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COM (84) 244 
 
 
 
Vol. 1984/0 117 
  
 
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concernant l'ouverture au public des archives historiques de la Communauté économique 
européenne et de la Communauté européenne de l'énergie atomique (JO L 43 du 15.2.1983, 
p. 1), tel que modifié par le règlement (CE, Euratom) n° 1700/2003 du 22 septembre 2003 
(JO L 243 du 27.9.2003, p. 1), ce dossier est ouvert au public. Le cas échéant, les documents 
classifiés présents dans ce dossier ont été déclassifiés conformément à l'article 5 dudit 
règlem ent. 
In accordance with Council Regulation (EEC, Euratom) No 354/83 of 1 February 1983 
concerning the opening to the public of the historical archives of the European Econom ic 
Communit y and the European Atom ic Energy Communit y (OJ L 43, 15.2.1983, p. 1), as 
amended by Regulation (EC, Euratom) No 1700/2003 of 22 September 2003 (OJ L 243, 
27.9.2003, p. 1), t his file is open to the public. Where necessary, classified documents in this 
file have been declassified in conformity with Article 5 of the aforementioned regulation.  
In Übereinstimmung mit der Verordnung (EWG, Euratom) Nr. 354/83 des Rates vom  1. 
Februa r 1983 über die Freigabe der historischen Archive der Europäischen  
Wirtschaftsgemeinschaft und der Europäischen Atomgem einschaft (ABI. L 43 vom  15.2.1983,  
S. 1), geändert durch die Verordnung (EG, Euratom) Nr. 1700/2003 vom 22. Septem ber 2003  
(ABI. L 243 v om 27.9.2003, S. 1), ist diese Datei der Öffentlichkeit zugänglich. Soweit  
erforderlich, wurden die Verschlusssachen in dieser Datei in Übereinstimmung mit Artikel 5  
der genannten Verordnung freigegeben.  
COMMISSION OF THE EUROPEAN COMMUNITIES
COM(84) 244 final  
Brussels, 27 April 1984
REPORT FROM THE COMMISSION TO THE COUNCIL  
on pilot schemes relating to education of migrant workers' children
COM(84) 244 final

SUMMARY
1. Introduction 1
2. Criteria governing the choice,  
implementation and exploitation
of pi lot schemes 5
3. Action in the schools 8
3.1. Reception teachinq 8
3.2. Integrated teaching of the language and
culture of origin 15
3.3. Intercultural education 21
4. Action with regard to teaching material
and staff 24
4.1. Production and distribution of
teaching material 25
4.2. Training of teachers 28
5. Cooperation between the educational
authorities of the host country and  
those of the country of origin 33
6.Conclusions and guidelines 35

-  1 -
1. Introduction
1.1. On 9 February 1976, The Council and the Ministers of
Education meeting within the Council, adopted an education  
action programme comprising a number of actions aimed at  
promoting the education of migrant workers' children.
The Member States for their part have undertaken to develop  
reception tuition, to facilitate the teaching of the language  
and culture of origin, and to develop information facilities  
for families. The Commission has for its part organised a.  
series of pilot schemes.
Member States where immigration was high had, over some  
ten years, gained considerable experience in the field of the  
education of migrant workers' children. It therefore seemed  
logical to promote pilot schemes aimed at developing and  
consolidating the most noteworthy methods used. This experi­
ment began in 1976 and is carried out within the framework of  
national legal and educational systems. It is based, as far  
as possible, on the experience and knowledge acquired both  
in the field of education and research, and takes into conside­
ration the specific circumstances of immigration in each Member  
State.
The experience gained in this field should and can now  
be systematized ; the conclusions and examples of good practice  
identified will make it possible to define those trends which  
may be particularly useful in the search for ways and means of  
improving the education of the children of migrant workers  
in the Community.
• . «  /...
It
!

-  2 -
This report by the Commission is addressed to the  
Council, Parliament and the Economic and Social Committee.
Its aim is to present a concise account of the results of  
six years of joint experiments (1976-1982).
The scope of the educational problems resulting from the  
presence of more than two and a half million migrant workers'  
children in Community schools is illustrated by the following  
table :1.2.
Pre-school School Post-school
education education vocational
training
Belgium (1981) 49.850 195.286*—
Denmark (1982) 988 10.096 3.035
Germany (1981)—637.073 101.140
France (1981) 209.298 736.058*—
Luxembourg (1981) 2.976 14.444 1.091
The Netherlands  
(1981)20.700 80.205—
United Kinqdom  
(1982)— from 375.000  
to 500.000—
283.812 from 2.048.162  
to 2.173.162105.266
not available
including full-time vocational training
|

- 3 -
Compared with the total school population, the proportion  
of migrant workers' children is very high in Luxembourg (39 % 
of children in nursery school), in the French-speaking part of  
Belgium (21,5 % of children in nursery school), and in Berlin  
(22,9 % of children in primary and lower secondary schools),  
relatively high in France (10 % of children in nursery school)  
and in some Länder of the Federal Reoublic of Germany (12 -  
16 % in the primary and lower secondary schools in Baden-  
W-ürttemberg, Bremen, Hamburg, Hessen and North Rhine-Westphalia).
In view of the decrease in the local population in some  
industrialized areas, these percentages are constantly and  
rapidly increasing.
1-3. In the face of the constant increase in the number and,
above all, i n  the percentage of children of migrant workers  
in Community schools, two trends have emerged. The first trend  
is to adapt migrant workers' children to the patterns and  
teaching methods of the educational system of the host country,  
with due regard for their basic needs. The second approach  
aims essentially at changing the educational system to enable  
it to take on the new educational tasks imposed by the, at  
times overwhelming presence of immigrants. By coordinating  
both trends, which are complementary rather than contradictory,  
schools will be able to offer all their pupils an education  
which meets the needs of immigrants and nationals alike.
Accordingly, the reception tuition organised for immigrant  
children in primary schools, aims first and foremost at promoting  
acquisition by migrant workers' children of the instruments and  
means of communication used in the host country, with a view  
to providing the conditions requisite for a fruitful school  
life and social integration. With the exception of those

- 4 -
about to return to their countries of origin, immigrant children  
tend to settle down fairly quickly in the class appropriate to  
their age group.
As regards teaching of the language and culture of origin  
of migrant workers, this teaching has been devised with a view  
to promoting development of the child's personal and cultural  
identity in a perspective of integration into the new social  
and educational environment and of mutual respect for cultural  
differences.
In recent years, many schools have gone all-out to introduce  
an intercultural education aimed at promoting cultural exchanges  
between pupils of different origins, and at preparing the pupils,  
by opening up the school to new fields of knowledge, for a society  
which is increasingly marked by the presence of sizeable cultural  
minorities.
The cornerstone of any innovation in education is without  
any doubt the initial and continuing training of teachers.
Unless training is adapted to the situations brought about  
by immigration, teachers will experience considerable difficulty  
in mastering the innovations needed to carry out their educational  
role.
All pilot projects observed between 1976 and 1982 have  
contributed to teacher training and the development of new  
teaching methods and material. More than one third of these  
experiments was directly concerned with teacher training and  
the design and production of teaching material.
Adhesion to and participation of both native and immigrant  
families in the educational schemes thus introduced would be an

