Additional language learning policy for immigrant students: a comparative research

Abstract The recent rise in immigration highlights the need for effective language policies in multilingual contexts. This research investigates the Additional Language Learning Policy (ALLP) and its interplay with immigrant students’ language performance. Limited research has been conducted on the comprehensive interplay between policy and immigrant student performance. Using Van Hulst and Yanow’s (2016) framework, we analyze official ALLP documents from Norway, Sweden, the Netherlands, and Israel. Our findings reveal ‘fusion interplay’ characterized by high accordance between the de-jure and the de-facto ALLP layers and low linguistic hierarchy being related to high language performance among immigrant students (Norway, Sweden, and the Netherlands). However, Israel showcased high linguistic hierarchy and high language performance. Policy implications suggest that improving performance of immigrant students may be achieved by identifying shared values among various policy actors that can be leveraged for effective policy implementation, and by providing holistic support to immigrant students and their families.