The European Union is marked by its cultural and demographic diversity. According to the European Commission (2024), around 9% of EU citizens were born outside the EU. Migration plays a central role in this: The European Statistical Office (eurostat) has been documenting significant migration movements since 2013. A notable peak occurred in 2015, often termed the migration crisis, with over 4 million migrants. Although numbers declined in subsequent years, significant increases were observed in 2019 and 2021, especially due to the war in Ukraine (cf. eurostat, 2023). These developments have implications not only for policy debates but also for educational institutions, teachers and migrants themselves. The demand to learn the national language is often at the center of the debate.
 

This paper examines the multifaceted role of language in social and societal contexts, exploring the needs of language teachers and how learners can develop the skills necessary for effective societal communication.
 

Language as one of many factors for social integration and participation
 

Since 2015, "language is the key to integration" has become a central phrase in migration policy discussions, suggesting that national language acquisition is both a prerequisite and an outcome of integration. Language proficiency is often used as a primary measure of integration success. However, integration is inherently complex and social, extending beyond language. Proficiency alone does not guarantee access to the labour market, education, or societal participation. Migrants' experiences highlight that despite improved language skills, barriers to training, prestigious jobs, and social mobility often persist. (cf. Schroeder, 2007; Hrubesch & Plutzar, 2008).
 

Research by Hrubesch & Plutzar (2008) further shows that the pressure to acquire language skills can lead to exclusion rather than inclusion, especially when passing language tests is a prerequisite for residency. While language learning generally enhances participation opportunities, compulsory courses and exams are often criticised, as is the assumption that language alone ensures integration. Integration depends on multiple factors beyond language.

Just as the critical aspect of language and integration cannot be ignored, the importance of language skills for social integration cannot be forgotten. Language skills are crucial for social integration and navigating a new environment. They serve as a tool for communication, social participation, and personal development, offering numerous advantages: (cf. DIW Berlin, 2022).
 

• Access to social networks: Language enables contact with other people and is the key factor in building and maintaining social networks. Language is the basis for interpersonal communication (cf. DIW Berlin, 2022).
   

• Labour market integration/educational opportunities: Language proficiency is often required for employment, training, and higher qualifications, reducing unemployment and exclusion risks (cf. DIW Berlin, 2022).
   

• Overcoming isolation: Unfortunately, insufficient knowledge of the national language often leads to isolation, with the accompanying feelings of alienation and loneliness. Aspects that harm the integration process. Knowledge of the national language is therefore an important competence that increases one's quality of life and strengthens the sense of belonging and well-being (cf. DIW Berlin, 2022).

First/Second language and language teaching
 

When discussing “language as a key to integration”, it is important to distinguish between first and second language. The term mother tongue is no longer sufficient. The first language is defined as the language with which a person has grown up since early linguistic development. In a bilingual or even multilingual environment, there may be more than one first language. For example, bilingual children have two first languages (cf. ÖSZ, 2012). Any additional language learned is termed a second, third language, etc., often used as environmental languages or lingua francas, such as German for migrants in Austria.
 

Learning opportunities play an important role in the development of language skills in the second language (i.e. third language, etc.). The term learning opportunities covers all the points of contact with the second language in the learner's immediate environment.  Language learning takes place both inside and outside institutions. Learners learn the second language not only in classroom situations but everywhere and at all times: in leisure activities, at work, while watching television, and even while reading the daily newspaper. A distinction is therefore made between guided and unguided language learning:
 

• Unguided language learning: Occurs informally through daily interactions in environments where the language is spoken, such as with family, friends, or colleagues. There is no specialised didactic support and no supervision by teachers (cf. Kristen/Kosyakova & Spörlein, 2022; ÖSZ, 2012).
   

• Guided language learning: Takes place in institutions according to specific instructions (cf. Kristen/Kosyakova & Spörlein, 2022; ÖSZ, 2012).
   

In her interview, University Professor Kristen (2022) - Research Unit Migration and Integration - emphasises that both forms of language learning – guided and unguided - lead to learning success and are equally important. In language acquisition, it is only important that individuals have regular contact with the second language, that learning opportunities arise and that their language skills improve significantly as a result (cf. Kristen, 2022).
 

With this background knowledge, the methods used in language teaching are also changing. Behavioural and nativist approaches are receding into the background and language teaching is seen as the “construction of learning outcomes” (Hrubesch & Plutzar, 2013). Language learning is seen as a complex and subjective process which, as described above, cannot be externally controlled but can only be supported (cf. Hrubesch & Plutzar, 2013).

Multilingualism – a key resource for education and society

“Integrative language teaching” is another approach that is currently widely used in language courses, to develop multilingual competence by including and promoting learners' multilingualism. This is achieved, for example, through the use of language biographies, language portraits or the Language and Skills Portfolio. These tools not only promote awareness of multilingualism but also strengthen learners' linguistic self-concept (cf. Hrubesch & Plutzar, 2013).
 

