Education and Languages, Language Policy

Linguistic integration of migrants

  Linguistic integration of adult migrants (LIAM)

 Dedicated website:
 Policy texts, guidelines, background documents, studies, reports and surveys, tools, key terms, FAQ, etc...

An increasing number of countries now require adult migrants to demonstrate proficiency in the language of the host country before granting entry, residence or work permits or citizenship. Language training is often available although the conditions vary. The level of proficiency required is usually based on the Common European Framework of Reference for Languages (CEFR) and a language test may be obligatory. The approach to testing varies and there is a considerable difference in the levels of proficiency required – ranging from A1 to B1 or even B2 (oral) of the CEFR.

The Language Policy Unit, in partnership with appropriate Council of Europe sectors and INGOs with participatory status is developing policy guidelines and tools for language education and certification where this is required. The aim is to support all directly concerned in developing a needs-based approach and in following best professional practice so as to ensure transparency, quality and fairness, in particular concerning ‘high-stake’ situations concerning language requirements for citizenship, work or long term residency purposes.

Context and priorities

Main events


The linguistic and educational integration of children and adolescents from a migrant background

The integration and education of children and adolescents from migrant backgrounds are among the most urgent challenges facing many member states of the Council of Europe from the point of view of social cohesion and inclusion. As stressed in the Council of Europe’s White Paper on Intercultural Dialogue, integration is a two-way process.

The project conducted by the Language Policy Unit on “Languages in education / Languages for education” considers these challenges to be cross-disciplinary. In order to meet them effectively, all the curricula and the varieties of linguistic and communicative competences that learners are expected to acquire in these curricula must be taken into account.