- 5 -
important contribution to education and a source of enrichment  
for all involved, as well as a guarantee of social peace and an  
element of European understanding.
Cooperation between schools and local authorities, immigrant  
organization, social services, trade unions and firms of all  
sizes is essential at the present time. In regions in economic  
decline in particular, schools must be aware of the realities  
of everyday life.
1.5. The Commission has used the instruments at its disposal in
order to analyse and systematise the experience gained in the  
Member States and the results of the pilot schemes, to make them  
known outside national frontiers, to contribute to exchange of  
information, and to stimulate educational innovation within the  
Community. It has hereby been particularly attentive to a  
scientific assessment of the results. Finally, in the design  
and analysis of its action, it has taken into account the guide­
lines defined by UNESCO and the Council of Europe.
2. Criteria governing the choice, implementation and exploitation
of pi lot schemes
With a view to ensuring maximum efficiency both of experi­
mentation and of educational development, the Commission has  
striven to comply with a number of criteria pertaining to the  
localization and implementation of the pilot schemes, and to  
the systematization and distribution of the most significant  
results.

-  6 -
2·1 ·  Choice and implementation of the pilot schemes
The aims of the pilot schemes have been defined in the  
Resolution of 9.2.1976.
Since each country has developed, in a relatively indepe-  
dent manner, its own forms and traditions in the field of  
education of migrant workers' children, it was possible to  
entrust the schemes to experienced educational teams and thus  
to benefit by optimal conditions of experimentation which could  
take into consideration the work previously carried out by the  
participating countries. In some cases, implementation of  
the pilot scheme was the result of educational theories based  
on a long advance maturing process guided by groups of specialists,  
The Commission naturally gave preference to these teams since  
they seemed to offer precisely those conditions under which  
the pilot scheme corresponds to an actual need for innovation,  
and under which the outcome of the scheme may contribute to  
and widen national debates on matters of education, without  
influencing further political decisions.
2-2. Systematization and distribution of results
Each scheme subsidized by the Commission was given a  
specific local evaluation in order to ensure the validity of  
the conclusions of the experiment on the one hand, and to  
make them available to the parties concerned on the other.
It was nevertheless left to the national or local authorities  
to define the aims and methods of this evaluation so as to  
adapt it with great flexibility to the actual circumstances  
in the field.

- 7 -
With a view to promoting an exchange of views and infor­
mation, a seminar bringing together senior officials, those  
responsible for the various schemes, and research workers  
from all Member States, is organised at the end of each pilot  
scheme. These seminars give the organisers of the various  
schemes an opportunity to present the results of their activi­
ties and to submit them to the appreciation of well-informed  
observers, while giving the latter an opportunity to inform  
themselves about educational methods in other Member States.  
They have become a key source of information in the field of  
the education of migrant workers' children in Europe.
Within the general programme of consultation and exchange  
of views between the Commission and the Council of Europe and  
UNESCO, representatives of these organisations also attend  
the seminars.
Other forms of information, although less spectacular,  
should also be mentioned :  the visits the Commission regularly  
makes to the pilot schemes, the study trips the teams may  
undertake in addition to attending the seminars, and the  
activities of the various committees and working groups of the  
Commission.
Finally, the endeavours to systematize the results of  
the pilot schemes comprise a comparative evaluation of these  
schemes, entrusted in a first stage (1978-1980) to the ALFA  
research group (University of Essen and Erziehungswissenschaft-  
liche Hochschule of Landau), and later on (1981-1983) to the  
ALFA group of the CREDIF (Ecole Normale Supérieure de St Cloud,  
Paris). The analysis and comparative evaluation was carried  
out in conditions of strict academic objectivity. The relevant  
reports are at the disposal of government departments and  
researchers.

This summary report is based on the conclusions of the  
comparative evaluation and on the analysis of the educational  
needs of miqrant workers' children and of the educational  
methods meeting these needs, as observed, in the course of  
their activities, by the ALFA/CREDIF teams.
To that extent the considerations contained in this report  
are not of a normative nature. They are based on pilot projects  
carried out in a variety of situations, and reflect intensive  
and varied teaching activities. It is up to the government  
departments concerned and those responsible for the education 
of migrant children to identify the principles and examples  
of good practice which are appropriate to their particular  
situation.
These conclusions and observations - which are both speci­
fic and suitable for general application - are intended to be  
fed back into the educational debate at Community level, and  
to contribute to the development of a common flexible and  
consensual educational policy in favour of immigrants from  
Member States and other countries.
Action in the schools
The presence of miqrant children faces the authorities  
with three main problems :  reception, teaching of the language  
and culture of origin, and interaction between two cultures  
represented in the school.
Reception teaching
Whether they were born in the host country or arrive before  
they have reached school-leaving age, many children of migrant-  8 -
3.
3.1.

- 9 -
workers continue to experience considerable difficulty in  
finding their way in a school where the language of instruction  
is not that of their family and what is taught is based on  
a cultural background which is sometimes very different from  
that of their own family.
Reception teaching is therefore essential if the immigrant  
child is to be given a qenuine opportunity of integrating into  
the education system of the host country. Such tuition consists  
first of all of a number of measures aimed at ensuring that the  
child is admitted to a class normal for his age group :  language  
teaching, social integration, adaptation of knowledge.
A second set of essential measures is applied to the key  
stages in the education system :  transition from pre-school  
to primary, from primary to secondary school, from lower to  
upper secondary and from general to vocational education.
The relationship between school and family constitutes a  
third point of action. Too often, the parents play no part in  
the choice of schools or courses through lack of information  
or lack of means of communication.

