GIE Evaluación Lingüística para la Migración y la Integración (ELMI)
The LAMI group was formed in Salamanca in 2002 with the hope of representing a platform for language testers in supporting their attempts to ensure issues of test fairness within the migration context, according to ALTE's mission of sustaining diversity and maximising impact.
LAMI means Language Assessment for Migrants’ Integration: it is a Special Interest Group that has been central to the discussion ALTE has been engaged in to consider the growing prominence of language testing in the European migration policy.
Lorenzo Rocca (Chair) and Cecilie Hamnes Carlsen (Co-Chair).
Todos aquellos interesados en las políticas lingüísticas o de inmigración.
Proyecto actual del grupo ELMI:
Evaluación de inmigrantes con nulo o bajo nivel de alfabetización en la lengua meta.
El 'Folleto ELMI' (Language Tests for access, integration and citizenship: An outline for policy makers) se elaboró en nombre del Consejo de Europa y se presentó en un simposio celebrado en el Consejo de Europa en 2016.
Ya están disponibles las versiones íntegras del documento en inglés, finés e italiano. Se está trabajando en la publicación de versiones en otros idiomas.
The LAMI Forum Language and Assessment: Making the Connections in the Migration Context took place on May 5th in Bologna. Presenters included David Little (Trinity College Dublin), Piet van Avermaet (Ghent University), Philia Thalgott (Council of Europe), and representatives from the Italian Ministry of Education and Ministry of Interior, among others. Check the programme in English or in Italian for details of the day. The event was attended by over 170 delegates.
Presentations from Previous Meetings
Presentation for LAMI SIG in Salamanca, Spain, Thursday 23rd November 2018.
Results and Events
LAMI Posters (2014)
Through 18 posters related to 9 countries, LAMI took a snapshot focused on specific contexts, collecting detailed information with regard to migrants’ population, policies, courses and tests, in terms of providers and users. The posters have become a useful instrument not only to obtain a picture, but also to identify trends that have emerged in the last decade.
LAMI Questionnaire (2015)
The questionnaire was intended for adult migrants who had attended a language course and/or taken a language test.
LAMI collected data from 1550 respondents regarding their profile and their feedback about their host society, their second languages, courses they had attended and/or tests they had taken. Six language versions of the questionnaires with a dedicated website were provided.
LAMI Survey (2016)
An online survey involved teachers and volunteers in 14 countries as a joint initiative of three ALTE SIGs: LAMI, TT and YAL. Its aim was to collect data in relation to the profiles of teachers and volunteers engaged in formal and informal linguistic support for migrants. In addition, LAMI asked about their didactic needs and their perceptions of critical aspects in tuition.
LAMI Position paper (2016)
The LAMI position paper is the booklet “Language tests for access, integration and citizenship: an outline for policy makers”, available in three language versions (see above). In 53 pages, LAMI takes into account ethical and technical concerns, such as those represented by these key questions:
LAMI Forum – Bologna (2017), organised within the 6th ALTE International Conference
The forum aimed to implement the connection between learning and assessment in the context of European migration.
The session discussed issues of learning-oriented approaches from multiple perspectives, both at European and national level: from the general overview of LIAM, a Council of Europe project, to the outline for policymakers suggested by ALTE; from the challenge of translanguaging, to the needs of teachers and volunteers, as discovered by the LAMI-TT-YAL survey.
Specific vulnerable groups of learners were also carefully taken into account, such as adult migrants with low literacy profiles, asylum seekers, refugees and young migrants.
The survey is organized by the Council of Europe in close co-operation with ALTE, as part of the 2018-2019 Education Program “Inclusive approaches in education – language education for migrant/refugee children and adults”.
The survey is embedded in the CoE contribution to the United Nations 2030 agenda for sustainable development, namely Goal n. 4 “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”.
The survey aims to: update data, tracing changes in integration policies and language/KoS requirements over time, as well as giving more details concerning the test format and the learning opportunities in order to allow the formulation of evidence-based policy recommendations.
In terms of investigated areas, the survey is composed of 3 main sections:
1. Legislation and its impact
2. Language and KOS training provided
3. Language and KOS requirements for pre-entry clearance, temporary residence permits, permanent residence permits and citizenship.
Read the report of the survey