Background:

As stated in the EU Action Plan on Integration and Inclusion 2021-2027:  “Learning the language of the host country is crucial in order to successfully integrate. However, this should not stop a few months after arrival. Language classes should be supported also for intermediate and advanced courses and tailored to the needs of different groups. Combining language training with the development of other skills or work experience and with accompanying measures like childcare has proven to be particularly effective in improving access to and the outcome of language training”. Greece is seeking to better understand other EMN Member and Observer countries’ approaches to language learning by third-country nationals. 

Respondents:

23 EMN Member and Observer Countries (including BE) provided a public answer to this ad hoc query.

Findings:

A preliminary analysis of the results of the ad hoc query shows that:

• 6 countries (HR, DE, LV, PL, PT and SI) indicated that a third-country national has to meet language requirements to settle in their country.
   
• Once in the host country, the targeted level of the Common European Framework of Reference for Languages (CEFR) of the language courses, part of the civic integration programmes in most countries, including BE, is level A2 with exceptions for participants who are primarily or functionally illiterate. EE, FI, DE and NL require level B1 of the CEFR. Note that since 1 March 2022, persons integrating in Flanders (BE) are also required to pass the level B1 oral for Dutch within 24 months of obtaining their civic integration certificate.
   
• 16 Member and Observer Countries stated that they issue a certificate of language proficiency on completion of the course. Some of these countries specified that the certificate is only issued after passing the language examination successfully.

Furthermore, the ad hoc query looks into the conditions to access language courses and civic courses (i.e. type of residence permit, duration of stay, price conditions), the content of the courses (everyday vocabulary, specific topics, etc.), the duration of the course, the different types of courses provided (for example, the pace of learning) and the availability of language courses for refugees online (e-learning platforms, mobile apps, …).

For further details, please read the compilation of answers attached above.