The aim of the project was to develop and test new approaches to supporting students with a different mother tongue (DMT), taking into account their social and emotional needs, cultural adaptation, and future planning in their new country. In line with this goal, we sought to strengthen the competences of teachers working in the language centres of KCV and Inklucentrum. With the support of methodological staff, they implemented these new thematic areas directly into their work with students. As the language centres of both organisations cooperate directly (Inklucentrum) or indirectly (KCV) with mainstream schools, we also aimed to improve students’ transition into these schools and explore ways of sharing information about individual students and the forms of support they had received. Through practical experience with implementation, we planned to gather insights for developing recommendations for working with students with DMT in mainstream schools. These recommendations were disseminated through webinars and written outputs. At the same time, we wanted to open broader public discussion on the support of students with DMT and advocate for inclusive measures that contribute to the wellbeing of all students in schools.
The project was developed in response to significant systemic gaps in the education of children and young people with a different mother tongue (DMT). Although both participating organisations provide language education for students with DMT, they repeatedly encounter the fact that language support alone is not sufficient. In addition to language barriers, these students often struggle with psychological distress, adaptation to a new cultural and social environment, and difficulties in planning realistic educational and career pathways. The partnership created an opportunity for mutual exchange of experience and for enriching language education with elements of psychosocial support (Inklucentrum) and career guidance (KCV), allowing us to pilot a more comprehensive support model. We also identified a strong demand among teachers and educational support staff for guidance in working with students with DMT, as schools often lack experience, methodological support and systemic conditions in this area. The project enabled both organisations to further develop and test their educational approaches and transform them into practical recommendations applicable beyond specialised language centres and support organisations.