Over the last few decades, the majority of research on second language acquisition has largely focused on learner profiles from student mobility, i.e. young adults undertaking temporary stays abroad, usually in an immersion context aimed at an enriching cultural and linguistic experience (Coleman, 2015; Isabelli-Garcia & Isabelli, 2020; Kinginger, 2008). These studies have enriched our understanding of acquisition processes in particular contexts of mobility (Howard & Schwieter, 2018). However, other types of migrants, often neglected in research, present radically different sociodemographic characteristics, whether in terms of age, level of education, professional status or social class (Block, 2007, p. 185). These include illiterate or poorly educated immigrants (Young-Scholten, 2013), as well as refugees (Kosyakova et al., 2022; Stewart et al., 2019; van Tubergen, 2010), who, although present in the social and pedagogical fabric of host societies, receive far less attention in research. This gap is all the more worrying as these groups represent a significant proportion of language learners in many parts of the world, and their language acquisition needs and challenges are often distinct from those of Study Abroad students. Exploring these profiles, which are at the heart of issues of integration and social inclusion, could offer new insights and considerably enrich our understanding of the dynamics of language acquisition in less-studied contexts. The two-day workshop on the theme of “Acquisition of an additional language by learners resettling in a new country” organised at the University of Toulouse Jean Jaurès on May 26^th and 27^th, 2025 aims to bring together researchers interested in these populations of migrant learners who have resettled in a new country for an indefinite period.

Organised within the framework of the ANR JCJC CLASS project (Culture appropriation and Language Acquisition: the role of intercultural Sensitivity in Syrian learners of French), and in collaboration with the Migrations axis of the Réseau Thématique RéAL2, these two-day workshop will provide an update on research projects carried out on Syrian refugee adults in France (SOFRA and CLASS), and an overview of current research on these migrant learner profiles.

Dates and venue

26-27th May 2025

Amphi 417, Maison de la Recherche, University of Toulouse Jean Jaurès

Guest speakers:

Prof. Hervé Adami, University of Lorraine

Prof. Bonny Norton, University of British Columbia

Prof. Daniel Véronique, Aix-Marseille University

References

Block, D. (2007). Second Language Identities. Continuum International Publishing Group.

Coleman, J. A. (2015). Social circles during residence abroad: What students do, and who with. In R. Mitchell, N. Tracy-Ventura, & K. McManus (Eds.), Social Interaction, Identity and Language Learning During Residence Abroad. Eurosla Monographs Series.

Howard, M., & Schwieter, J. W. (2018). The development of second language grammar in a study abroad context. In C. Sanz & A. Morales-Front (Eds.), The Routledge Handbook of study abroad research and practice (pp. 135–148). Routledge.

Isabelli-Garcia, C. L., & Isabelli, C. A. (2020). Researching Second Language Acquisition in the Study Abroad Learning Environment An Introduction for Student Researchers. Palgrave Macmillan.

Kinginger, C. (2008). Language Learning in study-abroad: Case histories of Americans in France. The Modern Language Journal, 92(1), 1–124. https://doi.org/10.1111/j.1540-4781.2008.00821.x

Kosyakova, Y., Kristen, C., & Spörlein, C. (2022). The dynamics of recent refugees’language acquisition: Howdo their pathways compare to those of other newimmigrants? Journal of Ethnic and Migration Studies, 48, 989–1012.

Stewart, J., El Chaar, D., McCluskey, K., & Borgardt, K. (2019). Refugee Student Integration: A Focus on Settlement, Education, and Psychosocial Support. Journal of Contemporary Issues in Education, 14(1), 55–70. https://doi.org/10.20355/jcie29364

van Tubergen, F. (2010). Determinants of second language proficiency among refugees in the Netherlands. Social Forces, 89(2), 515–534.

Young-Scholten, M. (2013). Low-educated immigrants and the social relevance of second language acquisition research. Second Language Research, 29(4), 441–454.