Language teaching and the integration of immigrants and refugees in the Nordic countries Sally Boyd Prof of general linguistics University of Gothenburg

Contents Some background: immigration to Nordic region, number of persons, countries of origin Current practice: language instruction in four major Nordic countries –Adults –Children –Citizenship and language Conclusions

Immigration to Nordic region 2007: thousands of migrants (Source: OECD) Denmark23,5 Finland17,5 Norway53,5 Sweden83,5

Total no. & percent foreign born residing in Nordic region 2007 (Source: OECD) Denmark378,76,9% Finland202,53,8% Norway445,49,5% Sweden1 227,813,4%

Major origin groups arriving 2006 Denmark (S OURCE : OECD) Poland 2,5 thousand Germany 1,9 Norway 1,4 Ukraine 1,3 Sweden 1,2 Iceland 1,1 UK 0,9 China0,8

Major origin groups arriving 2007 Finland (Source: OECD) Estonia 2,9 Russian federation 2,5 Sweden 0,7 China 0,7 Somalia 0,6 Thailand 0,6 India 0,5 Germany 0,5

Major origin groups arriving 2007 Norway (Source: OECD) Poland 14,2 Sweden 4,4 Germany 3,8 Lithuania 2,4 Somalia 1,6 Phillipines 1,6 Denmark 1,5 Russian federation 1,5

Major origin groups arriving in 2007 Sweden (Source: OECD) Iraq 15,2 Poland 7,5 Denmark 5,1 Serbia & Montenegro 3,8 Somalia 3,6 Germany 2,6 Finland 2,6 Norway 2,5

Language courses for adult immigrants to Denmark Local council shall provide Danish lessons free of charge within one month of arrival. Up to three years in length. Goals set by national government, varies acc to individual’s goals Part of ”social contract” negotiated between migrant and council with goal of ”ordinary employment as soon as possible” Courses in Danish on 3 levels, depending on previous education level (= expectations of success) Should be organized ”outside normal working hours”. Length of time normally 1.2 years. Ends with (national) examination – if not passed, certificate.

Language courses for adult immigrants to Finland Instruction in Finnish or in Swedish provided to all migrants Part of an individual ”integration plan” drawn up for new migrants within 5 months of arrival Migrant receives ”integration allowance” for one year at a time, if integration plan is followed (same as ”job seeker’s allowance”, acc to need) Aim is clearly labor market integration

Language courses for adult immigrants to Norway Goal is to enable participation in labor market and ”society at large”. Asylum seekers etc are required to take 300 hours of tuition in Norwegian and ”social studies”. ( ) Participation entitles to benefit = twice amount of basic insurance scheme Requirement for settlement permit or citizenship. Municipalities obliged to provide tuition up to 3000 hrs for those who need it. Labor immigrants and families from outside EEA/EFTA entitled to courses, but must pay fees for instruction. Persons from EEA/EFTA not obliged to take courses.

Language courses for adult immigrants to Sweden Municipalities’ responsibility. National goals & curricula Models for instruction vary between municipalities and organizers. Different courses depending on previous education Content includes social and work life orientation Municipalities urged to integrate studies and practical work life experience ”Rule of thumb” 525 hours; adjusted to needs of individual to reach goals of courses. New max ”3 yrs”. Suggestion of ”bonus” if course completed in time. Problem recruiting qualified teachers

Language courses for children of migrants in Denmark Support teaching in Danish as a second language from age three in pre-school (if needed) 15 hrs/wk if at home. Special instruction in Danish as a second language until year 10, if needed. At own or another school. Based on assessment by school. MT teaching must be provided for children from Faroes & Greenland + EU/EEA if numbers permit. Voluntary for municipalities to provide MT instruction in other languages. Can charge fee.

Second language courses for children of immigrants in Finland Courses in Finnish/Swedish should be provided by municipalities for children at all ages in school. Syllabus within education in these lgs as MT. In practice, separate classes are provided only in large municipalities, where majority of pupils who need instruction live. In most cases, classes replace classes in Finnish/Swedish as mother tongue. Often fewer hours, however. Some education provided in reception centers Clearly stated multilingual, multicultural goals

Mother tongue education in schools in Finland Responsibility of local education authority, but paid for by central government Can be an optional subject during school day or after-school activitiy Similar provisions, regardless of country of origin Mentioned as important in all documents about education of migrant children

Language courses for children of immigrants in Norway Courses in Norwegian for children, until they are capable of following regular instruction in the school. Pupils’ language skills should be evaluated at regular intervals, to determine whether they can attend ordinary instruction. ”If necessary” they may receive mother tongue instruction and/or bilingual instruction in other subjects. May be at another school. Cf. Sami, who have the right to instruction in Sami language as subject and as medium of instruction.

Swedish for children of immigrants in Sweden Newly arrived: transitional classes in basic Swedish Swedish as a second language. Alternative to (and equal to) regular Swedish. 8% of all students. Schools place students. Includes upper secondary school. Nearly the same goals as Swedish as first language. Problem of too few qualified teachers.

Mother tongue teaching for children of immigrants in Sweden 18% of all students entitled to MT instruction. About half choose to take it. About 2/3 of classes in normal time plan. Number of participating students has declined. Individual instruction in other subjects through medium of MT. A form prescribed by law, but controversial. Independent schools with other medium of instruction than Swedish.

Language & citizenship Denmark: obligatory test on history, culture and current affairs in Danish. Study material in Danish. Finland and Norway: language test or certificate of completion of course required Sweden: suggestion made; question has been subject of official investigation. No demand yet.

Conclusions All countries: majority language a means to integrate adults in labor market for adults, to improve chances of succees in education for children. Importance for political and sociocultural integration not stressed. Education in second language at university level. Denmark: puts demands on migrants w/social contract. Tough demands for naturalization. Migration from muslim countries v low. Finland: Integration plan stresses importance of multilingualism/multiculturalism. Few migrants from non-neighboring countries. Norway: Restrictive policy. Transitional program in schools Sweden: current government wishes to get tougher. Tradition of generous provisions for adults & children. Citizenship a means rather than a goal of integration.

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