Predicting Placement Accuracy and Language Outcomes in Immigrants’ L2 Finnish Education

Tammelin-Laine, Taina; Hirvelä, Tuija; Huhta, Ari; Neittaanmäki, Reeta; Ohranen, Sari; Stordell, Elina

doi:10.2307/j.ctvvngrq.12

Cited by 3 publications

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“…However,duringt he project we gott he impression that it is possiblyn ot always so clear if all the testsu sed are in fact useful or needed. Morer esearchbased informationi sn eeded, so for Georgetown University Round Table (GURT) we undertook asmall-scale study which indicates that,e.g., worddictation in the Finnish languagedoes not seem to be agood predictor of the suitable studyt rack (Tammelin-Laine et al 2016). We still need more data to verify this, but this is an example of the kind of research-based information thati sn eeded to find out which tests are the most important.…”

Section: 2p Lacement Assessment Proceduresmentioning

confidence: 99%

Developing placement assessment in integration training for adult migrants in Finland

Ohranen¹,

Vaarala²,

Tammelin-Laine³

2017

The Linguistic Integration of Adult Migrants / L’intégration Linguistique Des Migrants Adultes

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Section: 2p Lacement Assessment Proceduresmentioning

confidence: 99%

Developing placement assessment in integration training for adult migrants in Finland

Ohranen¹,

Vaarala²,

Tammelin-Laine³

2017

The Linguistic Integration of Adult Migrants / L’intégration Linguistique Des Migrants Adultes

Self Cite

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“…B. anhand des Bildungshintergrunds oder Tests der strukturellen Wahrnehmung und des logischen Denkens (z. B. Finland's Testipiste;Tammelin-Laine et al [2018]). Darüber hinaus sollten während des Projekts in regelmäßigen Abständen Zwischenevaluierungen erfolgen, um die mittelfristigen Effekte zu messen.…”

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Sprachförderung für erwachsene Zugewanderte

2021

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“…Ideally, it will also evaluate learning capacity, using, for example, educational background or tests of structural perception and logical thinking (i.e. Finland's Testipiste; Tammelin-Laine, et al [2018]). Then, throughout the project evaluation, several check-in periods allow for measurement of medium-term effects.…”

Section: How?mentioning

confidence: 99%

Making Integration Work

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This is the fifth publication in "Making Integration Work", a series that summarises the main lessons from the OECD's work on integration policies. The objective is to summarise in a non-technical way the main challenges and good policy practices to support the lasting integration of immigrants and their children in the host countries. This fifth edition takes stock of the experiences of OECD countries with respect to language training for adult migrants, exploring a number of policy lessons with supporting examples of good practice. It also provides a comprehensive comparison of the policy frameworks that govern integration policy for adult migrants in OECD countries. Information about the different policy frameworks was gathered through a questionnaire sent to member countries.Previous editions of this series addressed the integration of refugees and others in need of protection, the assessment and recognition of foreign qualifications, integration of family migrants, and integration of young people with migrant parents. This booklet was written by Lauren Matherne and Anne-Sophie Senner, under the co-ordination of Thomas Liebig from the OECD's International Migration Division. It includes contributions from Cécile Thoreau, Emily Farchy, and Thomas Huddleston (consultant to the OECD). It benefitted from comments from Jean-Christophe Dumont (OECD). The OECD developed this publication with financial support from the German Federal Ministry of the Interior, Building and Community. It also benefitted from seed money for the series "Making Integration Work" through grants from the German Federal Ministry for Family Affairs, Senior Citizens, Women and Youth, the Norwegian Ministry of Education and Research, the Swedish Ministry of Employment and the King Baudouin Foundation (Belgium). This work would not have been possible without the support of the members of the OECD's Working Party on Migration and the national authorities in charge of asylum and integration policy, who willingly shared their knowledge of national policy frameworks and programmes. LANGUAGE TRAINING FOR ADULT MIGRANTS © OECD 2021 Why is language training for adult migrants an important issue?Working knowledge of a host country's language is the tool that allows migrants to participate fully in hostcountry society. Without competent levels of language learning, other important masteries will elude migrants; thus, language is arguably the most important host-country related skill for migrants to develop. Speaking the host-country language allows migrants to access services and communicate their needs effectively. To succeed on local labour markets, migrants must be able to communicate with employers, hiring managers, and colleagues. Language also plays an important role in the creation of community and a sense of belonging. Immigrants who speak the host-country language have greater social contacts with native speakers and are more likely to pursue higher education opportunities than immigrants with little or no command of the host-country language. 1...

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Predicting Placement Accuracy and Language Outcomes in Immigrants’ L2 Finnish Education

Cited by 3 publications

References 5 publications

Developing placement assessment in integration training for adult migrants in Finland

Developing placement assessment in integration training for adult migrants in Finland

Sprachförderung für erwachsene Zugewanderte

Making Integration Work

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