EUR) |
| Funding ID | 765556 |
| Organisation | European Union |
| Sector | Public |
| Country | European Union (EU) |
| Start | 04/2018 |
| End | 03/2022 |
| Description | Multilingual language development in refugee children: a feasibility study |
| Amount | € 4,749 (EUR) |
| Organisation | University of Konstanz |
| Sector | Academic/University |
| Country | Germany |
| Start | 11/2018 |
| End | 08/2019 |
| Description | British Council Research Hub |
| Organisation | British Council |
| Country | United Kingdom |
| Sector | Charity/Non Profit |
| PI Contribution | Dr Tony Capstick was the research team leader for the British Council research hub Language for Resilience. That research hub included Prof Shirley Reynolds who advised on psycho-social needs of refugees. The Language for Resilience team produced a report which now informs British Council refugee language programmes world-wide. |
| Collaborator Contribution | The British Council contributed their expertise providing language training to refugees world-wide. |
| Impact | Project report, see web-site |
| Start Year | 2018 |
| Description | Silence Hate European Network |
| Organisation | Co-operation for the Development of Emerging Countries |
| Country | Italy |
| Sector | Charity/Non Profit |
| PI Contribution | Dr Federico Faloppa is the main academic advisor of the project. |
| Collaborator Contribution | Members of COSPE attended the ProLanguage meeting in Palermo, presented their experience in Italy and contributed to the discussion. |
| Impact | Ongoing worjk on outputs |
| Start Year | 2017 |
| Description | "Beyond the border" exhibition presented across Italy |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Public/other audiences |
| Results and Impact | The "Beyond the border" exhibition that was funded and organised as part of the final conference of ProLanguage has been brought to several cities in Italy: Bozen (December 2018), Palermo (February 2019), Trento (March 2019) and will continue to move to other cities in and outside of Italy. |
| Year(s) Of Engagement Activity | 2018,2019 |
| Description | British Council Jordan - HOPES project, part of final conference |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | This session was co-delivered by Harry Haynes from the HOPES project (http://www.hopes-madad.org/) and Frankie Randle from the LASER project (https://syria.britishcouncil.org/en/laser), both of which focus on provision on language for higher education access for Syrians in the Middle East. The session focused on: · The logic and design of both projects, and the needs they were intended to address · The lessons which have been learnt during implementation · Ideas from teachers on the project for successful classroom practices The speakers represented the experience of the teachers who have been involved in both projects in developing language materials for students looking to continue their education. It also highlighted the current and future needs for English language of marginalized and displaced youth in Jordan and region. |
| Year(s) Of Engagement Activity | 2018 |
| Description | Final conference of the ProLanguage project |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Other audiences |
| Results and Impact | The aims of the final conference of the ProLanguage project was to communicate the outcomes of the project to national and international academic and non-academic audiences, to engage with local stakeholders in Reading and the UK who engage with refugees, to engage with international stakeholders, to provide knowledge transfer through workshops, and to engage with the general public through a photography exhibition. The conference was attended by around 60 people. Non-academic audiences included representatives from NGOs that support refugees, representatives from the British Council, representatives from journalists' organisations. The conference generated important discussions on how to support language learning in refugees. |
| Year(s) Of Engagement Activity | 2018 |
| URL | https://research.reading.ac.uk/prolanguage/welcome/upcoming-events/ |
| Description | Knowledge transfer workshop 1 - Language learning materials from Greece, Italy, & Lebanon, part of final conference |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | This workshop brought together teachers from the Pro Language project who teach refugees in Greece, Italy and Lebanon. They presented material they developed to use with refugees. They talked briefly about their learners, why they are learning new languages and what these languages mean for their migration trajectories. Participants from the conference were given the opportunity to engage with material specifically designed for these learners. Materials include Italian language activities for refugees with low literacy from Sub-Saharan Africa recently arrived in Sicily, as well as material for Syrian refugees in Beirut and Athens. |
| Year(s) Of Engagement Activity | 2018 |
| Description | Knowledge transfer workshop 2 - Representation of migration in the media: exploring best and worst practices, part of final conference |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Media (as a channel to the public) |
| Results and Impact | This workshop brought together scholars, journalists and media experts from Italy and the UK. They provided an overview on recent research on media representation of migrants and refugees, and discussed best and worst practice by providing examples from different media and countries. |
| Year(s) Of Engagement Activity | 2018 |
