We examined Icelandic as a second language (ISL) instruction in three language schools in Reykjavík: The Tin Can Factory, Mímir, and MúltíKúltí­. These three schools teach Icelandic to adult immigrants and second language learners. At each school, we interviewed directors, students, and teachers and conducted classroom observations. Using an approach derived from grounded theory, we analyzed our qualitative data and developed conclusions on how the needs of ISL learners are addressed. In this paper, we describe the different teaching and assessment methods used at these schools and how each of these methods can address the needs of ISL learners with diverse backgrounds and motivations for learning Icelandic. We also created an infographic to inform immigrants of these language schools.

• This report represents the work of one or more WPI undergraduate students submitted to the faculty as evidence of completion of a degree requirement. WPI routinely publishes these reports on its website without editorial or peer review.

Creator

• Potashinsky, Alina
• Sica, Henry
• Siddiqui, Inaya
• Faker, Halim

Subject

• Community
• Learning
• Inclusion
• Culture

Publisher

• Worcester Polytechnic Institute

Identifier

• 114033
• E-project-101323-103247

Keyword

• second language
• pedagogy
• Icelandic
• language instruction
• teaching
• immigrants

Advisor

• Servatius, Brigitte
• Servatius, Herman

Year

• 2023

Center

• Reykjavik, Iceland Project Center - IQP

Sponsor

• Sarah Stanlick
• Pamela Innes

UN Sustainable Development Goals

• 4 - Quality Education

Date created

• 2023-10-13

Resource type

• Interactive Qualifying Project

Source

• E-project-101323-103247

Rights statement

• In Copyright

Last modified

• 2023-12-04