The issue of language education of adult refugees plays a very important role in the integration of refugee and migrant populations and the recognition of linguistic repertoires and multilingual needs may form the planning dynamics of relevant programs and tailormade courses. Linguistic integration and their actual language needs may be rather complicated for those who are either residing temporarily or permanently settled, and use either lingua francas or their mother tongue to communicate with others. These exact needs in the Italian context have been identified by Bianco & Ortiz Cobo (2019, p. 12) and in the Greek context this reality has been pointed out in Mouti et al (2021). As Bianco & Ortiz Cobo (2019) mention refugees usually own a rich multilingual repertoire, also due to their migration path and the practice reality shown by their research demonstrates that the Italian language is not the only language spoken in Italy by refugees. In social contexts such as the workplace, other languages are also spoken. In the CoE Toolkit Piloting in Italy (Rocca, 2017), the most strongly represented languages included in the migrants' repertoires as reported by the volunteers were in alphabetical : Arabic, Bambara, Bangla, Dari, English, French, Krio, Kurdish, Mandinca, Peul, Pidgin, Portuguese, Urdu, Wolof. In Greece, classes highly diverse in terms of the language competence, literacy, and linguistic backgrounds of the students have been identified, in many cases ranging from illiterates without any knowledge of TL (mainly Greek) to educated students (see Kantzou et al (2017), Mouti, Maligkoudi & Gogonas (2021). A variety of languages were reported in different studies: Arabic, Farsi, Urdu, Bangla, Punjabi, Pasto, Balochi, Lingala, Persian, Dari, other African dialects but also English, French and Greek. However, the main issue in the Greek context is that according to Kantzou et al (2017) the field of language education provided to migrants and refugees is fragmented, mainly depending on the initiatives taken by individuals, NGOs or institutions operating on a local level and up to now we are not aware of a more general/unified/at least at a national level approach. Plurilingual profiles, linguistic repertoires and multilingual needs of adult refugees and migrants will be assessed and identified through multilingual assessment techniques, with a particular focus on L2 Greek and L2 Italian and the main purpose of this study is toinvestigate the interconnection of issues of multilingualism and language use with the language repertoires of adult refugees and immigrants with a focus on the acquisition of L2 Greek and L2 Italian. This research project aims at examining and assessing: Linguistic Repertoires, Literacy Profiles (when needed), Multilingual/Language Needs, Uneven Profiles of L2 Greek or L2 Italian. Development and use of methodological research tools for this study will be mainly based on the existing tools developed by the Council of Europe under the LIAM-LAMI and LASLLIAM Projects.