Let's take a closer look at the concept of multilingualism, starting with a definition. In the EU, multilingualism is understood to mean

„the ability of societies, institutions, groups and individuals to engage, on a regular basis, with more than one language in their day-to-day lives.“ (Katsarova, 2022, p. 2).

Managing multilingualism in educational and social contexts is central to realising the potential of all existing language resources. Considering multilingualism as a resource was proposed by Ruiz (1984) in the 1980s. He points to the importance of actively involving pupils' mother tongues - today the term first languages would be used - to maximise learning. Teachers play a crucial role in this by recognising and promoting the diverse linguistic competences of their pupils (cf. Ruiz, 1984).

The benefits of multilingualism are many, as Burner and Carlsen (2022) point out in their journal article, citing researchers such as Dixon, Dahm & Angelis, Furlong and Festman:
 

• Creativity

• Improved mathematical learning

• Improved language learning

• Many other positive cognitive effects

In its report on multilingual education, UNESCO (2024) points out that there are around 7,000 languages spoken or written in the world and that at least half the world's population is believed to be bilingual. However, 40% of the world's population does not have access to education in a language they speak or understand. Studies show that students who are taught in their first language - the language they understand - achieve significantly better learning outcomes. UNESCO stresses the importance of multilingual education in its online article:
 

1. Improved learning: Students learn best in a language they understand. Studies show that in countries where children are taught in their first language, they are 14% more likely to read with comprehension by the end of primary school.
    

2. Access and inclusion: Multilingual approaches to education have been shown to promote integration processes and active participation. Such approaches increase participation in learning, improve retention rates and encourage the involvement of families and communities in the educational process. However, at a time of increasing migration, more than 31 million young people are learning a language that is significantly different from their first language.
    

3. Peace and sustainable development: Multilingualism is directly linked to the Sustainable Development Goals. As part of the International Decade of Indigenous Languages (2022-2032), UNESCO has highlighted the importance of promoting linguistic diversity for human dignity, peaceful coexistence and sustainable development
    

Teaching in a multilingual Classroom
 

Teaching in a multilingual classroom offers both challenges and opportunities that teachers can make the most of with appropriate strategies. Multilingualism should not be seen as an obstacle, but as a resource that enhances both learning and social integration. As Ertola (2024) explains in her online experience report, one of the first and most important approaches is for teachers to realise that they are not entering an monolingual classroom. This mindset automatically excludes any other languages that may be spoken in the classroom. A multilingual classroom is one in which multilingualism is recognised and welcomed as the best way to express feelings, thoughts, ideas and knowledge. At the same time, it does not mean that there are several languages of instruction, as language teaching aims to learn a new language.
 

There are several proven approaches to reaping the benefits of a multilingual classroom:
 

• The concept of translanguaging: Translanguaging allows students to use their full linguistic diversity. This fosters identity, cultural knowledge, and deeper understanding of the content while overcoming language barriers (cf. Notion4Teachers, 2024).
   

• Visual aids: Tools like pictures, diagrams, and pictograms make concepts more tangible and support comprehension for students still learning the language of instruction (cf. Ertola, 2024).
   

• Pre-teaching vocabulary: Introducing key terms through methods like word-image mapping, interactive games, or flashcards prepares students for lessons and reduces cognitive load (Ertola, 2024).
   

• Flexible group work: Heterogeneous groups not only encourage interaction but also enable students to learn from each other and develop their intercultural skills. It also promotes peer learning while fostering a sense of community (cf. Notion4Teachers, 2024).
   

• Technological tools: Apps with multilingual features, translation tools, and audiovisual resources make learning accessible and provide individual support (cf. Notion4Teachers, 2024). 
   

These approaches illustrate the importance of viewing linguistic diversity as an enrichment in multilingual classrooms. Teachers can use targeted strategies not only to enhance learning but also to create an inclusive and supportive environment in which all students can reach their potential.

Language is so much more

As the previous pages have shown, language plays a central role in integration processes. The term 'linguistic integration' should be used with caution, as language is much more than just a practical means of communication. When using the term 'linguistic integration', it must be made clear that it is not just about language as a practical means of communication to be acquired (cf. Council of Europe/Language Policy Unit, no details).
 

Language is an essential factor that fulfils many functions, as Esser (2006) describes in detail:
 

1. Resource and human capital: Language is one of the most valuable skills that people possess.  It is the resource that determines job and educational opportunities. By investing in their language skills, for example, through language courses, people are investing in themselves. If they do not, they may miss out on certain opportunities.
    

2. Symbolic function: Language is more than just words - it carries meaning and can express many things, such as feelings, desires or aspirations. It also influences how we are perceived by others. For example, a certain accent can trigger stereotypes that can lead to prejudice or discrimination.
    

