Who belongs here? Examining deaf migrants’ experiences with linguistic integration from the perspectives of teachers and government workers

Abstract

This article examines the ethical dimensions of linguistic integration for deaf migrants in Sweden from the perspectives of teachers who have taught adult deaf migrants and staff members from three municipal service centres. The study explores challenges with language learning as well as accessing governmental services and sign language interpreting services. The findings show the complexities of deaf migrants’ experiences with language learning and in accessing government services. These findings also raise several ethical concerns related to the idea of linguistic integration. This study demonstrates that linguistic proficiency alone does not eliminate structural barriers, discrimination, or ableism, and raises questions about who defines linguistic integration and whether it is achievable under existing conditions.