Predictors of satisfaction / dissatisfaction with Icelandic language course and Icelandic proficiency among adult immigrants in Iceland

Abstract

Acquiring the language of the receiving society is often considered a central aspect of immigrants’ integration into a new society. We investigate predictors of self-reported Icelandic proficiency and satisfaction/dissatisfaction with language courses among immigrants in Iceland, drawing on data (N=2,139) collected in 2018. Our results of a binomial regression analysis are rather consistent with studies conducted in other countries and the model developed by Chiswick and Miller (2001): Exposure factors (longer stay in Iceland, more social contacts to Icelanders) and efficiency (younger age, higher level education) were relevant predictors of Icelandic language proficiency among immigrants in Iceland. However, economic incentives were only partially linked to Icelandic proficiency. Income level was not associated with language proficiency, but a longer intended stay in Iceland was linked to a higher Icelandic proficiency. This indicates that language proficiency was more closely associated with social contacts and embeddedness in the receiving society than with income. The number of language courses attended was not linked to immigrants’ self-reported Icelandic proficiency, which might indicate that formal language training has a comparatively smaller influence on Icelandic language proficiency than other factors