Scenarios for language support
This section of the Toolkit contains scenarios that can be used to plan language support sessions. Please read these notes carefully before beginning to use the scenarios.
The aim of scenarios is to help you in planning non-formal language activities with refugees. A “scenario” is a set of communicative situations related to a real-world context in which refugees are likely to find themselves. The scenarios mainly involve spoken interaction but there are also reading, writing and listening activities.
The scenarios focus on several of the situations listed in Tool 31 – Selecting situations to focus on in language support activities - a checklist, and the communicative functions (purposes or intentions), which are highlighted in Tool 32 – Selecting communicative functions that are useful for beginners - a checklist.
- Is a ready to use framework for language activities. The kinds of language activities you organize will depend on the mixed group of refugees you are working with – see Tool 14 – Diversity in working groups – and the context.
- Is an open and flexible tool that you can use step by step or by selecting individual activities. In fact, each language activity in a scenario is independent: it is possible to assemble (and reassemble) language activities within the same framework and also to combine different scenarios.
- Can be used to create tailor-made language activities that take account of refugees’ specific needs: there are language activities related to the different main skills and also to different literacy profiles – see Tool 15 – Supporting refugees with low literacy.
- Can be adapted to the specific context you are dealing with.
Each scenario is structured as follows:
These specify the language learning goals
- Communicative situations
A list of the situations and the types of communication involved
Examples of materials needed for the language activities (see also Tool 18 – Preparing an environment for offering language support). You will need to find pictures and materials similar to those indicated, preferably related to your specific context, and large enough to be seen by the group.
- Language activities
This section provides examples of different language activities. They can be used:
- separately in one or more sessions, and in any order; or
- as a series, following the suggested order.
The language activities are quite varied, but, remember, they are just examples and can be adapted to the needs of the group.
Here are some notes to help you prepare the language activities:
- Dialogues and role-plays: these can be changed and additional similar dialogues can be created so that they are more relevant and interesting for the refugees in your group.
- Listening activities: sometimes there is a suggestion to obtain or make short simple recordings that refugees can listen to several times and try to understand with your help. This is a very important skill for refugees in a new country. You may be able to record, for example, announcements made in stations or supermarkets etc. using a mobile phone app. You could also record a short example dialogue with the help of a colleague. It is best to play the recordings through speakers so that they can be heard properly. If you cannot record or you cannot make the recording audible, read the text or dialogue aloud in a clear voice. See Tool 21 – Selecting and using texts for listening and reading at elementary level.
- Writing: the examples given can be changed and adapted according to the needs of refugees with different levels of literacy in the target language.
15 scenarios are included, as follow:
Tool 40 - Starting to socialise
Download Tool 40 - Starting to socialise - Word version
Download Tool 40 - Starting to socialise - PDF version
Tool 41 - Using a mobile phone
Download Tool 41 - Using a mobile phone - Word version
Download Tool 41 - Using a mobile phone - PDF version
Tool 42 - Using apps like Google Maps
Download Tool 42 - Using apps like Google Maps - Word version
Download Tool 42 - Using apps like Google Maps - PDF version
Tool 43 - Finding out about social services
Download Tool 43 - Finding out about social services - Word version
Download Tool 43 - Finding out about social services - PDF version
Tool 44 - Using health services
Download Tool 44 - Using health services - Word version
Download Tool 44 - Using health services - PDF version
Tool 45 - Shopping – buying clothes
Download Tool 45 - Shopping – buying clothes - Word version
Download Tool 45 - Shopping – buying clothes - PDF version
Tool 46 - Shopping – buying credit for a mobile phone
Download Tool 46 - Shopping – buying credit for a mobile phone - Word version
Download Tool 46 - Shopping – buying credit for a mobile phone - PDF version
Tool 47 - Food – inviting someone to a meal
Download Tool 47 - Food – inviting someone to a meal - Word version
Download Tool 47 - Food – inviting someone to a meal - PDF version
Tool 48 - Finding your way in town: the local library
Download Tool 48 - Finding your way in town: the local library - Word version
Download Tool 48 - Finding your way in town: the local library - PDF version
Tool 49 - Looking for training opportunities
Download Tool 49 - Looking for training opportunities - Word version
Download Tool 49 - Looking for training opportunities - PDF version
Tool 50 - Looking for a job
Download Tool 50 - Looking for a job - Word version
Download Tool 50 - Looking for a job - PDF version
Tool 51 - Finding accommodation
Download Tool 51 - Finding accommodation - Word version
Download Tool 51 - Finding accommodation - PDF version
Tool 52 - Using postal and banking services
Download Tool 52 - Using postal and banking services - Word version
Download Tool 52 - Using postal and banking services - PDF version
Tool 53 - School and college
Download Tool 53 - School and college - Word version
Download Tool 53 - School and college - PDF version
Tool 54 - Socialising within the local community
Download Tool 54 - Socialising within the local community - Word version
Download Tool 54 - Socialising within the local community - PDF version
You can follow this order beginning with language activities focused on introductions and first meetings, then go on to later scenarios, for instance, related to finding a job or accommodation, because these may be more appropriate for medium and long-term stay situations.
You can choose any order you want, in consultation with refugees, in response to their priorities and expectations (see Tool 27 – Refugees’ linguistic profile).
The scenarios do not cover all communicative situations that refugees may find themselves in: these are just examples. You should use these as ‘models’ for other scenarios, which you can create yourself.
Important note on copyright and images
The Council of Europe has acquired the copyright for the images provided exclusively for activities in this toolkit. Their reproduction in reports, publications, leaflets or in any other written form external to the objectives of this toolkit is not permitted.