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Integration“Integration means the ability to participate to the extent that aperson needs and wishes in all of the major components of society,without having to relinquish his or her own cultural identity” 6 . Withineducational practice, it generally means a limited recognition ofthe culture of minority ethnic groups, but from the perspective ofthe dominant culture. This approach generally ignores the need toimplement systemic change in order to meet the educational needs ofa culturally diverse society.Minority Linguistic GroupIn Ireland, the term ‘minority linguistic group’ is used to describepeople who were born in, or have family origins in, countries wherethe mother tongue(s) is a language other than English.MulticulturalismThe term multiculturalism is used in a variety of ways within differentcountries. In Ireland it is generally understood in a similar senseto that used in the British context, as a general statement of theco-existence of different cultures within society, although withoutnecessarily any positive interaction between them. Within education,multiculturalism, used in this sense, generally implies a recognition ofsuperficial elements of minority cultures, often taken out of contextand emphasising the exotic. This approach ignores inequalities andfails to deal with institutional racism.MultilingualMultilingualism refers to the phenomenon of competence andcommunication in more than two languages.Racial discriminationAny distinction, exclusion, restriction or preference, based on race,colour,descent, national or ethnic origin, which has the purpose of modifying orimpairing recognition, the enjoyment or exercise on an equal footing ofhuman rights and fundamental freedom in the political, economic, social,cultural or any field of public life constitutes racial discrimination 7 .RacismRacism is a specific form of discrimination and exclusion faced byblack and minority ethnic groups. Racism is based on the falsebelief that some ‘races’ are inherently superior to others because ofdifferent skin colour, nationality, ethnic or cultural background. Racismdeprives people of their basic human rights, dignity and respect.There are different forms of racism and it manifests itself atdifferent levels 8 .Terms referring to Teaching PracticesEnglish as a Foreign Language (EFL)EFL refers to circumstances where English is not the primarylanguage means of communication and instruction. Most EFLsettings offer limited exposure of the target language outside theclassroom and syllabuses are carefully structured with extensiverecycling of key target language items 9 . In EFL, accreditationmechanisms usually dictate course direction and the teacherhas overall responsibility for introducing a cultural dimension toprogrammes. In addition, EFL is taught in the learner’s mother tongueand frequently in private language schools 10 .English for Speakers of Other Languages (ESOL)ESOL is primarily concerned with developing speaking and listeningskills in functional language for everyday use. ESOL programmesare learner-centred and needs-based with attainable short-termgoals. ESOL prepares learners for independence and takes accountof educational/employment aspirations. ESOL also incorporatescommunicative language techniques for mixed levels and crossculturalapproaches which recognises a learner’s other languages/cultures 11 . ESOL is traditionally used to describe English languageteaching for adults.English as an Additional Language (EAL)English as an Additional Language (EAL) is used to describeEnglish language teaching to bilingual and multilingual students inschools. EAL caters for a wide range of learners varying in age, firstlanguage background and fluency, English language fluency, previousexperience of schooling, and prior and current exposure to English.EAL recognises that these learners need to acquire English at thesame time as progressing through the mainstream curriculum. EALis therefore primarily concerned with teaching English through thecontext of the whole curriculum.EAL pedagogy recognises the need for learners to be ableto use English for both social and academic purposes.It acknowledges the time taken for learners to gain fluencyin the spoken and written language of the academic curriculum,whilst taking into account the need to learners to gain the knowledge,skills and understanding of all curriculum subjects 12 .6Interdepartmental Working Group on Integration of Refugees in Ireland. Integration A Two Way Process – Report to the Minister for Justice, Equality and Law Reform By the Interdepartmental Working Group on theIntegration of Refugees in Ireland, Government Stationery Office, Dublin: 1999.7Article 1, UN International Convention on the Elimination of All Forms of Racial Discrimination, 1969, signed by Ireland in 1986 and ratified in December 2000.8Department of Justice, Equality and Law Reform. Towards a National Action Plan Against Racism in Ireland – A Discussion Document to Inform the Consultative Process, Department of Justice, Equality and Law Reform,Dublin: 2002.9Nunan, D. Second Language Acquisition in Carter, R. & Nunan, D. The Cambridge Guide to Teaching English to Speakers of Other Languages, Cambridge University Press, Cambridge: 2001.10Jordan, J. An introduction to teaching English as an Additional Language to Adults Basic Skills Agency, London: 2001.11Department of Education and Skills Adult ESOL Core Curriculum, DfES:UK: 2001.12Definition supplied by Department of Education & Skills, London.77
