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

Area of Science:

• Social Sciences
• Psychology
• Sociology

Background:

• Societal integration of refugees is crucial, with language proficiency being a significant barrier for low-literate individuals.
• Traditional integration programs often separate language training from work skill development.
• Ager and Strang's (2008) integration framework highlights agency and intergroup contact as key factors.

Purpose of the Study:

• To evaluate a 1-year pilot program integrating language training and sheltered work experience for low-literate refugees.
• To assess the program's impact on refugees' agency, specifically communication strategies and labor market preparedness.
• To explore the role of intergroup contact in facilitating refugee integration.

Main Methods:

• A mixed-method approach was employed, involving longitudinal data collection over 11 months.
• Participants (N=10) completed questionnaires, and interviews were conducted with students and teachers.
• Observations of interactions in language classes and the work environment were also utilized.

Main Results:

• Overall, participants demonstrated an increase in the use of communication strategies.
• Individual case analyses revealed nuanced impacts of the program on labor market preparation.
• The program facilitated intergroup contact within a sheltered employment setting.

Conclusions:

• Combining language training with work experience can enhance communication skills and labor market readiness for low-literate refugees.
• Creating opportunities for intergroup contact is vital for improving agency and facilitating societal integration.
• The findings underscore the importance of tailored, integrated programs for refugee integration.