Insights into Language Integration Programs: Perspectives from Adult Learners in a Bilingual Context.
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| Title: | Insights into Language Integration Programs: Perspectives from Adult Learners in a Bilingual Context. |
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| Authors: | Gauci, Phyllisienne1 (AUTHOR) phyllisienne.gauci@um.edu.mt |
| Source: | Instructed Second Language Acquisition. Nov2025, Vol. 9 Issue 2, p284-309. 26p. |
| Subject Terms: | *Immigrants, *Second language acquisition, *Cohesion (Linguistics), *Language ability, *Adult students, Social cohesion |
| Geographic Terms: | Malta |
| Abstract: | This contribution examines the multifaceted challenges and opportunities associated with adult language integration programs, critical tools for fostering social cohesion and inclusion amid unprecedented global migration. Such programs equip migrants with essential linguistic skills to navigate new sociocultural landscapes, yet their design and implementation often face barriers, including resource limitations and mismatched learner needs. Using Malta, the smallest EU member state, as a compelling case study, this article explores language integration dynamics in a bilingual society where Maltese and English serve distinct roles. Against the backdrop of Malta's Migrant Integration Strategy & Action Plan (Vision 2020), this study centers on the national Maltese language integration program, required for non-EU nationals seeking long-term residence status. Drawing on data from 359 adult learners who completed the program, it explores their experiences, the challenges encountered, and the program's efficacy in fostering meaningful language acquisition. By providing empirical insights into learner perspectives on program effectiveness, this study contributes to the broader academic discourse on instructed second language acquisition and offers actionable recommendations for improving integration initiatives. The findings underscore the importance of tailoring language courses to adult learners' needs and highlight strategies for enhancing access, resources, and opportunities for real-world language practice. [ABSTRACT FROM AUTHOR] |
| Copyright of Instructed Second Language Acquisition is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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