In this study we focus on language education of adult refugees and migrants in Greece. The main purpose of this presentation is to present language needs of adult refugees and migrants through the implementation of the CoE Toolkit relevant needs analysis tools and to present tailor-made thematic units, that would cater for the language needs traced (Mouti, Maligkoudi & Gogonas, in press). The findings show high diversity in terms of language competence, literacy, and linguistic backgrounds among the students and interestingly necessities prevailed the wants as the thematic units designed were not all based on the subjective needs but on their objective needs of the learners. 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.
The second and most crucial aspect of this presentation will be the LASLLIAM Reference Guide and its Piloting in Greek as an L2. An attempt was made so that sample materials based on the LASLLIAM Reference Guide and its descriptors were designed to address the needs of low literate refugees and migrants in the Greek context. Findings of the needs analysis study were used to select the Theme-based scenarios at level 1-4 and in different domains to be designed with a focus on communicative situations that learners are facing in real-life and provide a set of real-world situations. Emphasis was made on the Writing skills (including technical literacy). Instructions are included in each Scenario for the teachers, who are encouraged to mediate explanations in different languages, giving value to the plurilingual repertoires of participants. 'Language activities' refer to the activities carried out in the educational setting to reach the scenario aims. They can be used separately in one or more sessions, and in any order, also reassembling andcombining different scenarios; or as a sequence following the suggested order. Along the language activities, there will be a set of exercises-drills to develop technical writing skills at word/phrase levels, according to each learners' profile, following the technical literacy descriptors provided in each scenario. It was attempted the examples presented to follow the model, in both the layout and terminology, provided by LIAM in the frame of the project "Language support to adult refugees: a Council of Europe Toolkit" (Council of Europe - LIAM 2020).