-  10  -
The main forms of tuition to facilitate reception are 
analyzed at each Level :
3.1.1. Pre-school education
The key to social integration and lanquage learning is 
the nursery school which the immigrant child should attend as 
early and as often as possible. There he learns the lanquage 
of the host environment quite naturally through contact with 
local children and teachers.
Nevertheless, even if all immigrant children receive 
pre-school education, special remedial measures are necessary, 
e.g. to improve lanquage and vocabulary through games, listening 
and story telling in order to promote coordinated cognitive, 
linguistic, and social development of the children (Limburg).
The scheme in Enschede, where Moroccan and Turkish assistants 
have been helping teachers, has shown how the ability to learn 
and adapt socially can be stimulated by the presence of someone 
who speaks the mother tongue. The presence of the language 
and culture of the migrant children in the normal infant school 
activities (stories, games, music, singing, rythmics) have contri­
buted to the awareness of the different components of the educa"· 
tional Community and has had a positive effect on both immigrant 
and native families (Limburg, Marseilles, Enschede, Lyons). 
Bilingualism at an early age seems to be a vital element in 
language learning and the intellectual development of children 
who use different languages at home and at school. Experiments 
in this field should be extended e.g. to bilingualism based on 
the mother tongue.
iI

- 1 1  -
3.1.2. Primary education
3.1.2.1. Even where children have received pre-school education
from the age of three, many still need additional language 
tuition during the first two years of primary school. By 
definition foreign pupils who have gone through reception 
classes, reception centres or other means of learning the 
language of the host country, need additional language tuition 
for two to three years (Odense).
3.1.2.2. Intensive language training either on a one-to-one basis
or in small groups is to be recommended in areas with only 
small numbers of immigrants or in cases where a school receives 
a small number of new arrivals. This tuition must be given by 
specialized teachers, and cover a sufficient number of hours 
per week to allow rapid progress. Flexible timetables, both 
for children and teachers, as in the Odense scheme, may allow 
the children to attend parts of each branch of education, 
while facilitating cooperation between specialized teachers 
and normal teachers.
3.1.2.3. In areas with high immigration, extra staff (teachers,
educational advisers, teachers of the mother tongue) are 
essential to overcome the difficulties inherent in running 
classes of which more than 30 % are foreign pupils. Further­
more, cooperation between schools and the social services has 
an excellent effect not only on extra-curricular activities to 
promote social integration, but also on the attendance and 
motivation of pupils at school (Marsei l  les).
I

-  12  -
3.1.2.4. The freeze on recruitment of Labour (1973/74) gave rise
to the tendency on the part of non-Community immigrants to 
extend their stay in the host country indefinitely.
Accordingly, these workers are still being joined by members 
of their families and the reception of new arrivals remains 
a serious problem in several Member States, especially the 
Federal Republic of Germany and the Netherlands. The reception 
of political refugees is an ongoing task.
Whatever the age of the pupil on his arrival in the 
host country, language teaching should be as intensive as 
possible. The pupil should not spend more than two school 
years in individual reception tuition, reception classes or 
a reception centre, except when an early return to the country 
of origin is planned.
The successful outcome of this method is clearly demonstra­
ted by widespread practice in France and in the United Kingdom. 
The Leiden and the Enschede schemes as well as the homogeneous 
reception classes organised in several LSnder in Germany have, 
on the other hand, shown that reception tuition may perfectly 
well be bilingual.
There are between 10 and 18 pupils in the reception classes 
so as to allow specialized or even individual tuition in the 
language of the host country. The transfer of a pupil to a 
normal class is best done gradually. The schemes in Enschede, 
Leiden and Luxembourg have shown that gradual and individual 
transition is possible. The Odense scheme is a particularly 
noteworthy example. Individual timetables were planned for 
the pupils of the reception classes, in order to allow them 
to attend normal courses in Danish as they mastered this language, 
and to gradually join in the activities of a normal class in 
their age group, while continuing to receive back-up teaching 
in Danish.

- 13 -
3.1.3. Secondary education
Although experimentation in this field under the auspices 
of the Commission has only started (Belgian,, Berlin, Dutch 
and Panish pilot schemes) and is mainly focused on teaching 
of the mother tongue and intercultural education, it has never­
theless been possible to analyse the situation in the Member 
States and to identify those methods which could be generalised, 
as well as the most urgent needs.
3.1.3.1. For new arrivals aged 12 and over who have received 
proper schooling in their country of origin, very intensive 
instruction in the language of the host country seems the 
best way of enabling them to continue their own choice of 
school studies.
The reception of new arrivals aged 15 to 16 who have 
received little schooling is much more difficult and costly.
In Germany, intensive teaching of the language of the host 
country has been successfully used within the framework of 
pre-vocational training.
3.1.3.2. Entry into secondary education and the transition from 
lower to upper secondary and to vocational training are 
crucial moments in the school career of immigrant children. 
Linguistic shortcomings are too often seen as insuperable 
difficulties. Able and motivated children are channelled 
into the easiest vocational training schemes. For there to

- 14 -
be genuine equality of opportunity, considerable efforts have 
to be made first in remedial teaching for immigrant children 
entering secondary schools and secondly in the educational 
and vocational guidance services. Individual counselling for 
pupils in difficulty is strongly recommended. Furthermore, 
one year full-time pre-training may lead to effective vocational 
training of foreign teenagers who have received little schooling.
3.1.3.3. As regards language teaching, direct and intensive 
language courses are aimed at establishing oral communication 
ability, first passive and then active. When foreign pupils 
are admitted to normal classes, their linguistic abilities 
are easily overestimated by teachers. Although his ability 
to communicate orally is relatively good, the pupil may find 
himself completely at a loss when faced with schoolbooks and 
the language used in class.
These two problems - the change from spoken to written 
language and then the transition to the formal and abstract 
language used in teaching - are not exclusive to migrant 
workers' children but affect them more than others. The 
lack of methods and strategies aimed at remedying these diffi­
culties is sorely felt. Once, they have been planned, they 
will also greatly benefit certain local school populations, 
particularly the young pupils speaking dialects or regional 
languages.
3.1.3.4. An abrupt transition to working life at the end of 
compulsory schooling is a severe handicap to the social 
advancement of young immigrants. The importance and duration

- 15 -
of vocational training in an industrialized society are often 
not properly appreciated by the immigrant families. Schools/ 
educational and vocational guidance bodies, immigrant welfare 
services and immigrant associations should cooperate to ensure 
that families are better informed on the aims and importance 
of vocational training.
3.2. Integrated teaching of the language and culture of origin
All experiments related to the teaching of the language 
and culture of origin have shown that this teaching can be a 
major contribution to the development of a cultural and 
linguistic identity and of a positive self-image in migrant 
workers' children. Learning their mother tongue together with, 
rather than in spite of, the school increases their ability 
to become integrated into the social structures of the host 
country, without obliging them to give up their own cultural 
and linguistic specificity. It may also have a beneficial 
effect on the conceptual and linguistic attainments in the 
language of the host country.  Insofar as it contributes to 
making migrant children capable of living and assuming their 
cultural specificity as an essential component of their 
personal identity, it increases their ability to orientate and 
to assert themselves in an unfamiliar environment. It will 
also contribute to the development of the psychological 
qualities needed to overcome the difficulties inherent in a 
possible re-integration into the educational and social systems 
of the country of origin.
In the long term, the main objective should nevertheless 
be to make this teaching scheme an integral part of the 
education given to migrant workers' children, without needing 
to resort to instrumental motives. The development of programmes 
and the adaptation of timetables in primary education will remain

