The phenomenon of social exclusion due to poor literacy skills is quite alarming with respect to the European population (see EU High Level Group of Experts on Literacy – Final Report , Sept. 2012), but it becomes dramatic if we consider the typology of migrants arriving at present in Europe. Most of them have very low literacy skills, thus limiting their possibility of integration and their exercise of citizenship rights, with evident risks also for the security within society. According to Eurostat 3.4 millions of immigrants reached the EU in 2013 and the majority of them went to Germany, UK, France and Italy. The number has increased in 2015 (not so in 2016) due to the huge number of asylum seekers arriving in Europe. The situation the project is addressing seems to be common all over Europe and that is the reason why we think it should be tackled it at a transnational level. These issues highlight the need to provide, at national level, an always rising number of literacy courses in L2 while, at European level, to establish an encompassing and shared reflection on the current learning and teaching models. In fact, traditional methodologies are not always adequate or sufficient to respond to the growing need of migrant people, while ICT in such courses is generally not used to their full potential (if used at all). In the EU High Level Group of Experts on Literacy – Final Report (Sept. 2012), the European Commission raises alarm on the risks arising from growing illiteracy among young and adult population and called for a structural and systematic commitment on the part of national Governments and Institutions. The OECD invites developed countries to fight illiteracy and to improve reading, writing and calculating skills among adults. Moreover, for the target group addressed by the project (adult immigrants and refugees) a new element of marginalization consists in the digital divide. This is a new challenge for teachers and practitioners; in fact, ICT need be embedded and taken into account when developing educational plans or new social policies in order to have a real impact. In developed countries and societies, new technologies are becoming essential parts in citizens life. Despite this, many practitioners and teachers often lack the necessary competences or haven’t found adequate instruments to cope with this new challenge. The objectives of this project proposal are: 1) exchanging and comparing experiences and case studies carried out in the partner countries about the ICT supported teaching methodologies used in L2 with illiterate or low educated adult migrants. 2) Developing an Analytical Gridwork which, starting from best practices identified and using the case study methodology, will evaluate innovation elements, similarities and differences, strong points and weaknesses, compare their methodologies and highlight their possible development also in technological terms (which tools, application , etc.) for the use of ICT in teaching to adult migrant people at risk of social exclusion. From the research will be developed methodological model and guidelines for teachers and practitioners, and a video-tutorial, on how to use ICT in literacy courses and in teaching languages as L2 to adult migrant people with low - or no - educational levels. 3) Piloting the methodological model and guidelines in 7 partner countries 4) Developing a MOOC (Massive Open Online Course) for teachers to facilitate their training on the use of ICT in language classes with the above mentioned target group. 5) Disseminating the methodological model and guidelines and the MOOC through the implementation of a European Conference and national events in all partner countries addressed to adult education staff, researchers and stakeholders so as to promote the use and the potential of ICT in education. 6) Evaluating the impact the analyzed case studies can have on the process of social inclusion of illiterate or low educated migrant people. This will be possible by highlighting those elements which should be further developed to guarantee good learning results (ex. The development of dedicated software applications) and to reduce the digital gap (ex. an integrated system or urban policies). Target groups are: migrant learners with low or no education, researchers, adult teachers, trainers, local/national decision makers. The project idea is in line with the priorities stated in the "declaration on Promoting citizenship and the common values of freedom, tolerance and non-discrimination through education" of Paris, point no. 2 "ensuring inclusive education for all children and adult people which combats racism and discrimination on any ground, promotes citizenship and teaches them to understand and to accept differences of opinion, of conviction, of belief and of lifestyle, while respecting the rule of law, diversity and gender equality".
The phenomenon of social exclusion due to poor literacy skills had always seemed to us quite alarming at a European level - not only statistically but in our daily field work and partner discussions. Considering demographic trends over the past several years, with third country and internal EU migration, the situation presents elevated risks for our European socio-economic cohesion. Many external and intra-EU migrants have low literacy skills which limit their possibility of integration and their exercise of citizenship rights, with evident risks also for overall social security. Although recent external migration figures seems to decrease, all DISI partners held regular discussions and tried to find a way to intervene in an innovative way by presenting practical solutions and tools able to facilitate literacy acquisition efforts. Addressing this context remained a leading force throughout DISI. Moreover, the situation the project addressed remained common for all partner countries (and in our opinion for all Europe), hence the need to tackle it at a transnational level. We traced the rising number of nationally existent literacy courses in L2 while attempting to encompass and share reflections on current learning and teaching models at a European level. Traditional methodologies proved not always adequate or sufficient to respond to the growing need of migrant people, while ICT in such courses has been statistically (and empirically) reported at levels not able to fulfill their complete potential (if used at all). We tried to synthesise a practical and systematic approach to fight illiteracy and to improve reading (and writing/typing, even calculating) skills among adults. We confirmed our initial observations that for the target group addressed by the project (adult immigrants and refugees) an additional level of marginalization exists, resulting in a digital divide. This new challenge for teachers and practitioners evoked the need to embed ICT in all approaches and tools, taking it into account when developing educational plans or new social policies in order to have a real impact. In developed countries and societies, new technologies have become essential parts in citizens' life. And despite this, many practitioners and teachers often reported lacking the necessary competences or adequate instruments to cope with this new challenge. Therefore we confirmed and sustained our instrumental Objectives: 1) We exchanged and compared experiences and case studies carried out in the partner countries about ICT-supported teaching methodologies used in L2 (called iL2) with illiterate or low educated adult migrants. 2) We developed an Analytical Gridwork starting from best practices identified and using the case study methodology. The comparative Gridwork has been able to highlight and help us evaluate innovative elements, similarities and differences, strong points and weaknesses, thus comparing methodologies and highlighting possible further development in technological terms (tools, application, etc.). Main emphasis for us remained the use of ICT in teaching adult migrant people at risk of social exclusion. After the initial research (secondary and some primary) we developed a Methodological model and concise guidelines for teachers and practitioners (as well as a video-tutorial) on how to use ICT in literacy courses and in teaching languages as L2 to adult migrant people with low - or no - educational levels. 3) We piloted the methodological model and guidelines in all 5 partner countries. 4) A crucial element was represented by the MOOC (Massive Open Online Course) we developed. It is addressed to teachers with view of facilitating their training on the use of ICT in language classes with the above mentioned target group. 5) We actively disseminated the Methodological model and Guidelines, as well as the final version of the MOOC through strong online presence, in addition to the National events in all partner countries, as well as the Final European Conference. Events were addressed to adult education staff, researchers and stakeholders able to further promote the use and potential of ICT in iL2 education. 6) We evaluated the impact of all analyzed case studies and assessed their effect on social inclusion of illiterate or low educated migrant people. Throughout DISI we highlighted those elements which should be further integrated and developed to guarantee good learning results and reduce the digital gap. The project remained in line with priorities stated initially: "Promoting citizenship and common values of freedom, tolerance and non-discrimination through education": i.e. Paris pt.2: "ensuring inclusive education for children and adults which combats racism and discrimination on any ground, promotes citizenship and teaches them to understand and to accept differences of opinion, conviction, belief and lifestyle, while respecting the rule of law, diversity and gender equality".