Project info
Work package
- Inclusion
Sustainability threat
- External Shocks
Challenge
- Accommodating newcomers
Study info
Description of Study
Learning the host society’s language and finding a job are important steps for the societal integration of refugees. Especially language proficiency is a key barrier for the integration of low-literates. Often language training and gaining work skills are separated during the integration procedure. We investigated a one-year pilot program for refugees with low-literacy levels in the Netherlands, which combined language training (daily classes, work-related language) with work experience in sheltered employment (second-hand shop) to facilitate language learning and prepare this group better for the labour market. We expected that this combined program should improve agency (communication strategies, preparedness for the labour market). We used a mixed-method approach to follow the development of participants’ (N=10) longitudinally (baseline, after 6 months, after 11 months). We gathered questionnaire data, interviewed teachers and students, and observed interactions in classes and at work. Overall, use of communication strategies increased. Analysing individual cases (profiles) offered nuanced insights into for whom and why the program seems to have differential impact, especially in terms of labour market preparation. We discuss results and the importance of creating intergroup contact to facilitate integration in a new society.
Study research question
How and for whom does a combined language and work integration training contribute to labour market preparation?
Collection provenance
- Collected during project
Collection methods
- Interview
- Observation
- Questionaire
- Longitudinal survey
Personal data
Yes
External Source
Source description
File formats
Data types
- Structured
- Unstructured
Languages
- Dutch
Coverage start
Coverage end
01/01/2019
20/12/2019
Spatial coverage
A local ROC in Groningen
Collection period start
01/01/2019
Collection period end
16/12/2022
Variables
Unit
Unit description
Sample size
Sampling method
Individuals
Language teachers in the program
2
Participation in the training
Individuals
Refugees participating in the training
10
Participation in the training
Hypothesis
Theory
Variable type
Variable name
Variable description
Dependent variable
Language use
A categorization of higher- and lower-order language strategies informed by previous research. Used as a count data (number of times used in the classroom per student) and in a questionnaire for teachers (scale to assess how often they thought certain strategies were employed). Through interviews with students questions about language use outside of the classroom were asked.
Dependent variable
Interaction frequency
Number of types a student initiated a conversation with other students in the classroom
Dependent variable
Preparedness for the labour market
Assessed quantitatively and qualitatively. The quanitative brief questionnaire on empowerment was adapted from a previous study. Two items assessed the evaluation of the language training as well as the work experience. Other aspects of agentic behaviour, motivation an training evaluation were asked during interviews with students.
Discipline-specific operationalizations
Conflict of interest
Data packages
Publications
Combining Language Training and Work Experience for Refugees with Low-Literacy Levels: a Mixed-Methods Case Study.
Journal of International Migration and Integration
Documents
Filename
Description
Date
Ethics
Ethical assessment
Yes
Ethical committee
Ethical Committee Psychology RuG