Over the past decades, the majority of research in second language acquisition has largely favored the profiles of learners from student mobility, that is to say young adults temporarily staying abroad, generally in an immersion context aimed at an enriching cultural and linguistic experience (Coleman, 2015; Isabelli-Garcia & Isabelli, 2020; Kinginger, 2008). These studies have enriched the understanding of acquisition processes in particular mobility contexts (Howard & Schwieter, 2018). However, another set of migrants, often neglected in research, presents radically different socio-demographic characteristics, whether in terms of age, level of education, professional status or social class (Block, 2007, p. 185). These include illiterate or poorly educated immigrants (Young-Scholten, 2013), as well as refugees (Kosyakova et al., 2022; Stewart et al., 2019; van Tubergen, 2010), who, although integrated into the social and educational fabric of host societies, are the subject of much less attention in research. This gap is all the more concerning given that these groups represent a significant share of language learners in many regions of the world, and their language acquisition needs and challenges are often distinct from those of internationally mobile students. Exploring these profiles, which are at the heart of issues of integration and social inclusion, could offer new perspectives and considerably enrich our understanding of the dynamics of language acquisition in less studied contexts. The study days on the theme “Acquisition of an additional language by learners in a situation of resettlement in a new country” organized at the University of Toulouse Jean Jaurès on May 26 and 27, 2025 aim to bring together researchers interested in these populations of migrant learners settled in a new country for an indefinite period.
Organized within the framework of ANR JCJC CLASS project (Culture appropriation and Language Acquisition: the role of intercultural Sensitivity in Syrian learners of French), and in collaboration with the Migration axis of the RéAL2 Thematic Network, these days will provide an update on the research projects carried out on adult Syrian refugees in France (SOFRA and CLASS) and an inventory on progress and ongoing work on these profiles of migrant learners.