ABSTRACT
This chapter concerns adult migrant language education (AMLE) at a time of increased sociolinguistic change and diversity. It provides an overview of how national policies have responded to the language education needs and demands of new arrivals, and examines how language education is currently understood in policy and in practice. In the last part of the chapter three concerns in AMLE – vocational education, language education for refugees seeking asylum, and family learning – are illustrated with case studies from Finland, a country experiencing inward migration on a large scale for the first time.
