Refugees and Immigrants

Globally, roughly 1 in every 30 people, or 3.6% of the population are international migrants, equaling approximately 281 million people in 2020 (McAuliffe & Oucho, 2024). Many different terms exist to refer to this group of people, as well as several sub-categories: migrants, refugees, immigrants, asylum-seekers, and asylees are just some of the terms used in addition to many derogatory words used by some people. As The Multilingual Library states, "Words are vitally important. We never say 'asylum seekers' - If they need defining further than human beings or refugees we use the term 'asylum applicants'. Feel the difference" (n.d.). For the purposes of this article, unless a more specific term is required, I will use the term "migrants" throughout.

The interactive map below, by The Migration Policy Institute, shows 2024 estimates for the countries migrants are most emigrating from and the countries they are most immigrating to. While the numbers are important, and can give resource providers a glimpse into cultural considerations to make when serving migrant populations, the conversation needs to move beyond numbers. Migrants often have large legal hurdles they have to navigate, a language they need to learn, a culture they want to feel included in, and complex ties to their home country. All of these factors also need to be included in the conversation when talking about migrant populations.

Note. From Total immigrant and emigrant populations by Country, 2024 estimates [Interactive Data Set], by Migration Policy Institute, n.d., (https://www.migrationpolicy.org/programs/data-hub/charts/total-immigrant-and-emigrant-populations-country?height=850&iframe=true&width=1000)

Oftentimes, two of the measures discussed when it comes to a migrant's life in their host country is social integration and language capability. Migrants can be incredibly successful in life even if they are socially isolated and lack skills in the host country's dominant language, but these measures are helpful to explore as many migrants do learn the country's dominant language. There are many different methods by which to measure these two qualities. As Rehner et al. (2025) states, "while some conceptualizations focus solely on what newcomers must do to follow rules and norms, others situate integration as a combination of effort by both the newcomers and the majority society" (p. 27).

Language learning and migration

Many different factors contribute to whether or not a migrant learns the host country's dominant language. Rehner et al. explains how the digital divide, lack of formal education in their primary language, having work schedules that conflict with language class times, lack of transportation to the class, and having a job in which little conversation in the second language is necessary all impact how effectively a migrant can learn the new language (2025). In some languages, such as English, many different resources exist for language learning, allowing people to select the method or methods that work best for them. This is not the case for all languages, however. As migrants move to countries all across the globe, the new language they are immersed in is frequently a minority language. In these languages, fewer language learning resources exist, requiring more time and energy to learn. To make this process even more challenging, as Hoffmann and Holm point out, is that in countries where the dominant language is a minority language, learning this language is even more "essential to integration, social cohesion, and labour market participation" (2022, p. 260).

Often, migrants must overcome several legal hurdles in order to obtain refugee or asylee status, or to obtain citizenship. In many countries, one of the methods to obtaining permanent residence is by applying for, and being approved for, work visas for several consecutive years. Hoffmann and Holm describe how this impacts language learning, as one research participant, "chose to invest in learning English rather than in Faroese in case he did not succeed in being permitted to stay" (2022, p. 266).

Beyond this, migrants who have low literacy levels generally will typically also struggle more to learn a new language. In many cases, language classes for adult migrants are not split up into different literacy levels, and only some are split up based on fluency of the new language (Hoffmann & Holm, 2022; Rehner et al., 2025). This practice is a disservice to people in both groups, and can create lack of motivation for learning or discouragement due to lack of progress.

Migrants can also face additional barriers due to racism, even those with high literacy and second language levels. Unfortunately, some people assume that a strong accent means a person does not know a language, or that lack of ability in the dominant language means the person is uneducated or lacks intelligence. One well-documented example of this is when K-pop idols learn a language, as shown in the video to the right. While this video presents a humerous take on the topic, the ideology behind the comments of some of the interviewers can be harrowing. There are numerous instances when an interviewer has told a K-pop idol who is from the United States or Canada that they "have really good English," while the Korean-speaking abilities of these very same people are made fun of when they struggle to understand something that was said.

Note. From Kpop idols vs. multilingual problems [Video], by [kpops n prayers], 2025, (https://www.youtube.com/watch?v=cdlzsk3QRuw)

Related to this form of racism is research on adult language learner's abilities to learn a language. Many people believe that once they reach adulthood, learning a language is simply going to be too difficult. This is referred to as a fixed mindset. A growth mindset, on the other hand, acknowledges that language learning is difficult, but that it is possible and change can happen. Research done into the comparison of fixed and growth mindsets in regard to language-learning immigrants shows that those who have a fixed mindset believe a migrant may be incapable of improving their second language skills and are therefore less willing to interact with migrants or support their education, while those with a growth mindset believe a migrant is able to improve their language skills and therefore is willing to also interact with them and support their education (Lou & Noels, 2020, p. 51).