- 16 -
an essential task in the years to come. One thing, for 
instance, that will have to be reconsidered is the number 
of hours spent on teaching the language and culture of origin.
Acknowledgement of the intrinsic value of this teaching 
will mean, even more than the cohesiveness of its educational 
functions, adapting aims, course contents and methods used at 
all levels of teaching of modern languages.
3.2.1. Where an adequate coordination between normal classes and 
classes in the language of origin exists (Limburg, Marseille), 
the school's syllabus may not only be respected in full, but 
even be improved. The scheme in Limburg has been especially 
instructive to this effect. Above all, it has shown the 
usefulness from a teaching point of view of close cooperation 
between native class teachers and foreign teachers in the 
framework of the normal school syllabus. Furthermore, coordi­
nating the teaching of the language of origin with intercultural 
activities may open up new opportunities for intelligence 
stimulation (Paris, Marseilles).
3.2.2. It is not possible to actually achieve this coordination 
in schools where the existing conditions do not encourage 
effective cooperation between native and foreign teachers as
to the contents and organisation of daily work. Notwithstanding 
the great differences in the status of headmasters according 
to the country, all pilot schemes have shown that headmasters 
play an essential part in the implementing of this cooperation 
by the entire school staff, both native and foreign. But 
headmasters cannot do everything by themselves. Time for 
concertation should be granted the teachers, as integral part 
of their professional obligations. On the other hand, the

- 17 -
authorities in charge of recruiting and appointing foreign 
teachers should see to it that their training, motivation 
and personal ability to cooperate with their colleagues in 
the host country are equal to the task.
Once this cooperation has been established on a long 
term basis, the problems related to timetables, often put 
forward as "proof" of the unfeasibility of integrated teaching 
of the language and culture of origin, turn out to be surmoun­
table. In actual practice, and provided that any misunder­
standings between the parties concerned are not evaded, coope­
ration between class teachers and teachers of the language and 
culture of origin regularly develops into a mutual enrichment 
process for both pupils and teachers (e.g. :  Paris, Rue Hamelin 
and Villejuif schools ; Enschede, Europaschool ; Belgian Limburg).
When teachers belonging to minority ethnic groups are 
normally teaching, they could usefully be entrusted with the 
task of teaching the language of origin. This is in fact 
rather rare and the teachers do not always have the necessary 
qualifications for this kind of work. It is nevertheless 
clear that these circumstances create particularly favourable 
conditions for cooperation. Experiments to this effect are 
presently carried out in a number of British schools and, more 
systematically, in the Netherlands ; they should be encouraged.
The Schools Council has developed an original method aimed 
at promoting increased coordination through the production and 
use of educational material. In so doing it has succeeded in 
fostering cooperation between schools and community centres, 
of which there are many in the United Kingdom.

- 18 -
3.2.3. The continuity of the teaching of the language and culture
of origin between primary and secondary school is a problem 
which has appeared there where pilot schemes have allowed pupils 
to benefit from this teaching in primary school. At present,
"ad hoc" solutions have been found. In some cases, existing 
courses have been used (VilLejuif, Italian pupils at Bedford)  ; 
in other cases, pilot schemes are currently carried out 
(Belgium). The best solution would be to give immigration 
languages the same status as the 1st or 2nd language taught 
in school, as is the case in several LSnder in the Federal 
Republic of Germany.
In the long term, the languages of migrant communities 
should be granted the same status as the other basic subjects 
taught in secondary schools. Education should acknowledge the 
intrinsic cultural value of these languages. Only a complete 
command of the mother tongue will contribute to increasing the 
chances of access to employment in the host country or in the 
country of origin.
Teaching of the language of origin, at secondary level, may 
be performed by foreign teachers having the necessary qualifica­
tions to teach in secondary school in the host country. This 
is the case in the German Lander, where immigration languages 
have the status of 1st or 2nd foreign language.

- 19
3.2.4. The methods used to t- ; ach the language of origin (usually
a standard language which liffers from the family dialect) 
cannot be those applied in the country of origin. The linguistic/ 
social and cultural environment of the migrant child differs 
fundamentally from that of a child learning his mother tongue 
in his country of origin. These new teaching methods are far 
from being perfect and sho Id be promoted simultaneously by the 
country of origin and the i  ost country (Enciclopedia, Berlin/ 
Schools Council)  .
Notwithstanding the p> ?sence, in the host country, of 
many cultures and languages the situation of the migrant 
workers' child as a person emains basically marked by a double 
cultural and linguistic rel itionship. Teaching of the language 
of origin should therefore im at contributing to the development, 
in each child, of a bilingo '.ism meeting school requirements and 
the demands of the families Teaching should therefore be open 
to the existence in the ever/day life of the children of two 
cultures and two languages ■  the culture and lanquage of the 
school and the host country on the one hand and the culture and 
language of the family on the other hand. Teaching should not 
ignore the mutual influences of the language of origin and the 
language of the host country (Schools Council).
•2.5. In areas with low number  s of immigrants and for ethnic
groups of which there are fei representatives, the integrated 
teaching of languages and cut lures qives rise to obvious 
problems. Various approaches have been tried with varying 
degrees of success :
- foreign teachers workinq i  several schools :  collaboration 
in teaching matters is dif icult ;
concentration of the weekl periods into a single morning or 
afternoon :  language teach -ig given in three consecutive

-  20  -
periods is not as effective as three periods spread over 
the week ;
grouping of several age groups or group work :  teachers must 
be very experienced.
3-2-6. These methods, which >re sometimes combined, seem in any
event, to be more effective than extra-curricular instruction 
in the evening or on free iays or afternoons.
Unless there is very trong motivation on the part of 
parents and pupils, course outside school hours are attended 
very infrequently. Late nrurs, transport difficulties, lack 
of relaxation and recreation give rise to tiredness and lack 
of interest which disrupt the whole educational process. 
Nevertheless, in some case^ which should be clearly defined, 
there is no other alternative to the organisation of such 
courses. Many possibilities then exist for the national or 
local authorities to effectively support those responsible 
for these courses, the embassies or consulates of the countries 
of origin or the minority communities themselves. It is more 
particularly in this case that obvious educational considerations 
as well as respect for the demand of the migrant communities 
to maintain their language and culture, greatly justify 
effective educational and material support by the authorities 
of the host country.

