Combining Language Training and Work Experience for Refugees with Low-Literacy Levels: a Mixed-Methods Case Study

Abstract 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 pr...
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Autor*in:	Kuschel, Anne [verfasserIn] Hansen, Nina Heyse, Liesbet Wittek, Rafael P.M.

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2023

Schlagwörter:	Refugees Integration Language Work experience Agency Training

Anmerkung:	© The Author(s) 2023. corrected publication 2023

Übergeordnetes Werk:	Enthalten in: Journal of international migration and integration - Dordrecht : Springer, 2000, 24(2023), 4 vom: 25. März, Seite 1635-1661
Übergeordnetes Werk:	volume:24 ; year:2023 ; number:4 ; day:25 ; month:03 ; pages:1635-1661

Links:	Volltext

DOI / URN:	10.1007/s12134-023-01028-6

Katalog-ID:	SPR054074207

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520			\|a Abstract 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 1-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. Building on Ager and Strang’s conceptual integration framework (2008), we expected that this combined program should improve agency (communication strategies, preparedness for the labour market) via intergroup contact at work. 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. Analyzing 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.
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allfields	10.1007/s12134-023-01028-6 doi (DE-627)SPR054074207 (SPR)s12134-023-01028-6-e DE-627 ger DE-627 rakwb eng Kuschel, Anne verfasserin (orcid)0000-0002-4809-6131 aut Combining Language Training and Work Experience for Refugees with Low-Literacy Levels: a Mixed-Methods Case Study 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s) 2023. corrected publication 2023 Abstract 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 1-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. Building on Ager and Strang’s conceptual integration framework (2008), we expected that this combined program should improve agency (communication strategies, preparedness for the labour market) via intergroup contact at work. 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. Analyzing 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. Refugees (dpeaa)DE-He213 Integration (dpeaa)DE-He213 Language (dpeaa)DE-He213 Work experience (dpeaa)DE-He213 Agency (dpeaa)DE-He213 Training (dpeaa)DE-He213 Hansen, Nina (orcid)0000-0003-1528-335X aut Heyse, Liesbet (orcid)0000-0001-7470-1289 aut Wittek, Rafael P.M. (orcid)0000-0002-8473-6984 aut Enthalten in Journal of international migration and integration Dordrecht : Springer, 2000 24(2023), 4 vom: 25. März, Seite 1635-1661 (DE-627)522895360 (DE-600)2265195-0 1874-6365 nnns volume:24 year:2023 number:4 day:25 month:03 pages:1635-1661 https://dx.doi.org/10.1007/s12134-023-01028-6 kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 24 2023 4 25 03 1635-1661
spelling	10.1007/s12134-023-01028-6 doi (DE-627)SPR054074207 (SPR)s12134-023-01028-6-e DE-627 ger DE-627 rakwb eng Kuschel, Anne verfasserin (orcid)0000-0002-4809-6131 aut Combining Language Training and Work Experience for Refugees with Low-Literacy Levels: a Mixed-Methods Case Study 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s) 2023. corrected publication 2023 Abstract 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 1-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. Building on Ager and Strang’s conceptual integration framework (2008), we expected that this combined program should improve agency (communication strategies, preparedness for the labour market) via intergroup contact at work. 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. Analyzing 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. Refugees (dpeaa)DE-He213 Integration (dpeaa)DE-He213 Language (dpeaa)DE-He213 Work experience (dpeaa)DE-He213 Agency (dpeaa)DE-He213 Training (dpeaa)DE-He213 Hansen, Nina (orcid)0000-0003-1528-335X aut Heyse, Liesbet (orcid)0000-0001-7470-1289 aut Wittek, Rafael P.M. (orcid)0000-0002-8473-6984 aut Enthalten in Journal of international migration and integration Dordrecht : Springer, 2000 24(2023), 4 vom: 25. März, Seite 1635-1661 (DE-627)522895360 (DE-600)2265195-0 1874-6365 nnns volume:24 year:2023 number:4 day:25 month:03 pages:1635-1661 https://dx.doi.org/10.1007/s12134-023-01028-6 kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 24 2023 4 25 03 1635-1661
