Milli mála - 2023, Side 110

Milli mála - 2023, Side 110
MILLI MÁLA 110 Milli mála 15/2/2023 complete 150 hours of formal Icelandic training before applying (Island.is). In contrast, those applying for citizenship are not required to attend language classes; however, they must take a language test to prove their competency. The level of proficiency required to pass the test is equivalent to an estimated 240 hours of language training (Innes and Skaptadóttir 2016). A study of “residents of Iceland whose families had lived in the country for several generations (‘natives’)” (Innes 2020, 179) showed that first language Icelandic speakers per- ceived the language test as a recognition of “language as an important component of Icelandic identity and citizenship” (Innes 2020, 183). Compared to some of the other Nordic countries, there is little government influence on language education for adult immigrants in Iceland in terms of access to funding and standardization of the courses as well as requirements for teachers. This is in line with the results that “Iceland’s approach to social welfare […] has never been as universal or state driven as in other Scandinavian countries” (Innes 2020). For example, students in Iceland must pay language course tuition in full up front and may receive full or partial refunds from their unions, while such courses are completely free of charge for everyone in Sweden and Denmark (Fabricius and Westerberg 2023, 5). Findings of a previous study based on our data indicate that immi- grants are rather dissatisfied with the quality of Icelandic language courses (Sölvason and Meckl 2019). The Icelandic Ministry of Education, Science, and Culture has developed curricular guidelines for courses in Icelandic as a second language for adult learners (Icelandic Ministry of Education, Science, and Culture 2008; Icelandic Ministry of Education, Science, and Culture 2012). Research has indi- cated that teachers and schools use the guidelines as a rough frame- work, but that these guidelines do not affect the course design as significantly as in other countries, while some teachers are unaware of the guidelines altogether (Innes and Skaptadóttir 2016; Innes 2020). In Iceland, language schools are funded by a combination of pri- vate funding and government grants. The sole criterion for a langu- age course to receive government support is that it has a minimum number of participants; the curriculum does not have to meet any requirements for quality or efficacy, as is the case in many other countries. PREDICTORS OF SATISFACTION / DISSATISFACTION WITH ICELANDIC LANGUAGE COURSE AND ICELANDIC PROFICIENCY AMONG ADULT IMMIGRANTS IN ICELAND 10.33112/millimala.15.2.5
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