1. Guidance for asylum seekers and refugees: how can L2 teachers help?
Sara Campagnaro & Serena Boldrin
Il Villaggio Globale Soc. Coop.
SPRAR project in San Donà di Piave

2. ITALIAN PROTECTION SYSTEM
EMERGENCY/TEMPORARY RECEPTIONS CENTER (C.A.S.)
First level reception centers: 75% Asylum seekers
Main Goals: First Aid and asylum application
Avarage time for reception: 18 months
Often big centres
Municipality is not involved
PROTECTION SYSTEM FOR ASYLUM SEEKERS AND REFUGEES (S.P.R.A.R)
Second level reception centers: 75% Refugees or other kind of protection
Main goals: empowerment, economic and social indipendence
Avarage time for reception: 9 months
Usually little centres/ appartments
Municipality is the project leader (applicant)

3. Who are the Asylum Seekers?
Source data: Rapporto Annuale Sprar 2016/17 (SPRAR annual report 2016/17)

4. Who are the Asylum Seekers?
Source data: Rapporto Annuale Sprar 2016/17 (SPRAR annual report 2016/17)

5. Who are the Asylum Seekers?
Source data: Rapporto Annuale Sprar 2016/17 (SPRAR annual report 2016/17)
Ref. QCER Levels

6. The SPRAR system
Multidisciplinary teams: coordinator + legal advisor, health and social operator, guidance counselor, psychologist, L2 teacher, cultural mediators
SPRAR reception agreement/contract: beneficiaries’ rights and duties
Customised/tailored individual projects with specific objectives in different areas (linguistic, social, health, lto be reached egal and training/employment)

7. Guidance for asylum seekers and refugees
Guidance is an empowering process:
The core of the process are the beneficiary, his/her story, needs, potential, life expectations and migratory plan;
Self-awareness: need to match individual situation with actual condition of the local labour market;
Provide tools and information to make the individual as independent as possible;
Valorise the past if possible (vs. traumas, “selective memory”, etc.);
Synergy among project team members to support the individual;
Take advantage of the group: positive experiences in the project are useful to be shared (motivation)

8. Guidance for asylum seekers and refugees
Guidance is a process:
Establishing relationships
Assessment
Setting goals
Evaluation and follow-up
Intervention

9. Guidance in concrete terms
Worskhops, interviews…
Work/study experiences
Meet & Greet
Individual story
Before
Searching and identifying opportunities
Support to the beneficiary
Skills analysis & training needs
Monitoring
During
After
Work experiences
Education High education
Active job research
VET
Evaluation, feedback, follow-up

10. Guidance for asylum seekers and refugees
Methodology involves:
Individual meeting(s) with the operator/counsellor  skills analysis, CV drafting, tools sharing, “coaching”…
Group workshops to share a common language and a common knowledge: labour market laws, employment services and LM actors, active job research techniques, etc.
Tools:
“Guided” Europass CV
Job research diary

11. Guided CV Personal Info What job do I look for? Languages
ICT or other professional tools
Transversal skills
Work experiences
Education, training,…

12. Name & place of the company
Job research diary
Name & place of the company
Date
Type of job
Name / Stamp

13. How can L2 teachers help?
Beneficiaries’ autonomy is a transversal objective for the team: at the end of the project a person should be able to support him/herself financially as well as to access local services independently;
Finding a job is an essential part of the process;
Guidance is a joint responsibility of all members of the team  need to share knowledge about the labour market, different types jobs, local employment services, etc.

14. How can L2 teachers help? Greetings; introducing oneself…
Vocabulary development: describing a job in terms of tasks/activities and tools  example: the welder fuses materials together; materials can be metals (steel, aluminum, brass, stainless steel, etc.) or varieties of plastic; he uses the welding power supply…
Syntax: describing the past, skills, expectations  example: I was a welder; I can fuse steel; I know the TIG method; I would like to work as a welder.
Filling in forms (registration…)
Supporting the compilation of the guided CV
“Grammar”
Our L2 teachers meet beneficiaries everyday and can establish positive relationships with them;
Beneficiaries tell teachers relevant information and details about their personal stories that should be shared with the project team

15. Counsellors and L2 teachers in a joint workshop on active job search
Test of a 3-step workshop:
Who am I and what can I do? (skills analysis, self-awareness)
Where do I look for a job? (employment services and tools for the job search)  video
How do I apply for a job and present myself? (job interview, nonverbal language and acceptable behaviours,…)
Strengths
Criticalities
Beneficiaries
Group dynamics, mutual backing and cooperation;
Illiterate beneficiaries are included in the group
Lack of ability of abstraction
Operators/Counsellors
Adjust operative tools based on beneficiaries’ features
(Over)simplification of relevant concepts
Time management (more time is required than expected)
L2 teachers
Acquire appropriate content for lessons (modules on work) Adapt didactic materials to needs and features of beneficiaries