Glossary of TermsAPVSCCAssociation of Principals of Vocational Schools and Community Colleges.BTECBusiness and Technician Education Council.BTEIBack to Education Initiative: national DES initiative to provide opportunities foryoung people and adults to return to learning.CEOChief Executive Officer.COECouncil of Europe: a pan-European intergovernmental organisation with 46Member States. Although separate to the European Union, all EU MemberStates are part of the Council of Europe (refer to section 3.1.1).DESDepartment of Education and Science.EOEducation Officer.ESFEuropean Social Fund.FÁSThe National Training Awards Council: A national statutory award body forfurther education and training.FETACFurther Education Training Awards Council: a national statutory award body forfurther education and training.HNDHigher National Diploma.IILTIntegrate Ireland Language and Training: established by the DES under theaegis of Trinity College, Dublin to co-ordinate language support for refugeesand others with legal residency.IRCIrish Refugee Council: A membership based NGO responsible for publicawareness and promoting asylum seeker/refugee rights.<strong>IVEA</strong>Irish Vocational Education Association: the <strong>IVEA</strong> is the national representativeAssociation for the 33 Vocational Education Committees.NALANational Adult Literacy Agency: a membership based NGO responsible forco-ordinating adult literacy work in Ireland.NCGENational Centre for Guidance in Education: an agency of the DES thatsupports and develops guidance practice in all areas of education.NCCRINational Consultative Committee on Racism and Interculturalism: apartnership organisation established by the Department of Justice, Equalityand Law Reform to develop actions against racism and act in a public policyadvisory role.NGONon-governmental organisation.NNEBNational Nursery Examination Board.PLCPost Leaving Certificate: the PLC programme provides appropriate education/training to prepare individuals for work and higher education.The vast majorityof PLC courses are available through local VECs.RIAReception and Integration Agency: established by the Department of Justice,Equality and Law Reform, the RIA is responsible for co-ordinating receptionand integration for asylum seekers and refugees.UNHCRUnited Nations High Commissioner for Refugees: an international UN agencymandated to co-ordinate international actions and responses for the projectionof refugees and other displaced persons.VECVocational Education Committee: Ireland’s 33 VECs are statutory bodiesresponsible for the provision of a wide range of education, training andsupport services to all sectors of the community. VEC education and trainingprogrammes to include second level, adult, community and second chanceeducation, post-leaving certificate (PLC) programmes, prison education,traveller education and a variety of EU funded and co-operative trainingprogrammes.VTOSVocational Training Opportunities Scheme: supported by the European SocialFund and provided by VECs, VTOS is a targeted intervention by the DES toassist unemployed adults progress into education, training and employment.YouthreachThe Youthreach programme is aimed at young people aged between 15 and20 years of age who have left school without formal qualifications. It aims toequip students with opportunities for basic education, personal development,vocational training and work experience. Youthreach programmes areprovided primarily through VECs.8
Page 3 and 4: © IVEA, 20042IVEA wishes to thank
Page 5 and 6: contents667810101111131314141415151
Page 7: DefinitionsLegal TermsAsylum seeker
Page 12 and 13: Over one hundred delegates includin
Page 14 and 15: 2NATIONAL STRUCTURES2.1 CO-ORDINATI
Page 16 and 17: In co-operation with the Equality A
Page 18 and 19: 3.3.2 Report of the Steering Group
Page 20 and 21: 4PREPARINGTHE COLLEGE/CENTRE/PROGRA
Page 22 and 23: 4.3 INTERCULTURAL ANDANTI-RACISM PO
Page 24 and 25: The educational institution should
Page 26 and 27: Previous education *Has the learner
Page 28 and 29: Training and materials need to be d
Page 30 and 31: 7FOLLOWINGTHE MAINSTREAMCURRICULUM,
Page 32 and 33: 7.4.3 FETAC ESOL ModulesAt the time
Page 34 and 35: 8.2.1 Experiences of Guidance Couns
Page 36 and 37: 9 CONCLUSION9.1 THE ROLE OF MANAGEM
Page 38 and 39: the situation of those who experien
Page 40 and 41: APPENDIX INATIONAL STRUCTURESThe fo
Page 42 and 43: (i) that one is a member of the Tra
Page 44 and 45: 1944, and section 11, a chief execu
Page 46 and 47: APPENDIX VCONTACT LIST OFSTATUTORY
Page 48: National Youth Development Educatio

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