Learning Insular Nordic Languages: Comparative Perspectives on Migrants’ Experiences Learning Faroese and Icelandic

Abstract

This article explores migrants' language learning experiences in two small language communities in the West Nordic Region. We provide a comparative perspective based on an online survey and ethnographic interviews conducted in Iceland and qualitative research conducted in the Faroe Islands. A major finding from this study is that investment in language learning is a highly situated type of activity, which is contingent on personal circumstances, and on structural conditions. Prevailing language ideologies, such as purism and authenticity, can pose constraints on the language learning process among learners who are initially motivated to learn the language. Results show that many migrants follow a utilitarian approach to learning and perceived usefulness of languages influences participants' linguistic choices. A lack of opportunities for language learning has been mentioned by learners in both places we investigate.

“There’s No Connection Plugging Me Into This System”: Citizenship as Non‐Participation and Voicelessness

“…Coupled with the sharp increase in immigration and the lack of societal and social readiness for the diverse needs of newcomers, is the issue of second language acquisition of the national language, Faroese. Although the quality and availability of Faroese language courses have improved somewhat in recent years, learning experiences in this insular language community impact power relations between native Faroese speakers and new speakers (Hoffmann & Holm, 2022). This is evident in the labour market specifically, and society generally, as immigrants experience exclusion and deskilling (Holm et al, 2019).…”