From learner‑centered education (LCE) to emancipatory learner‑centered education (ELCE) : a comparative case study of language education for adult migrants in four European countries

Abstract

This article discusses the findings of qualitative case-study research that looks at pedagogical contexts of adult education programs for migrants in Cyprus, Scot land, Malta, and Estonia. The goal of this research is to understand how Learner-Centered Education (LCE) is promoted within a human-rights framework and implemented as an approach to emancipatory social change. The findings show significant discrepancies in the implementation of LCE. Differences emerged between educational interventions that influence the language-learning and assimilation-integration processes of adults with migrant backgrounds. Informed by these findings, this article builds a case for Emancipatory Learner-Centered Education (ELCE)—a pedagogical approach that goes beyond course adaptations, to engage migrants in consciousness-raising and confidence-building, while fostering communal action between migrants and adult educators.