| Description | Language for Resilience Research Hub Panel, part of final conference |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | The British Council is currently running an exhibition on Language for Resilience structured around the five principles identified in the British Council's Language for Resilience report launched in July 2016. One of the activities related to the exhibition is a Research Hub made up of 7 researchers working in each of the five principles. The hub members have been meeting monthly throughout 2018 to offer new ideas for programming as well as new perspectives on language learning for vulnerable people affected by conflict and displacement in some of the most challenging parts of the world. During this panel, hub members briefly talked about their findings before opening up the floor to comments and questions from conference participants. |
| Year(s) Of Engagement Activity | 2018 |
| Description | Language in global migration: policies & practices of inclusion workshop, University of Palermo, Italy |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | This two day workshop included 44 participants from Italy, Greece, Lebanon, the UK, Switzerland, Spain and Portugal. The participants from Italy included academics involved in the language training of unaccompanied minors, representatives from NGOs providing services to refugees as well as policy makers. The purpose of the workshop was to present the state of affairs in Italy regarding language in refugee settings and comparison with other countries. The workshop included participation in language classes with unaccompanied minors that enabled participants to have first hand experience about language learning in this group and enabled interaction with refugee minors who expressed their views about the language classes and pedagogies. |
| Year(s) Of Engagement Activity | 2017 |
| Description | Language policy and practice in Greek refugee settings workshop, University of Patras, Greece |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | This was a 2 day workshop with stakeholders from Greece, Spain, UK, Egypt, South Africa and the US who support refugees. 28 participants attended the workshop. The participants included academic organisations that provide language training for refugees and NGOs who provide language teaching, teacher training and interpreting. A family from Syria who was residing in Greece attended the workshop as well in order to have the voice of refugees represented in the workshop. Each organisation presented their activities followed by a general discussion. |
| Year(s) Of Engagement Activity | 2017 |
| Description | Media, linguaggio, migrazioni, Associazione "Carta di Roma" - Ordine dei giornalisti, training programme for journalists, Trieste, 15 November 2017 |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Media (as a channel to the public) |
| Results and Impact | Dr Fedrico Faloppa provided training on how to write narratives on migration to journalists. The training was organised by the association of journalists in Italy 'Carta di Roma'. This was an accredited CPD training course by the official journalist federation in Italy. |
| Year(s) Of Engagement Activity | 2017 |
| URL | https://www.cartadiroma.org/ |
| Description | Media, linguaggio, migrazioni, Liceo "Giosue Carducci", Bolzano, 19 March 2018. |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Schools |
| Results and Impact | Dr Federico Faloppa gave a talk to a secondary school in Bolzano on narratives and counter narratives on migration. |
| Year(s) Of Engagement Activity | 2018 |
| Description | Media, linguaggio, responsabilità, Associazione "Carta di Roma", training programme for journalists, Turin, 22 November 2018. |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Media (as a channel to the public) |
| Results and Impact | Dr Fedrico Faloppa provided training on how to write narratives on migration to journalists. The training was organised by the association of journalists in Italy 'Carta di Roma'. This was an accredited CPD training course by the official journalist federation in Italy. |
| Year(s) Of Engagement Activity | 2018 |
| URL | https://www.cartadiroma.org/ |
| Description | Media, linguaggio, responsabilità, Lampedusa, Summer School Amnesty International, 27 August 2018 |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Third sector organisations |
| Results and Impact | Dr Fedrico Faloppa provided training for Amnesty International Italy practitioners on how to creative alternative narratives on migration. The training was organised by Amnesty International Italy. |
| Year(s) Of Engagement Activity | 2018 |
| Description | Media, linguaggio, responsabilità, Palermo, Sabir Festival, 10 October 2018 |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Public/other audiences |
| Results and Impact | Dr Fedrico Faloppa gave a public talk on media representation of narratives and counter narratives at the 4 day Sabir Festival in Palermo. |
| Year(s) Of Engagement Activity | 2018 |
| Description | Media, linguaggio, responsabilità, Roma, Saxa Rubra (sede RAI), training course for national broadcasting television (RAI) with "Carta di Roma", 3 October 2018 |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Media (as a channel to the public) |
| Results and Impact | Dr Fedrico Faloppa provided training on how to present issues of migration on the television. The training was organised by the association of journalists in Italy 'Carta di Roma'. This was an accredited CPD training course by the official journalist federation in Italy. |