-  21  -
3.3. Intercultural education
The joint development n recent years of reception tuition 
and teaching of the language and culture of origin tends to 
show - not despite the progress made in this field but because 
of it and through it - that these two mainstays of education 
of migrant workers' children profit by being brought together 
under the same roof, that o intercultural education, in order 
to fully achieve their aim. Implementation of a reception 
tuition which is effectively- open to cultural diversity as well 
as of an integrated teaching of the language of origin presupposes 
that native teachers and children be awakened to the presence of 
the migrant workers' culture and be given a clearer view of their 
value as a source of enrichment. Intercultural education is thus 
the ultimate step of an -educ itional method which, while respecting 
cultural specificities, stri as to go beyond educational and 
institutional comparmentalis tion, and aims at introducing methods 
which promote mutual understanding of the civilizations repre­
sented in the school rather than merely increasing information.
If tuition classes and teaching of the language of origin should 
be permeated with an intercultural perspective, the key environ­
ment of that perspective is nevertheless the normal classroom, 
where, it reaches, by means of the language in which teaching 
takes place the entire school population.
3.3.1. To design a form of education containing intercultural
dimensions, the different cultures present in a society must 
be recognized and acknowledge as a factor of mutual benefit and 
individual and social development (Council of Europe, CDCC, 
group 7).

-  22  -
Obviously, the presence of pupils with a foreign lanquage 
and culture in large numbers changes the school environment.
The school must acknowledge this change. It is a well-known 
fact that these changes do not occur smoothly and gradually 
and give rise to apprehension on both sides. Intercultural 
education as it has been defined, is an educational instrument 
liable to do away with misunderstandings and prejudices between 
ethnic groups and to fiqht xenophobia and racism from the 
school age.
The intercultural persoective penetrates the school in 
three stages. The first staqe is based on the acknowledgement 
of the fact that 10 %, 20 % or even 80 % of the pupils are 
from different cultures to that of the host area ; teachers 
and pupils must be made aware of this diversity. The second 
stage is a step towards mutual understanding :  nationals and 
immigrants learn to accept and respect their differences.
The third and more constructive stage is that of mutual enrich­
ment in which the different cultures contribute to the acquisition 
of new knowledge and abilities.
- 5· · 5-2·  Common courses for pupils of the reception classes and
the normal classes are organised by most host countries, at 
the rate of several hours per week. Aesthetic and manual 
activities create numerous possibilities for fruitful contacts 
and exchanges between native and foreign pupils, even if the 
latter only have a limited command of the language of the host 
country.
The Enschede experiment shows that both foreign and native 
children benefit by these common activities. Here again, succe 
depends on the degree of cooperation between foreign and native 
teachers.

- 23 -
3.3.3. Integrated teaching c  f  the language and culture of origin 
is one of the main instruments of inter cultural education.
The presence, in the school., of other languages gives native 
children a clearer view of their value, destroys the myth that 
leaning 3 foreiqn language is difficult, and promotes the 
awareness that the foreiqn children's bilingualism is an 
enrichment rather than a c use of "problems".
It is important that coordination of school subjects be 
based on the principle of reciprocity ;  it will then lead 
to an integration of the cultures of migrant workers' children 
into normal classes and automatical ly open up the field of know­
ledge to the civilization of the countries represented in the 
school (Paris).
All the new elements brought by tne immigrant pupils and 
their families (civilization music, plastic arts, painting, 
singing, qeoqraphy, history, economics ...) constitute an 
enrichment of the school community the potential of which is 
far from being fully exploited (Marsei Lles, Limburg, Enschede, 
Schools Council, Musi c project).  Further exploration of this 
potential would introduce an element of intercultural develop­
ment into the curriculum of the host country which would also 
be beneficial to native children. Furthermore, it would meet 
the urgent need to update curricula due to internationalization 
of exchanges and communications.
3.3.4. Educational exploitativ e  ·  of the linguistic diversity as 
it is carried out in the Ionian experiments (LINC, Schools 
Council)  is a promising way of promoting acceptance of this 
diversity as something norma· and enriching. Through due

- 24 -
consideration of the socia! functions of language, this educa­
tional method is liable to give both foreign and native 
children speaking dialects or regional languages a clearer 
view of the value of their language and culture. In the mean 
term, it could contribute to acceptance by teachers of the 
teaching of the language and culture of origin as an integral 
part of curricula, which is both feasible and beneficial to all.
3-3.5. Since it aims at facilitating contacts and exchanges between
foreign and native school populations, intercultural education 
naturally tends to implicate people and agencies outside the school. 
By integrating parents, and more particularly foreign parents, 
into school life, by opening up the school to its environment,  
by cooperating with social and cultural services, migrant associa­
tions and neighbourhood action groups, interculturalism gradually 
permeates the social, professional and cultural relationships 
between the different communities. Schools may only benefit 
by this opening up to the everyday life of their target popula­
tions, without imperilling fundamental education (Marseilles,
Frais Vallon ; Council of Europe).
4. Action with regard to teaching material and staff
Experiments at school level cannot be effective unless 
they are supported at the same time by the creation of educa­
tional material adapted to the situation created by immigration, 
and active teacher training schemes.

- 25 -
4.1. Production and distributior of teaching material
The Lack of adequate t aching material is a feature in 
almost all sectors of educa ion for migrant workers' children.
If this lack may be partly xplained by the fact that the 
relatively small scodo of tie market does not appeal to the 
publishing trade, it Lies at L  the more with governments of the 
Member States to promote - and even subsidize - the development 
of this material.
The design and production of material for the teaching of the 
language and culture of orig n requires cooperation between the
host country and the country of origin, and much has still to
be done in this field, so th t these courses meet the require­
ments of all parties concern, d.
If the intercultural di, ension should be emphasized when 
producing teaching material ·  ar miqrant workers' children, 
the same is true of the mater ial and schoolbooks produced for 
normal teaching. The presenc *  of migrant workers and of their 
families has become a permanc t feature of our societies ; it 
should not be ignored in scho Ibooks.
4.1.1. In France, in the United Kingdom and in Germany, there
now exists a great diversity <.f material for teaching the
languages of these countries to children and teenagers as
foreign languages.  The Nether ands, Dutch-speaking Belgium 
and Italy have only a relative.y recent experience in this 
field. In Denmark and Greece, the first trials are in progress.
il

-  26  -
As reqards the major anguages, this material is usually 
based on language courses r abroad to an educated public. 
Modifications with a view to adapting this material to migrant 
workers' children are now being implemented.
A number of problems live still to be solved everywhere, 
such as the simultaneous learning of the languages of the 
host country and the countr t of origin, and the transition 
from everyday language to tie formal language used in teaching. 
The material produced withi i  the framework of the Odense scheme 
particularly stresses simul :aneous learning of the language 
and culture of the host cou 'try by new arrivals and can serve 
as an example.
A.1.2. The need for material esigned to teaching the language
of the country of origin in a foreign environment is greater 
still. The pilot schemes irolemented by the Istituto della 
Enciclopedia Italiana, the Ministry of Education in Greece, 
the Schools Council and the Senator fur Schulwesen, Jugend und 
Sport in Berlin, with a view to producing schoolbooks and 
teaching aids for the teaching of Italian, Greek, Bengali 
and Turkish, are the first of their kind. It is now possible 
to draw some conclusions whi :h should be taken into account 
in further developments. Efforts have been made to adapt the 
contents to the requirements of intercultural education 
(Enciclopedia).  The fact that the realities of immigration 
have been used as starting piint deserves particular attention 
(Schools Council). The creaiion of favourable institutional 
conditions simultaneously with the production of material 
for teaching the language of origin increases the chances of 
optimal use (Berlin).