allfields_unstemmed	10.1007/s12134-023-01028-6 doi (DE-627)SPR054074207 (SPR)s12134-023-01028-6-e DE-627 ger DE-627 rakwb eng Kuschel, Anne verfasserin (orcid)0000-0002-4809-6131 aut Combining Language Training and Work Experience for Refugees with Low-Literacy Levels: a Mixed-Methods Case Study 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s) 2023. corrected publication 2023 Abstract 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 1-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. Building on Ager and Strang’s conceptual integration framework (2008), we expected that this combined program should improve agency (communication strategies, preparedness for the labour market) via intergroup contact at work. 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. Analyzing 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. Refugees (dpeaa)DE-He213 Integration (dpeaa)DE-He213 Language (dpeaa)DE-He213 Work experience (dpeaa)DE-He213 Agency (dpeaa)DE-He213 Training (dpeaa)DE-He213 Hansen, Nina (orcid)0000-0003-1528-335X aut Heyse, Liesbet (orcid)0000-0001-7470-1289 aut Wittek, Rafael P.M. (orcid)0000-0002-8473-6984 aut Enthalten in Journal of international migration and integration Dordrecht : Springer, 2000 24(2023), 4 vom: 25. März, Seite 1635-1661 (DE-627)522895360 (DE-600)2265195-0 1874-6365 nnns volume:24 year:2023 number:4 day:25 month:03 pages:1635-1661 https://dx.doi.org/10.1007/s12134-023-01028-6 kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 24 2023 4 25 03 1635-1661
allfieldsGer	10.1007/s12134-023-01028-6 doi (DE-627)SPR054074207 (SPR)s12134-023-01028-6-e DE-627 ger DE-627 rakwb eng Kuschel, Anne verfasserin (orcid)0000-0002-4809-6131 aut Combining Language Training and Work Experience for Refugees with Low-Literacy Levels: a Mixed-Methods Case Study 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s) 2023. corrected publication 2023 Abstract 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 1-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. Building on Ager and Strang’s conceptual integration framework (2008), we expected that this combined program should improve agency (communication strategies, preparedness for the labour market) via intergroup contact at work. 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. Analyzing 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. Refugees (dpeaa)DE-He213 Integration (dpeaa)DE-He213 Language (dpeaa)DE-He213 Work experience (dpeaa)DE-He213 Agency (dpeaa)DE-He213 Training (dpeaa)DE-He213 Hansen, Nina (orcid)0000-0003-1528-335X aut Heyse, Liesbet (orcid)0000-0001-7470-1289 aut Wittek, Rafael P.M. (orcid)0000-0002-8473-6984 aut Enthalten in Journal of international migration and integration Dordrecht : Springer, 2000 24(2023), 4 vom: 25. März, Seite 1635-1661 (DE-627)522895360 (DE-600)2265195-0 1874-6365 nnns volume:24 year:2023 number:4 day:25 month:03 pages:1635-1661 https://dx.doi.org/10.1007/s12134-023-01028-6 kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 24 2023 4 25 03 1635-1661
allfieldsSound	10.1007/s12134-023-01028-6 doi (DE-627)SPR054074207 (SPR)s12134-023-01028-6-e DE-627 ger DE-627 rakwb eng Kuschel, Anne verfasserin (orcid)0000-0002-4809-6131 aut Combining Language Training and Work Experience for Refugees with Low-Literacy Levels: a Mixed-Methods Case Study 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s) 2023. corrected publication 2023 Abstract 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 1-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. Building on Ager and Strang’s conceptual integration framework (2008), we expected that this combined program should improve agency (communication strategies, preparedness for the labour market) via intergroup contact at work. 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. Analyzing 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. Refugees (dpeaa)DE-He213 Integration (dpeaa)DE-He213 Language (dpeaa)DE-He213 Work experience (dpeaa)DE-He213 Agency (dpeaa)DE-He213 Training (dpeaa)DE-He213 Hansen, Nina (orcid)0000-0003-1528-335X aut Heyse, Liesbet (orcid)0000-0001-7470-1289 aut Wittek, Rafael P.M. (orcid)0000-0002-8473-6984 aut Enthalten in Journal of international migration and integration Dordrecht : Springer, 2000 24(2023), 4 vom: 25. März, Seite 1635-1661 (DE-627)522895360 (DE-600)2265195-0 1874-6365 nnns volume:24 year:2023 number:4 day:25 month:03 pages:1635-1661 https://dx.doi.org/10.1007/s12134-023-01028-6 kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 24 2023 4 25 03 1635-1661
language	English
source	Enthalten in Journal of international migration and integration 24(2023), 4 vom: 25. März, Seite 1635-1661 volume:24 year:2023 number:4 day:25 month:03 pages:1635-1661
