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International Review of Education

, Volume 63, Issue 4, pp 475–494 | Cite as

The potential of transnational language policy to promote social inclusion of immigrants: An analysis and evaluation of the European Union’s INCLUDE project

  • Cui Bian
Original Paper
  • 720 Downloads

Abstract

Language issues and social inclusion consistently remain two major concerns for member countries of the European Union (EU). Despite an increasing awareness of the importance of language learning in migrants’ social inclusion, and the promotion of language policies at European and national levels, there is still a lack of common actions at the European level. Challenged by questions as to whether language learning should be prioritised as a human right or as human capital building, how host/mainstream language learning can be reinforced while respecting language diversity, and other problems, member countries still need to find solutions. Confronting these dilemmas, this study analyses the relationship and interactions between language learning and immigrants’ social inclusion in different contexts. It explores the potential of enhancing the effectiveness of language policies via a dialogue between policies and practices in different national contexts and research studies in the field of language and social inclusion. The research data are derived from two databases created by a European policy for active social inclusion project called INCLUDE. This project ran from 2013 to 2016 under the EU’s lifelong learning programme, with funding support from the European Commission. Through an analysis of these two project databases, the paper reviews recent national language policies and their effect on the social inclusion of migrants. In the second part of her article, the author interprets the process of language learning and social inclusion using poststructuralist theories of language and identity.

Keywords

Language learning Social inclusion INCLUDE project Identity Immigrants 

Résumé

Potentiel des politiques linguistiques transnationales de favoriser l’inclusion sociale des migrants: analyse et évaluation du projet INCLUDE de l’Union européenne – Les questions linguistiques et l’inclusion sociale demeurent deux grandes préoccupations constantes pour les États membres de l’Union européenne (UE). Malgré une prise de conscience accrue de l’importance de l’apprentissage des langues pour l’inclusion sociale des migrants, et malgré la promotion de politiques linguistiques européennes et nationales, les actions communes d’envergure européenne sont encore insuffisantes. Il importe de savoir si l’apprentissage linguistique doit être déclaré droit fondamental ou considéré comme renforcement du capital humain, et comment promouvoir l’apprentissage de la langue principale du pays d’accueil tout en respectant la diversité linguistique. Confrontés à ces questions, les États membres de l’UE n’y ont pas encore apporté de réponses. En abordant ces dilemmes, la présente étude analyse la relation et les interactions dans différents contextes entre apprentissage linguistique et inclusion sociale des migrants. Elle explore le potentiel d’améliorer l’efficacité des politiques linguistiques via un échange entre politiques et pratiques dans différents contextes nationaux, et travaux de recherche dans le domaine de la linguistique et de l’inclusion sociale. Les données scientifiques sont tirées de deux bases de données créées par une politique linguistique européenne en vue du projet actif d’inclusion sociale intitulé INCLUDE. Celui-ci a été déployé de 2013 à 2016 dans le cadre du programme communautaire d’éducation et de formation tout au long de la vie avec le soutien financier de la Commission européenne. À travers une analyse de ces deux bases de données du projet, l’article recense les récentes politiques linguistiques nationales et leurs effets sur l’inclusion sociale des migrants. Dans la seconde partie de son article, l’auteure interprète le processus de l’apprentissage linguistique et de l’inclusion sociale en s’appuyant sur les théories poststructuralistes relatives au langage et à l’identité.

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Copyright information

© Springer Science+Business Media B.V. and UNESCO Institute for Lifelong Learning 2017

Authors and Affiliations

  1. 1.Xiamen UniversityXiamenChina

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