- 27
An enormous amount o work has still to De done, such as :
- promotion of other lanejages of origin ;
- production of material adapted to the various levels and 
streams of education ;
- adaptation of material o the extremely diversified condi­
tions met with in the t> aching of the language of origin, 
such as number of hours per week available for these courses 
and different levels of knowledge of pupils.
It should furthermore be stressed that the use of more 
adequate teaching material in no way replaces extensive 
continuing training. On t i  ·  contrary, it is a well-known fact 
that the more sophisticatec the teaching material is, the more 
training the teachers need.
4.1.3. The pupils and teacher are also at a considerable
disadvantage in the many ar* as of remedial teaching.  The need 
for systematic remedial tea;hing in the process of learning  
the language of the host country is acknowledged by all educa­
tional authorities, but the teachers responsible for this  
tuition are often left to improvise. Remedial teaching in  
other subjects, such as mathematics, science, history,  
geography, economics, etc., is a field where the specific  
needs of immigrant children hould also be taken into consi­
deration.
A.1.4. Intercultural education is a relatively recent innovation
in teaching. Production and distribution of material are  
limited even if this materia is sometimes particularly remarkable  
(Paris, Marseilles). The ex "tange of experience and teaching

-  28
material between all thos< who are explorinq and contributing 
to the distribution of iniercultural ideas throughout tradi­
tional subjects, the creation of new courses and the develop­
ment of teaching aids are therefore extremely important.
4.2. Training of teachers
Any reform of teachint automatically implies changing 
the teachers' training. T ie large numbers of migrant workers' 
children entering Communit schools have therefore resulted 
in a revision and an adapt tion of the initial, additional 
and continuing training of teachers.
4.2.1. Initial training of teachet s
4.2.1.1. Initial training in tt s  teaching of immigrant children
is being introduced in most Member States. It is usually 
optional, but sometimes com lulsory (certain Lander in the 
Federal Republic of Germany , and is aimed either at a 
general introduction to the educational and social problems 
of migrant workers' children and teaching in a multi-cultural 
environment, or at specialiration (Germany, the United Kingdom :  
"German, English for foreigrers").
Special training model*, aimed at a qeneral introduction 
to the educational needs of migrant workers' children may 
easily be incorporated into the initial training of all teachers 
in immigration countries.
In specialized training priority is given to :

- 29 -
- teachinq of the Language of the host country in the 
particular conditions in lerent in immigration, and focused 
on practical aspects ;
- extensive information on the social and cultural ^structures 
of the country of origin, and the causes and effects of 
immigration ;
- the techniques and conter t of intercultural education, with 
the emphasis on cooperation with foreign teachers in class 
(team teaching) ;
- the possibility of furthe ing the knowledge of one of the 
languages of origin, in v ew of the need to communicate with
the pupils and with their families.
4.2.2. Continuing training of teacht rs
4.2.2.1. The first stage of continuing training for experienced
teachers working in schools with large numbers of immigrant 
children, may be used to give them extensive information on 
the social situation of the migrant workers' families and on 
their culture and civilization of origin, followed by an 
introduction to the technique .  of reception tuition and 
intercultural education (Brus els, Ministry of National Educa­
tion)  .
The subject matter of th- advanced continuing training 
should be identical to that o the specialized initial 
training. The work of the AL> f group has highlighted the 
necessary interactions betweer initial and continuing training 
courses.

- 30 ·
4.2.2.2. The pilot scheme impl .merited in North Rhine-Westphalia  
for Italian and Greek teac ters has highlighted the value and  
the effectiveness of a clo;e cooperation of the host countries  
and the educational servi cîs of the consulates with a view to  
improving the output of foreiqn teachers working in reception  
classes or in classes teaching the language or culture of  
origin.
4.2.2.3. An important step tow£--ds continuing and joint training  
of foreign and native teach?rs has been taken in the pilot  
scheme organized by the Miristry of Education in France.
T he principle of this joint training is to stimulate cooperation 
between teachers and to int -oduce intercultural elements into 
the training of these teach rs.
T he instruments of thi type of joint and co-operative 
training are the consular s · hool inspection services of the 
country of origin on the o n t hand, the continuing training 
institutions, the school insoection and educational counselling 
services of the host country on the other hand (C E F IS E M  in 
France, Begeleidings- en consultatiediensten in the Netherlands, 
Teachers Centres in the United K ingdom , local teacher-training 
centres ...). Another advantage of these continuing training 
models is that they can be adapted to varied local school 
realities.
*.2.2.4. W here continuing trainirg  sessions have been organised
on a  large scale, the lack o;  qualified and experienced 
instructors w as felt. This ~  one of the consequences of the 
fact that training of teacher i for reception tuition of 
migrant workers' children ha: been entrusted until n o w  to 
a relatively limited num ber c f  specialists. Furthermore the

- 3 1  -
instructors teaching the different branches of instruction 
should also be prepared to take into account the educational 
needs of migrant workers' caildren as well as the multicultural 
character of the educational and social environment.
Additional training op ri to n ew  graduates and to experienced 
teachers should therefore c  im plem ent continuing training. 
High-level additional train ng should also be organised for the 
latter, so as to be able to recruit educational advisers and 
instructors for continuing ·  raining from  their ranks.
This type cf training i  ill no doubt remain, at least 
for a  while, the best w a y  o  training specialized teachers 
capable of promoting in thel ' schools adapted educational 
m ethods and cultural open-irr ’ dedness.
4.2. 2.5. Within the fram ew ork of continuing traininq, joint
training sessions should also be organised for pre-school 
monitors, primary and secondary teachers, vocational training 
instructors, educationalists and educational psychologists, 
em ploym ent office counsellors, and social workers, so as to 
promote an exchange of experience and cooperation between all 
parties involved in the educational and social integration 
of pupils and families, withe jt for all that neqlecting 
specific traininq of these sp cialists (A L F A , C R E D IF ).

