Integrating migrants through adult language programmes: a comparative case study of four European countries

Brown, M., Gravani, M. N., Slade, B. and Jōgi, L. (2020) Integrating migrants through adult language programmes: a comparative case study of four European countries. In: Przytuła, S. and Sułkowski, Ł. (eds.) Integration of Migrants Into the Labour Market in Europe: National, Organizational and Individual Perspectives. Series: Advanced series in management (25). Emerald Publishing Limited: London, pp. 155-169. ISBN 9781839099052 (doi: 10.1108/S1877-636120200000025011)

Full text not currently available from Enlighten.


This chapter discusses findings from a multiple case study of language learning programmes offered to adult migrant learners in Cyprus, Scotland, Malta and Estonia. First, using a cross-comparative policy analysis, the discussion synthesizes indicators of integration embedded in education policies and provisions for adult migrant learners. This analysis brings to light an overall inclusive approach: providers and programmes emerged as comparable in terms of type of programmes (formal, informal and nonformal; academic, vocational and interest-based); options available (academic, vocational and interest-based) and providers (state and civil society). However, policy analysis also illuminates restrictive indicators, such as traits of monocultural, generalizing policymaking that lacks consideration of sociodemographic differences between adult migrant learners. Secondly, the discussion validates the synthesized indicators by means of an analysis of qualitative data concerning the language programmes and related micro classroom-based practices, retrieved using qualitative research with adult migrant learners, their educators and related policy executives. Validated indicators include an inclusive approach to learners' entitlement to educational provision, as testified by educators' and policy executives' values and pedagogical approaches. Indeed, despite traits of monoculturalism and generalizing or homogenizing approaches identified at policy level, micro context data illuminated stakeholders' critical acknowledgement of the need of differentiated teaching and learning. Research-based recommendations include increased cooperation between state entities (e.g., inter-ministerial collaboration) and between state and civil societies, as well as professional development for adult educators that elicits their agency in proactively resisting and changing restrictive aspects of existent policies and practices.

Item Type:Book Sections
Glasgow Author(s) Enlighten ID:Gravani, Dr Maria and Slade, Professor Bonnie and Jogi, Professor Larissa
Authors: Brown, M., Gravani, M. N., Slade, B., and Jōgi, L.
College/School:College of Social Sciences > School of Education
College of Social Sciences > School of Education > People, Place & Social Change
Publisher:Emerald Publishing Limited
Published Online:26 November 2020

University Staff: Request a correction | Enlighten Editors: Update this record