ABSTRACT
The conclusion advocates integration and language learning as crucial to national identity, but this in no way devalues the other cultures or origins. Educationalists, psychologists, politicians, social workers and future employers have much to do, to encourage integration for the good of society, whilst allowing for identity and difference. They must also develop a way of dealing with mature young people, whose background and formative years have included a very different start in life.
The conclusion also suggests that Schnell, Keskiner and Crul (2013b) are still correct in advocating working with parents and siblings to enable language development and integration, providing educational opportunities for later development and supporting young people beyond the family group with their academic work.
There is also a need for new teaching materials and teachers with an ability to be interculturally creative, capable of promoting identity and self-image yet promoting a national pride or identity to enable society to function with social unity and peace. The conclusion also suggests recommendations for the future based on the discussions within the chapters which covered Cuba, Lithuania, the United Kingdom, the United States, Finland, Greece, Germany, Austria, Hungary, Latvia, China, Australia, India, Italy and Poland.
