Go to content

Main menu:

OUTPUTS > Rep Resources
3.6
Author and contact
McHugh, M.   and Challinor, A.E. mmchugh@migrationpolicy.org
Title
Improving   Immigrants' Employment Prospects through. Work-Focused Language Instruction
Language
English
Date2011
Description
Immigrants’ employment   prospects depend on their underlying levels of education and technical skills   as well as their ability to communicate as needed in the host-country   language. Since basic language courses do not impart the host-country   language skills necessary for success in the workplace, many governments on   both sides of the Atlantic are eager to expand work-focused language   training. Yet implementing effective employment-focused language systems is   difficult, as policymakers must find ways to design cost-effective programs   that are sufficiently tailored to the needs of a wide range of occupations   and that take account of immigrants’ underlying literacy skills and their   financial and family circumstances.
Key words
Work-focused   education, language training, immigrant, employment, communication
Full reference (publication/web link)
McHugh, M.   and Challinor, A.E (2011). Improving Immigrants' Employment Prospects   through. Work-Focused Language Instruction. Washington, DC: Migration Policy   Institute. https://www.migrationpolicy.org/pubs/workfocusedlanguageinstruction.pdf
Other interesting information
This report describes the range   of policies available to improve immigrants’ economic integration through language acquisition, especially those focused on getting immigrants into   jobs or moving into higher-paying jobs. It assesses promising models and   practices from Europe and North America, and provides recommendations for policymakers designing accessible, cost-effective, and tailored language   programs. These recommendations include: expand language instruction   contextualized for workplace use; combine language and skills training; encourage partnerships and work with employers; encourage workplace-based   instruction; take into account the needs of nontraditional students; evaluate   programs; and share and support effective practices.
Interest for the project
4/5
Contributor´s name + email
         
Stéphanie Barillé - stephanie@unak.is
Co-funded by The Erasmus+ programme of the European Union.
This project has been funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Back to content | Back to main menu