General Introduction

These guidelines are for educational providers, organisations, charities, voluntary bodies, national and regional agencies and any other groups working to improve the living experience of marginalised, disadvantaged and excluded young people and adults.

The guidance in this section results from the experience of two project teams, ALLEGRO and VIVACE, each with core members in common, working over a six-year period with a variety of learners and in a variety of contexts to bring language learning to groups of people who had never before had the opportunity to learn a foreign language.   This was the single common feature that all groups shared. The reasons for this previous lack of opportunity varied greatly – some learners lived in deprived inner cities where aspiration is low and achievement even lower; others suffered from physical or mental health problems; some had learning or physical disabilities; yet others lived in difficult family or personal circumstances; some were in prison; others faced particular social circumstances which meant their lives were impoverished by family breakdown or separation.

In the VIVACE/ALLEGRO database you can see specific examples of the groups included in our project work and find out more about the activities they took part in.

We have set out these guidelines in a user-friendly and straightforward way to support providers – both those in education and those in social or health care - and the front-line staff who work most closely with clients, in our case language teachers and staff working on a day-today basis with excluded and disadvantaged groups.  

The guidance is based around a series of questions which have been asked many times by those we have worked with.  You will find examples to illustrate the guidance and also a list of top tips on how to get the best out of collaborative working.

This first section of the guidelines is for anyone interested in the work of VIVACE/ALLEGRO; you will also find guidance which relates more specifically to educational providers, social care providers and language teachers. The guidelines have been organised in this way for ease of access on the website but if you are considering work such as this, you may find it helpful to read the complete Good Practice Guidelines, available here in one downloadable document.

Some Frequently Asked Questions (FAQs) 

What is VIVACE?

VIVACE is a EU-funded project which aims to bring the experience of language learning to groups and individuals who have been excluded from such opportunities for reasons of disadvantage, whether social, economic, physical, mental or, indeed, geographical. It builds on the work of a previous project, ALLEGRO.

What is the VIVACE definition of ‘disadvantage’?  What expertise does VIVACE have to offer in this area? 

VIVACE has no rigid definition of disadvantage.  Partners in the VIVACE and ALLEGRO projects have worked with the socially marginalised or excluded, prisoners, with people suffering severe brain injuries, adults with learning difficulties, people with physical disabilities, with mental health problems, with recovering alcoholics and with groups of people who have never had the experience of language learning because of their socio-economic background or their geographical location.  Our main aim has been to demonstrate the enriching and empowering impact of a language learning experience for all these different groups of people, whatever their circumstances.

Why teach languages to marginalised groups?

This is explored in depth throughout this website and you will find many compelling examples of the advantages of language learning for everyone regardless of age, prior educational achievement, intellectual capability or limited life experience.  Yet we can sum up our arguments quite simply.

Language learning:

• expands horizons
• builds confidence and self-esteem
• enhances communication and social skills
• fosters respect and understanding for other cultures

For all groups and individuals, without exception, the experience of communicating in another language, at whatever level, has led to a noticeable increase in self-esteem and confidence on the part of the learners themselves.  Even learners with communication difficulties or speech impairments have derived real benefits for their own self-awareness as a result of taking part in a VIVACE language learning session.

We have also seen that the VIVACE experience can contribute towards a more positive attitude towards education and learning in general, with some learners more willing to re-enter formal education or try to learn other new skills as a result.

Social care agencies have repeatedly told us that they are always looking to broaden the range of activities provided for their clients.  Language learning can be offered as an activity on its own, or in combination with other activities, such as sport, food preparation, singing and dancing, to make a valuable and distinctive addition to the range.

How do you persuade people to take part?

Participants in VIVACE and ALLEGRO initiatives have all been volunteers whether they are learners, teachers, facilitators or support staff. They have taken part willingly in the activities, albeit at times with some initial scepticism, among both learners and others, about the accessibility and value of language learning. These reservations have almost always been dispelled. 

Which language(s) should we teach?

In many cases the language learnt (or experienced) has been decided by negotiation between teacher, the “host” organisation and, at times, the learners themselves.  The same has been true in many cases for the approaches used, with all sides bringing expertise and experience to the planning. 

However, it should be noted that in many countries we worked in there was a marked preference for English as this is seen, especially by disadvantaged groups, as a language of status and also one which leads to greater opportunity in the job market.  For us this was an issue in that we were committed to teaching a range of languages; for providers working outside such constraints, it will not be a problem, although you may wish to consider encouraging groups to think about the advantages of learning other languages.  Many VIVACE groups found that it was interesting to learn the languages of their closest neighbours or a language with similar roots to their own.  At other times groups had strong personal or social reasons for choosing a particular language.