Method No 1

Make the short video materials by phone, which they can demonstrate for other students. For example, greetings, self-introduction, dialog at the Tax Office etc.
The IMMC course units provide practical experience of the language, which is something that students seemed to highly appreciate. Videos supply them with many new words and sayings and offer them a way to independent practice, which is more than any other course has done before. They found it useful and meaningful to go first through the units which better met the students’ needs at the time being, no matter if it were listed first, second, third or other in each Module that to stimulate their interest and then go further with the less interesting (for them and their needs) lessons.
From time to time they used to repeat phrases and sayings they had learned and easily mastered. Repetition is very useful for them to increase their memory and interest.
Lesson were held for not more than 2 hours at a time to concentrate the attention and avoid distraction, boredom and drowsiness because the target was young adult students with a lot of energy will do develop more practical issues, that is why, together with theory lessons, practical exercises were necessary and only practice would make them easily done.

Method No 2

Learn language with association-forming methods. Show images, photos and videos with known meaning and ask to participants tell about first associations/memories.
In this course in general a participative method has been used, that means that no frontal theoretical lessons are taught but all class members must actively participate in the lesson. In this sense, the things that they already know or know how to do are valued. The group was already trained in their countries, the are adults, have initial bases, for this reason, to keep the lesson, we tend to value the previous experiences.
It starts by launching a linguistic stimulus to give motivation, or a visual stimulus (images, photos or video). We start from the language to then develop a dialogue, with the contribution and experience of all participants (example of work or knowledge of some words in x language) and then continue with the actual analysis of the activity (working or linguistics).

Method No 3

From general offers of help (clothes, shoes, bedding, toys for children etc), more direct contacts between individual citizens and refugees evolves a mentoring scheme: the mentors assist single persons or families, accompany them to doctors and organisations where they can get information about their rights as refugees. They visit and eat with their mentees, show them places in city/country, help to find an apprenticeship, get a grant for language class, find a flat, or whatever is needed. Often, long-term relations are developed from this volunteer assistance.

Method No 4

The personal encounter between people regardless of their origin, gender, age, religion, abilities, or socio-cultural background is the central concern of zusammen leben e.V. and related activities. They seek for a long lasting participation, thus try to create spaces in which people get to know each other, in which personal potentials become visible and spaces and which empower people. One example for such a space is the intercultural community garden (“zusammen gärtnern”). Migrants and locals alike work and learn from each other, enjoy and have fun in a respectful atmosphere. It features patches for self-supply (cultivated by 120 people from over 16 countries), self-organised working groups on different topics, education workshops, social events and the monthly community action days. To provide an easy access to groups zusammen leben e.V. uses different tools with a low threshold, like gardening, but also cooking, dancing, singing, theatre and so on. Thus, verbal communication is not defining for a personal encounter and can be well supported by visual communication with pictures and signs. The same goes for the team sports activities (soccer mainly).

Method No 5

For the exchange of the cultural aspects (topic) better choose the method face to face, but not in a frontal way, but in a round table - “language and culture café”.
All participants drink tea or coffee and discussing about them important themes. Important, that in the lesson participate persons from local area. For example, share traditions and culture by talking with each other.

Method No 6

Exploration of a vocabulary area, eg TRAVEL.
Each person names (without additional aids) as many words as he know about specific topic (for example, travel). He can name related words: means of transport, departure and arrival, duration, prices, tickets, stops etc.
Winner is that person, who can tell words more than others persons.

Method No 7

Role play: dramatization of everyday situations: buying / selling a bus ticket; information on the location of service establishments: banks, school, medical center etc., with real situations which them can be useful (first visit in hospital; interview with employment agency etc.).

Method No 8

Individual online game. Most of popular internet games can use for history and language learning. For example, person can learn about politic of EU ( EU history) and geography at the same time.
Most of all online games, possible to compare the results.

Method No 9

Project-Based Learning. Each person or pair prepare own business or life goal, which he/they want to reach aprox. after 4 months. They prepare development plan of the idea and each week, they make “check-in” report about what is done. In parallel teacher is working with necessary aspects – language, self-presentation skills etc.
The method will reflect motivation of person and push them work with themselves. Here is important not to choose so high goal, but more realistic and useful for integration process.

Method No 10

Group / Pair Work and Platforms – on – Line: After having listened to the teacher explaining about all the things that they had to consider in order to open a business (legislation and bureaucracy), each pair of students need to decide on a business that they would like to open. Their next task is to search the net (on the sites indicated by the teacher) about all the steps they had to give in order to make it possible. In the final, they need to present their business to the class and explained step by step how it became possible.

Method No 11

Volunteer work. The lesson started with the visit of a volunteer of the Refugee integration association or another organization, who spoke about the association and her experience as volunteer. Then, students were invited to live this experience for one day, having had the opportunity of joining the volunteers in the organization. After one day they can choose – participate more or no. In organization of volunteers they can know more people, talk with them and know more about local culture etc.

Method No 12

Problem-solving. A combination of a scavenger hunt and role-playing activity, this exercise is one of the more effective active learning strategies for adults. The facilitator assigns a case-study (taken from common customer scenarios/common problem) to a learner. The learner, in turn, makes sense of the data and uses the available resources to solve the case. For example, they solving problems with obtaining a residence permit for person X. They together prepare the documents etc., till problem is solved.