- 32 -
4.2.3. Training of foreign teacher
4.2.3.1. All teachers wishing tc w ork to help immigrants should 
learn the language of the ture host country thoroughly 
during their initial training. T he host country, for its 
part, should provide foreigr teachers with the opportunity of 
perfecting their linguistic -.nowledge, particularly the language 
used in schools and in teacMng.
T he Landau schem e has s rived to define the contents of 
the additional training a  fo eign teacher should receive to 
be able to becom e a useful m  m ber of a teaching staff in the 
host country. T he foreign t acher should be familiar with 
the school system and the te ching m ethods in the host country. 
H e  should be aware of the s p <  cial difficulties of immigrant 
children and have an adequati knowledge of the social and 
cultural problems of im m igrar ts. A  very important aspect 
of additional training is the teaching of the language of 
origin in a  foreign environmeit. T he Landau schem e has show n 
that at least part of this additional training should be given 
in the host country, with the cooperation of the country of 
origin.
4.2.3.2. The principle of joint training of foreign and native
teachers presupposes that access to additional training be  
open to foreign teachers. In this type of training, part  
of the course should be given separately in order to meet  
specific needs. This would at ow to make good the differences
that might exist in initial tr «ining and to give a more thorough
knowledge of the methods to be used when teaching the language
of origin in a foreign environ ent. The scope of common courses
should nevertheless be great e ough to justify the granting
of additional training diploma acknowledged by the country  
of origin and the host countr>

- 33
4,2.3.3. In the long term, con5itions could be provided in which
foreign teachers, w h o  wish to extend their stay in the host 
country beyond the planned date, m a y  be granted a professional 
status similar to that of ^ocal teachers. W h ere the authorities 
of the host country recrui* and inspect the foreiqn teachers, 
this is possible as show n i y the D utch and G erm an examples.
In other cases, legal and .  dministrative obstacles could be 
rem oved in the fram ework o "  cooperation between the country 
of origin and the host courtry.
4.2.3.4. Integration of migrant >  or second generation migrants
in the teaching profession, by means of normal initial 
training should be encourag d. The Enqlish "Access Courses" 
aim ed at offering young mig ants an opportunity to prepare 
for normal teacher training courses, are a first step in this 
direction. In several Land* r in Germany, second generation 
migrants have access to the practical training courses after 
the 1st State exam .
5. Cooperation between the educational authorities of the host
country and those of the country of origin
5.1. Pilot schemes on the te ching of the language and
culture of origin and on the training of teachers have show n 
h o w  useful this cooperation s at various levels :
- as regards teachers, orgar ised cooperation would greatly 
facilitate educational te; «w ork. Although success of this 
cooperation eventually d ef 'nds on the teachers themselves, 
the creation of favourable conditions would greatly stimu­
late and promote it ;

-  34 -
- as regards the planning > . f syllabuses and the development
of teaching material, cor Deration would facilitate implemen­
tation of integrated teaching of the language and culture 
of origin ;
- as regards cooperation be :w een educationalists, research 
workers and instructors f > r  instructors from  the country 
of origin and the host co ntry, everything leads us to 
believe that this type of cooperation w ould be a source of 
n ew  and fruitful ideas. t could be promoted within the 
fram ework of joint curri ula" developed by higher education 
institutions and/or teach, rs' training colleges ;
- as regards training of in: tructors, the joint involvement 
of the parties concerned ^  i the training sessions w ould 
promote future cooperatior between teachers ;
- as regards government expe-ts, consultation w ould allow 
to define guidelines and a  tion programmes.
A t present, official cooperation between the country of 
origin and the host country is mainly in the administrative 
field :  secondment or release of teachers, verification of 
teachers qualifications, drawing up of timetables, allocation 
of school premises.
There have been som e noteworthy measures with regard to 
cooDeration on teaching m ethod , but on the w hole this is 
fairly limited. It has been a d still is very fruitful in a  
num ber of pilot schemes carrie out under the auspices of the 
Commission.

- 35
6. Conclusions and guideline
The Commission's report on pilot schemes on the education 
of the children of migrant workers, carried out between 1976 
and lj82, is aimed at the educational and policy-making autho­
rities and is a concise pr 'sentation of examples of good 
practice, principles and c dentations based on the analysis 
of innovatory activities.
Researchers, administ ators, teachers, and representatives 
of parents' associations w o wish to know details of the condi­
tions of the experiments, esults or other aspects of comparative 
evaluation, are referred t the documents concerning these pilot 
schemes (available from t h* Eurydice Central Unit).
Neither this report the conclusions are intended to 
fulfil any normative functi;n. The principles and examples 
of good practice which have come out of these schemes are 
intended to enrich the Community-wide debate and to contribute 
to the development of a joint educational policy in favour of 
immigrants from Member States or other countries.
The experiments, and t:e work that has been done in terms 
of analysis and comparative evaluation, have produced the 
following conclusions and guidelines :
1. Pre-school education nee is to be enriched. The education 
of children under 6 bene its by taking into account the 
linguistic and cultural haracteristics of the home back­
ground, while ensuring t at they integrate in the society 
of the host country thro gh both play and work.

- 3 6
2. A n  im m igrant child, r sardless of whether h e  is a first 
arrival or a  second o  third generation immigrant, has 
a right to reception t  aching adapted to his particular 
situation. This is pa>t of the fundamental right to school 
education and vocational training.
There are as m a n y  m e t!· J s  of reception as there are situations.
A  num ber of qeneral princi les can, however, be identified :
- the effectiveness of th teaching of the host country's 
language is proportiona e  to its intensiveness ;
to learn the language 0"  the host country, and to adapt to 
its society, support activities are required, both for pupils 
w h o  have gone through a  ohase of reception tuition and for 
certain second or third feneration immigrants, w h o  are placed 
in norm al classes from  t e  beginning and w h o  experience diffi­
culties in integrating in the school environment ;
the school authorities should be well aware, not only of the 
current needs of foreign pupils, but also of the w a y  those 
needs change according to the nature of immigration.
3. Teaching of the languaqe and culture of origin at primary 
school level can be a  significant contribution to the 
development of the child's personality and the acquisition 
of know ledge and skills. Circumstances and educational 
system concerned determi e  whether the teaching of the 
languages and cultures c · ’  origin form s part of the norm al 
timetable or not. W h o e v  r is in charge of such teaching 
(schools, consulates, im  iqrant communities) it m ust be 
coordinated with ordinar education, both in terms of m ethods 
and content, if it is n o  to lose a  considerable degree 
of educational effective ss. This implies that those w h o

- 37 -
teach the languages a r t »  cultures of origin should be 
considered as full m em b ers of the teaching team.
In secondary education it is strongly recom m ended that the 
languages of the im m igr .nt com m unities should be qiven the 
sa m e  status as other ba ic subjects. T h e  maintenance and 
developm ent of im m igran cultures in the host country merits 
the particular attentioi of the educational authorities, 
both in view  of the inti insic value of, and the-increased 
access to those culture: w hich w ould be the result.
4. In school education a im e i  at a  population with different 
cultural backgrounds, th ·  intercultural aspect is a  factor 
of mutual enrichment and individual and social development, 
benefiting both local an  im m igrant children.
5. T h e  design and development of teaching m ethods and materials 
corresponding to the need; of children of immigrants and
a  multicultural society snould be given the highest priority 
at all levels of education.
6. Teacher training is the highest priority of all. Future 
teachers and teachers n o w  w orking should be given the 
opportunity to acquire in-depth know ledge of the problems 
of immigration, the principles of reception tuition, and 
intercultural counselling in d  education.

