Adult migrants are a heterogeneous group in which different literacy profiles can be identified, taking account of migrants' educational background. In this study, we focus on non-literate and low-literate refugees and migrants in Greece, drawing on qualitative data provided by language teachers with some teaching experience to non-literate and/ or low-literate immigrant and refugee adults through an online survey, in order to study their profiles, their students' literacy profiles, related challenges, and teaching practices. The findings reveal interesting and detailed students' profiles considering the four literacy groups proposed by the Council of Europe and LIAM.
Non-literate and low-literate migrant and refugee adults are a particularly vulnerable group on personal, social, economic, and educational level. This particular group faces a dual challenge: to be able to write and understand written texts in a L2, while in some cases they may have not developed these skills in their L1. Adult migrants are a heterogeneous group in which different literacy profiles can be identified, taking account of migrants' educational background. Four main groups of migrant learners are proposed by the Council of Europe and the LIAM (Linguistic Integration of Adult Migrants) project (https://www.coe.int/en/web/lang-migrants/literacy-profiles), namely A, B, C, D with the aim of providing teachers' awareness on students' limited literacy issues but also guidelines and ideas for tailor-made and learner-oriented courses. Syllabus and descriptors for illiterate, semi-literate and literate users have already been designed and implemented in the Italian context (Borri et al, 2014). However, the underlying principles and criteria could be implemented for any language and any other European context, like Greek as an L2 in the Greek context, covering language performance on specific themes and specific tasks in specific domains. In this study we focus on non-literate and low-literate refugees and migrants in Greece. The paper draws on qualitative data provided by language teachers with some teaching experience to non-literate and/ or low-literate immigrant and refugee adults through an online survey, in order to study their profiles, their students' literacy profiles, related challenges and teaching practices. Findings of this study reveal interesting and detailed students' profiles considering the four literacy groups. Need to teach literacy as a fundamental part of the integration pathway was also raised and interesting techniques and practices were presented by the teachers. Challenges raised in the heterogeneous multilingual classroom and further research as far as the CoE LASLLIAM (Literacy and Second Language Learning for the Linguistic Integration of Adult Migrants) Project is concerned, will be also discussed.