| Year(s) Of Engagement Activity | 2018 |
| URL | https://www.cartadiroma.org/ |
| Description | Migrazioni e politiche linguistiche: problemi, bisogni, sfide, "Euromediterranea 2017 - Andare Oltre: politiche migratorie nello spazio euromediterraneo", Fondazione Langer, Bolzano 29 June - 1 July 2017 |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Public/other audiences |
| Results and Impact | Dr Federico Faloppa gave a talk to the general public at the Festival Euromediterranea 2017 on migration and language policies. |
| Year(s) Of Engagement Activity | 2017 |
| Description | Per cambiare l'ordine delle cose - L'importanza delle lingue nella protezione umanitaria, Firenze, Fondazione Kennedy, 15 June 2018 |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Public/other audiences |
| Results and Impact | Dr Fedrico Faloppa gave a talk to the general public on the importance of languages in humanitarian protection. |
| Year(s) Of Engagement Activity | 2018 |
| Description | Photography exhibition 'Beyond Borders' by Luca Prestia |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Media (as a channel to the public) |
| Results and Impact | This photography exhibition by Luca Prestia presented his photographs on the Ventimiglia border between Italy and France. Ventimiglia is the last Italian town before the French border. When France suspended its duties under the Schengen agreement in 2015, the French-Italian border was transformed into a border-zone where most migrants remained stranded for weeks. Luca Prestia spent a considerable amount of time in the last three years and tried to observe that strip of land, and in particular the lands between the town of Ventimiglia and the border fences at the so-called "passo della morte", to record traces of those places, those passages, those human presences. The photographs include multilingual signs at the border, of multi-layered communication, of constant linguistic negotiation. Sociolinguistic landscaping, i.e. the study of the multi-linguistic traces in agglomerates and multi-ethnic places, added a complementary approach, and an additional piece of research, to the "ProLanguage" project. A leaflet and poster with information about the exhibition and the artist was created by Dr Federico Faloppa who curated the exhibition. The exhibition was accompanied by a poster with information about the ProLanguage project. The exhibition took place at the Holybrook Gallery at the Reading Library at the centre of Reading to reach the general public. |
| Year(s) Of Engagement Activity | 2018 |
| URL | http://holybrook.gallery/ |
| Description | Refugee camp visit in Greece |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Other audiences |
| Results and Impact | 28 participants from the workshop in Patras visited a refugee camp in Greece to see experience what life in a refugee camp is like and to interact with refugees and discuss about their experience regarding language and communication needs and support. |
| Year(s) Of Engagement Activity | 2017 |
| Description | The Protective Role of Language in Global Migration and Mobility: Language Policies and Practices in Refugee Settings workshop, Beirut, Lebanon |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | The aim of this 2 day workshop was to have presentations about the state of affairs regarding refugees in Lebanon. Participants included representatives of the ministry of education, academic organisations, NGOs, professionals, and refugees. |
| Year(s) Of Engagement Activity | 2017 |
| Description | Visit of two refugee settings in Palermo, Italy |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Other audiences |
| Results and Impact | Participants at the workshop in Palermo visited two refugee settings in Palermo to talk with staff about their training, experiences, needs as well as with refugees about their experiences, needs and the role of language training for ther support. |
| Year(s) Of Engagement Activity | 2017 |
| Description | Visit the British Council office in Beirut |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Third sector organisations |
| Results and Impact | Dr Tony Capstick visited the British Council office in Lebanon to inform then about the ProLanguage activities and to find out about the British Council involvement in language learning activities of refugees in Lebanon. |
| Year(s) Of Engagement Activity | 2017 |
| Description | Visit the Skaramangkas Learnng Centre (British Council & UNISEF) at the refugee camp in Athens |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Third sector organisations |
| Results and Impact | Dr Tony Capstick visited the refugee camp and engaged with practitioners working at the Skaramangkas Learnng Centre (British Council & UNISEF), found out about their teaching methods, discussed about potential engagement in collaborative research and also discussed with them about their views about research needs. |
| Year(s) Of Engagement Activity | 2017 |
| Description | Visiting two schools and a training centre for refugees in the Bekaa valley |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Other audiences |
| Results and Impact | The participants of the workshop in Beirut visited two schools and one training centre to interact with staff, students, and the administration of the organisations and discuss the refugees' experiences in attending the schools and training centres. There was an opportunity to discuss with refugees who expressed their views about the importance of language training. |
| Year(s) Of Engagement Activity | 2017 |