L IS T  O F  T H E  P IL O T  S C H E I  E S  R E L A T E D  T O  T H E  E D U C A T I O N  O F  
M I G R A N T  O R K E R S »  C H I L D R E N
Location Y ears Subjec /Nationalities Level of Education
R E C E P T I O N  M E T H 0 D S
B  Waterschei/ 1976 - 1 979 Italiar ,  Greek, Turkish Primary educationWinterslag (6 to 8)N L  Enschede 1979 - 1 982 Turkish .  M oroccan Pre-primary and prim ary
N L  Leideneducation (4 to 8)1977 - 1980 N e w  arr ivals - Primary educationTurkish. M oroccan
L U  L uxem bourg 1978 - 1 9 8 1 In a  m u  tilingual area - Primary education
D K  O denseItalian,. Portuguese
1977 - 1980 In a L o u  immigration area - Primary education
U K  C o m m o n w ealth
T E A C H I N G  O F  T H E  L A N G U A G E  A N D  C U L T U R E  O F  O R T G IN  - I N T E R C U L T U R A L  E D U C A T I O N
B  L im burg 
F  Paris
F  Marseilles1979 - 1 982 Italian, Greek, Turkish
1976 - 1 979 Italian, Portuguese, Serbo-
Croat, Spanish
1 979 - 1982 Italian, Portuguese, Turkish, 
A rab
U KBedford 1 976 - 1980 Italian, Penjabi
U KL o n d o n 1980 - Greek, F?nqali
BL im burg 1 9 8 2 - Italian, Greek, Turkish
(M orocce i)
BM in. Educ. 1 9 8 3 - R em edial teaching -
(French Speak.) G uidance
D KC openhagen 1 9 8 2 - R em edial teaching -
Guidance
T R A IN IN G  O F  T E A C H E R S  - F U R T H E R T R A IN I N G
DNordrhein- 1 9 7 6 - 1 9 7 8 G reek a n · Italian teachers
Westfalen
FM in. Educ. 1 9 7 6 - 1 9 7 8 French ard foreign teachersBBrussels 1 9 7 9 - 1 9 8 1 Belgian teachersDL andau 1 9 8 1 - 1 9 8 2 Further training Italian
teachersFM in. Educ. 1 9 8 2 French and foreign teachers
D E V E L O P M E N T  O F  E D U C A T I O N  M A T E R I A L
IT  Istituto della 1980 - 
Encicl. Ital.
G R  M in. Educ. 1 982 -
D  Berlin 
U K  Coventry 
F  Paris1982 
1 9 8 1
19831 983F or Ital' n  pupils in french­
speaking ountries 
For G reek pupils in the 
Federal ^  public of G erm an y  
F or Turki h  pupils in the 
Federal R «  public of G erm an y  
For child; en of Irish migrant 
workers ii Britain 
M usic and ;inging didactics - 
E C  and e r r .  ^ration countriesPrimary education 
Primary education
Primary education
Primary education 
Primary education 
Secondary education 
(12 to 1 5 )
Secondary education 
(12 to 1 5 )
Secondary education 
(13 to 1 6 )
Primary education
Primary education
Secondary education 
(10 to 1 6 )
Primary education
Pre-primary and primary 
education (3 to 9)

Location Y ears Subjec t/Nationalities Level of education
DISSEMINATION OF INFORMATION AND EDUCATION
UK London 1 930 Ethnic
LMP, LINC *  UnitedMATERIAL
minorities in the Prim ary and secondary
K in g d o m  education
COMPARATIVE EVALUATION OF PILOT SCHEMES
D  ALFA *  1976 - 1 9 7 9  Recepì o n  m ethods - Teaching of the language
1 9 7 9  - 1 9 8 3  and cu  ture of oriqin - Intercultural education 
F  C R E D I F  *  1 979 - 1 9 8 2  Recepì o n  m ethods - Teaching of the language
L A R E S S O  *  and cu  ture of origin - Intercultural education
*  L M P  
L IN C  
A L F A
C R E D IF
L A R E S S OLinguistic Minorities Project 
L anguage Information N etw o i <  Coordination 
Ausbildung von Lehrern für Uisländerkinder 
(Universität Essen)
Centre de Recherche et d’E t ;d e  pour la Diffusion du Français 
(Ecole N orm ale Supérieure t  > Saint-Cloud)
Laboratoire de Recherche er Sciences Sociales

L IS T  O F  T H E  S E M I N A R S  R E L A T I N G  T O  P IL O T  S C H E M E S
Since 1978 the C om m ission has organ- > e d  a  series of seminars to prom ote 
the exchanqe of view s and experience between those responsible for the 
various pilot schemes, research workers and senior officials responsible 
for the m anagem ent of education for iiqrant workers' children.
These seminars normally take place a  the end of a  pilot experiment.
T h e following seminars have been heir) :
Hasselt, 1 978
Paris, 1 9 7 8
N o o rd w i jkerhout, 1 979
Brussels, 1 979
Cranfield, 1980
Avernaes, 1 9 8 0
Brussels, 1 980 
Brussels, 1 9 8 1
H engel hoef, 1 9 8 2
M arsei lies, 1 9 8 2
Brussels, 1 9 8 2
Brussels, 1 9 8 3  
B ad  Boekelo, 1983 
R o m e , 1 9 8 3R ecepti< r i  m ethods for 6  to 8  year-olds 
(W inter· lag/Waterschei pilot schem e)
T eaching of the lanquage and culture of origin 
(Paris |  ilot schem e)
Recepticn m ethods for n e w  arrivals aged 6  to 
10 years (Leiden pilot schem e)
Further training for teachers responsible for 
migrant workers' children
Teachinc of the language and culture of oriqin
(Bedforc pilot schem e)
Receptic ;  m ethods in a  lo w  immigration area 
(O dense ilot schem e)
C om parat v e evaluation of pilot schem es
D ev elo p n u  nt of teachinq material of Italian 
im m igrant children
Teaching of the language and culture of origin 
(Belgian L im burg pilot schem e)
Teachinq of the language and culture of origin 
(Marseilles pilot schem e)
Further t aining for teachers responsible for
migrant w  ;rkers* children
(Landau a  * d  Brussels pilote schem es)
D ev elo p m e, t of education material
(Berlin, nciclopedia Italiana, Schools Council)
Reception m ethods for 4  to 8  yeai— olds 
(Enschede nilot schem e)
D ev elopm et , of a multi-media system for italian 
children Lnciclopedia Italiana)
T h e preparatory su m m ary  documents and :nal reports for the colloquiums 
as well as a selection of information derial on the pilot projects has 
been gathered by the E U R Y D I C E  Central .t and  m a y  be consulted.
Copies m a y  be obtained on request.
September 1983.