3. Medium of communication: Language is the tool we use to communicate with each other. It enables us to coordinate, make decisions and understand each other. Without this function, it would be difficult to interact successfully in a community.
    

But language does not exist in isolation; it is inextricably linked to culture. As early as the late 18th century, Wilhelm von Humboldt emphasised the reciprocal relationship between language and culture. Every culture is closely linked to the identity of a nation. On the one hand, language is shaped by nationality; on the other hand, language itself shapes cultural identity. This makes language a central component of culture: it carries cultural values and at the same time reflects changes in society. As a connecting element between communities, it also provides access to other cultures and perspectives through the learning of foreign languages (cf. Walkowska, 2018).
 

This close link between language and culture forms the basis for the teaching of intercultural skills in foreign language education. A key aim is to develop learners' cultural awareness by encouraging them to reflect on both their own culture and that of the target language countries. The use of authentic materials such as real texts, media or direct encounters enables learners to experience language and culture in a real context. Such approaches not only provide insights into cultural specificities but also promote the ability to identify differences and similarities and to act accordingly (cf. Walkowska, 2018).
 

In addition, interactive encounters with representatives of other cultures, for example through exchange programmes or joint projects, play a central role. These experiences help learners to develop intercultural competencies, reduce prejudices and avoid misunderstandings. Intercultural language teaching thus contributes not only to linguistic but also to social integration by fostering tolerance, openness and a deep understanding of other cultures. Language thus becomes a key to respectful and successful interaction in a globalised world (cf. Walkowska, 2018).
 

Sources
 

Burner, T. & Carlsen, Ch. (2022): Teacher’s multilingual beliefs and practices in English classrooms: A scoping review. In: Review of Education 11(2). https://bera-journals.onlinelibrary.wiley.com/doi/10.1002/rev3.3407 [19.12.2024].
 

Council of Europe/Language Policy Unit – Project LIAM (Linguistic Integration of Adult Migrants) (n.d.):  Linguistic integration. https://rm.coe.int/CoERMPublicCommonSearchServices/DisplayDCTMContent?documentId=0900001680494487 [19.12.2024]

Ertola, S. (2023): Teaching in a multilingual classroom. https://www.ouryellowbench.com/post/teaching-in-a-multilingual-classroom [19.12.2024].

Esser, H. (2006): Sprache und Integration: Konzeptionelle Grundlagen und empirische Zusammenhänge. KMI Working Paper Series, Working Paper Nr. 7. https://www.oeaw.ac.at/fileadmin/kommissionen/KMI/Dokumente/Working_Papers/kmi_WP7.pdf [20.11.2024]

European Commission (2024): Statistics on migration to Europe. https://commission.europa.eu/strategy-and-policy/priorities-2019-2024/promoting-our-european-way-life/statistics-migration-europe_en [11.12.2024].

eurostat (2023): Demography of Europe – 2023 edition. https://ec.europa.eu/eurostat/web/interactive-publications/demography-2023#immigration-emigration [11.12.2024].

Hrubesch, A. & Plutzar, V. (2013): Sprachen lernen. https://erwachsenenbildung.at/themen/migrationsgesellschaft/theorien_und_konzepte/sprachen_lernen.php [02.12.2024].

Hrubesch, A. & Plutzar, V. (2013): Sprache und Integration/Partizipation. https://erwachsenenbildung.at/themen/migrationsgesellschaft/theorien_und_konzepte/sprache_integration.php#rahmenbedingungen [02.12.2024].

Katsarova, I. (2022): Multilingualism: The language of the European Union. Publisher: European Parliament. https://www.europarl.europa.eu/RegData/etudes/BRIE/2019/642207/EPRS_BRI(2019)642207_EN.pdf [19.12.2024].

Kristen, C. (2022): Interview: „Für den Spracherwerb ist es wichtig, auf Lerngelegenheiten in der Umgebung zu stoßen“. In: In: DIW Berlin – Deutsches Institut für Wirtschaftsforschung, DIW-Wochenbericht, 89(5), p.70.

Kristen, C./Kosyakova, Y. & Spörlein, Ch. (2022): Deutschkenntnisse entwickeln sich bei Geflüchteten und anderen Neuzugewanderten ähnlich – Sprachkurse spielen eine wichtige Rolle. In: DIW Berlin – Deutsches Institut für Wirtschaftsforschung, DIW-Wochenbericht, 89(5),p. 64-69.

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Walkowska, K. (2018): Interkulturelles Lernen und Lehren im Fremdsprachenunterricht – warum, wozu und wie? In: Forum Filologiczne Ateneum, 6(1), p. 187-202. https://cejsh.icm.edu.pl/cejsh/element/bwmeta1.element.ojs-doi-10_36575_2353-2912_1_6_2018_187 [07.11.2024].