Milli mála - 2023, Síða 131

Milli mála 15/2/2023 131
ceiving country language, could be explained by prior studies among
migrants from Poland and the Philippines in Iceland which showed
that in the case of both countries “female immigrants were more
likely to move permanently to Iceland than men” (Skaptadóttir and
Garðarsdóttir 2021, 31).
Thus, based on the analysis of factors influencing language profi-
ciency, we conclude that our results partially confirm the frequently
repeated notion that language skills are linked to increased integra-
tion into the host society (Adamuti-Trache et al. 2018; Chiswick and
Miller 2001; Kristen et al. 2015), but only with respect to socio-cul-
tural integration and exposure to the receiving society (e.g. length of
stay). As income and language proficiency were not linked while in-
tended length of stay (another economic incentive) and proficiency
were, our results do not indicate a clear link between economic incen-
tives and language proficiency.
6.2 Satisfaction/ dissatisfaction with courses
Our data on satisfaction with Icelandic language courses has already
been analyzed by Sölvason and Meckl for a report published in 2019.
This report shows that immigrants in Iceland tend to be rather dis-
satisfied with the Icelandic language courses they attended (Sölvason
and Meckl 2019). A potential explanation for the dissatisfaction with
the language courses could be derived from the lack of relation
between the number of Icelandic courses and self-reported language
proficiency. It is plausible to assume that if language courses do not
lead to language acquisition students will report dissatisfaction with
the courses.
Other factors that might explain people’s dissatisfaction with
language courses are structural and systematic characteristics of the
education system for Icelandic as a second language. Among these fac-
tors are the structure of the courses and the lack of government over-
view on language training in Iceland in comparison to other places
(Innes and Skaptadóttir 2016; Innes 2020). This might potentially
affect the quality of the courses. Similarly, the teacher factor is worth
considering, as not all teachers of Icelandic as a second language for
adult students have received pedagogical training (Innes 2020).
LARA W. HOFFMANN, YVONNE HÖLLER, MARKUS MECKL