Sept 19th & Oct. 1st Dialogue Network Meetings

In the Fall of 2025, ALE-in-ISI hosted the following three Dialogue Network Meetings:

1. Sept. 19th – UBC Dialogue Network Meeting sharing initial research findings in the Canadian context with local dialogue network practitioners.
2. Oct. 1st – DIE (University of Bonn) Dialogue Network Meeting sharing initial research findings in the German context with local German dialogue network practitioners.
3. Oct. 1st – Our first transnational meeting with all partners in Canada and Germany continued the conversations from the previous two meetings.

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Transnational Meeting Summary

Adult Learning and Education in Immigrant Settlement and Integration (ALE-in-ISI)

UBC & German Institute for Adult Education (DIE)
Date: September 19
Format: Hybrid (Canada–Germany)

Purpose of the Meeting

The meeting brought together researchers and practitioners from Canada and Germany to share progress on the ALE-in-ISI research project, compare national approaches to immigrant integration/settlement, and discuss practical challenges facing adult education providers. A key goal was to create a space for dialogue across research, policy, and practice, and to identify common issues that could inform future research and collaboration.

What Is ALE-in-ISI?

Adult Learning and Education in Immigrant Settlement and Integration (ALE-in-ISI) examines the role of adult learning and education (ALE) (especially language and related programs) in supporting immigrant settlement and integration (ISI).

• In Canada, this work is usually called settlement.
• In Germany, it is more often called integration.
  The project compares how these systems work, what outcomes they produce, and how policies affect learners and service providers.

What Happened in the Meeting

1. Opening and Land Acknowledgement

The meeting opened with a land acknowledgement, recognizing that the Canadian participants were joining from Indigenous lands. This practice is standard in many Canadian academic and public-sector contexts but was explicitly noted as new and unfamiliar for some German participants.

The acknowledgement served not only as a formal opening, but as a reminder that:

• Immigration and settlement in Canada take place within a settler-colonial context.
• Discussions of integration, belonging, and social participation cannot be separated from historical and ongoing Indigenous dispossession.
• Policy frameworks that frame immigration as nation-building coexist with unresolved colonial injustices.

2. Research Presentations (Canada and Germany)

Researchers presented a high-level comparison of immigration histories, policies, and adult education systems in both countries:

• Germany has nationally standardized integration and vocational language courses, with strong state coordination and uniform curricula. Research shows positive effects on language and employment, but limited evidence of impact on social participation.
• Canada relies heavily on nonprofit organizations to deliver settlement services. Policies emphasize multiculturalism, collaboration, and evidence-based programming, with data showing positive effects on participants’ sense of belonging and employment outcomes.

3. Practitioner Perspectives and Dialogue

Practitioners from both countries responded to the research and shared on-the-ground realities, highlighting that:

• Funding is unstable and often shaped by political priorities rather than long-term community needs.
• Programs are frequently cut or redesigned, disrupting learners’ pathways and creating uncertainty for organizations.
• Small and medium-sized organizations face heavy reporting and data-collection burdens, often without additional resources.

3. Key Thematic Discussions

Several cross-cutting issues generated strong discussion:

• Funding and Competition vs. Collaboration
  • Organizations often compete for limited funding while simultaneously needing to collaborate. Canadian participants shared examples of sector-level coordination and joint funding applications, which interested German colleagues.
• Digital Learning and Equity
  • Since COVID-19, digital learning has become widespread in both countries.
    • In Canada, digital literacy is essential in practice but often not formally fundable.
    • In Germany, digital delivery is increasingly required, but accessibility and inclusivity (beyond physical access) remain concerns.
• Defining “Successful Integration/Settlement”
  • Participants questioned narrow policy definitions focused on short-term outcomes (e.g., test scores or rapid employment). There was strong interest in incorporating immigrants’ own perspectives, social participation, and longer-term integration processes.
• Gaps Between Policy and Practice
  • Across both countries, practitioners noted misalignment between government expectations, employer demands (especially for language proficiency), and the time and resources actually provided to learners.

Key Takeaways

• Canada and Germany have different systems, but face remarkably similar challenges.
• Adult education plays a critical role in integration/settlement, yet its value is often under-recognized or narrowly measured.
• Collaboration between researchers and practitioners (and across countries) helps surface complexity that is missed by policy alone.
• Participants expressed strong interest in continuing the dialogue and using research findings to better inform policy and funding decisions.