Removing the Boundaries to Social Inclusion.

Abstract

Immigrants in EU countries are at significantly higher risk for social exclusion than native born citizens. Those from countries outside of the EU – third country nationals - are at even higher risk, due in part to policies that favor EU migrants in terms of the ability to live, work and take advantage of certain political rights in other EU countries. Language programs, that have the potential to help lower the risk of social exclusion, don’t always address the real needs of the individuals or are often too rigid and prescribed, such as recent programs in The Netherlands, based on politicized ideas of civic integration. Such factors create more barriers because they do little to insure that not only appropriate language skills, but other factors that could lead to social exclusion, are addressed. Twenty people, which included one language teacher, nine language volunteers and ten program participants who came to the Netherlands as third country nationals took part in this qualitative study. These respondents - from five organizations that provide a variety of nonformal learning opportunities with the aim of increasing participation in the community and general well-being with language as the tool - were interviewed to see if such programs do have an impact on social inclusion. This study specifically looked at ways in which the participants, learning environment - including the teacher or language volunteer – and the combination of material and activities work together with the support of the organization to achieve their goals. This study has shown that when the above factors work together and attention is paid to the needs of the learner in all phases of the process, an increase in indicators for social exclusion can indeed be observed.