sourceStr	Enthalten in Journal of international migration and integration 24(2023), 4 vom: 25. März, Seite 1635-1661 volume:24 year:2023 number:4 day:25 month:03 pages:1635-1661
format_phy_str_mv	Article
institution	findex.gbv.de
topic_facet	Refugees Integration Language Work experience Agency Training
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container_title	Journal of international migration and integration
authorswithroles_txt_mv	Kuschel, Anne @@aut@@ Hansen, Nina @@aut@@ Heyse, Liesbet @@aut@@ Wittek, Rafael P.M. @@aut@@
publishDateDaySort_date	2023-03-25T00:00:00Z
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author	Kuschel, Anne
spellingShingle	Kuschel, Anne misc Refugees misc Integration misc Language misc Work experience misc Agency misc Training Combining Language Training and Work Experience for Refugees with Low-Literacy Levels: a Mixed-Methods Case Study
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topic_title	Combining Language Training and Work Experience for Refugees with Low-Literacy Levels: a Mixed-Methods Case Study Refugees (dpeaa)DE-He213 Integration (dpeaa)DE-He213 Language (dpeaa)DE-He213 Work experience (dpeaa)DE-He213 Agency (dpeaa)DE-He213 Training (dpeaa)DE-He213
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title	Combining Language Training and Work Experience for Refugees with Low-Literacy Levels: a Mixed-Methods Case Study
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title_full	Combining Language Training and Work Experience for Refugees with Low-Literacy Levels: a Mixed-Methods Case Study
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author_browse	Kuschel, Anne Hansen, Nina Heyse, Liesbet Wittek, Rafael P.M.
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title_sort	combining language training and work experience for refugees with low-literacy levels: a mixed-methods case study
title_auth	Combining Language Training and Work Experience for Refugees with Low-Literacy Levels: a Mixed-Methods Case Study
abstract	Abstract 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 1-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. Building on Ager and Strang’s conceptual integration framework (2008), we expected that this combined program should improve agency (communication strategies, preparedness for the labour market) via intergroup contact at work. 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. Analyzing 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. © The Author(s) 2023. corrected publication 2023
abstractGer	Abstract 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 1-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. Building on Ager and Strang’s conceptual integration framework (2008), we expected that this combined program should improve agency (communication strategies, preparedness for the labour market) via intergroup contact at work. 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. Analyzing 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. © The Author(s) 2023. corrected publication 2023
abstract_unstemmed	Abstract 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 1-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. Building on Ager and Strang’s conceptual integration framework (2008), we expected that this combined program should improve agency (communication strategies, preparedness for the labour market) via intergroup contact at work. 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. Analyzing 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. © The Author(s) 2023. corrected publication 2023
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title_short	Combining Language Training and Work Experience for Refugees with Low-Literacy Levels: a Mixed-Methods Case Study
url	https://dx.doi.org/10.1007/s12134-023-01028-6
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author2	Hansen, Nina Heyse, Liesbet Wittek, Rafael P.M.
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up_date	2024-07-03T23:47:50.075Z
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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 1-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. Building on Ager and Strang’s conceptual integration framework (2008), we expected that this combined program should improve agency (communication strategies, preparedness for the labour market) via intergroup contact at work. 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. Analyzing 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. 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