Libraries and their service to migrants

Libraries have many opportunities to serve migrants. First, due to their status as repositories of information, libraries can provide their patrons with accurate information about immigration and migrants. This could look like creating displays about immigration, providing civics resources, providing information on community partners serving local immigrant populations, and providing information on where to go for access to legal aid in regards to immigration. They can also provide programming, such as immigrant support groups, conversation groups, language learning classes, and other community-building events.

One example of these events is that of von Aulock and Herbert's (2026) presentation, where they describe using a first time riding the bus program to better connect people to their community, empower them to be able to use the public transport system independently, and showcase the local businesses and organizations. This type of program can also be used to help acquaint recent migrants to cultural norms related to transportation. Recent migrants, depending on prior familiarity with the country, may need to be told cultural expectations of things like what side of the road is driven on, what sidewalks are, or what the stoplights and signage means.

Supporting the digital literacy of migrants is also incredibly important for libraries to do. "For reasons of social, cultural, and linguistic inclusion, migrants frequently need to develop digital literacies in countries where most services are offered online and where learning is increasingly mediated by technology" (Bradley et al., 2025, p. 149). For migrants with limited language proficiency in the host country's language, having digital literacy skills allows them access to translation software, communication with other people who speak their primary language, and greater ability to access suitable learning materials. By providing access to technology and digital literacy classes, libraries can better support the livelihoods and educational attainment of migrants.

Additionally, libraries can provide places for migrants to connect. Due to complex legal policies, reasons for migrating, and other social factors, migrants have a wide variety of opinions on their country of origin and a wide variety in ability, willingness, and methods to communicate with those they know who are still in their country of origin. Additionally, people who are not first generation migrants may have similarly complex relationships with the culture, country, and people of their ancestors. By offering programming designed for descendants of migrants, including forced immigration through the slave trade and other methods, libraries can allow people to become better connected within their communities and support the mental health of theri patrons.

Note. From Features of a diaspora [Image], by Migration Data Portal, 2018, (https://www.migrationdataportal.org/themes/diasporas)

Annotated Bibliography Book Spotlight

Language and migration by Tony Capstick

This nonfiction book shows the ties between language and migration. It examines research conducted across the globe, focusing on how different forms of migration are impacted by different linguistic policies. It not only addresses current political and cultural barriers migrants face, it also examines how different ways of thought contribute to the perceived "success" of those migrants. Though it does not specifically discuss how libraries impact language learning or migrants, the lessons learned can be used to better serve migrants and their information needs.

Check out these additional resources!

Migrant Integration Policy Index: This tool measures policies across the globe designed to integrate migrants into the host country's culture. It has been used to measure the success of such policies, as well as the opportunities for migrants to participate in society.

Migration Data Portal: This resource collects migration data from a variety of sources and presents them through various methods. They have data, maps, and general overviews. They also provide resources on policies and governance.

Migration Letters: An open-access, peer-reviewed journal researching and documenting human migration.

Missing Migrants Project: This project was started in 2014 by the International Organization for Migration (IOM). They work to track the deaths and disappearances of migrants along their migration journey, regardless of their legal status.

References

Bradley, L., Guichon, N., & Kukulska-Hulme, A. (2025). Migrants' and refugees' digital literacies in life and language learning. ReCALL, 37(2), 147–156. https://doi.org/10.1017/S0958344025000047

Hoffmann, L., & Holm, A. E. (2022). Learning insular Nordic languages: Comparative perspectives on migrants’ experiences learning Faroese and Icelandic. Nordic Journal of Migration Research, 12(3), 259–275. https://doi.org/10.33134/NJMR.474

[kpops n prayers]. (2025, April 6). Kpop idols vs. multilingual problems [Video]. YouTube. https://www.youtube.com/watch?v=cdlzsk3QRuw

Lou, N. M., & Noels, K. A. (2020). Mindsets about language learning and support for immigrants’ integration. International Journal of Intercultural Relations, 79(2020), 46–57. https://doi.org/10.1016/j.ijintrel.2020.08.003

McAuliffe, M. and Oucho, L. A. (eds.), 2024. World Migration Report 2024. International Organization for Migration (IOM), Geneva. https://worldmigrationreport.iom.int/msite/wmr-2024-interactive/

Migration Data Portal. (2018). Features of a diaspora [Image]. https://www.migrationdataportal.org/themes/diasporas

Migration Policy Institute. (n.d.). Total immigrant and emigrant populations by country, 2024 estimates [Interactive Data Set]. https://www.migrationpolicy.org/programs/data-hub/charts/total-immigrant-and-emigrant-populations-country?height=850&iframe=true&width=1000

The Multilingual Library. (n.d.). Home. https://www.multilinguallibrary.org.uk/

Rehner, K., Ippolito, J., Lasan, I., Forget, G., Gouveia, C., Jones, S., & Liu, Y. (2025). Adult migrants' formal and informal language learning opportunities: Availability, choice, and social integration. Canadian Modern Language Review, 81(1), 25–47. https://doi.org/10.3138/cmlr-2023-0075

von Aulock, S., & Herbert, B. (2026, April 13). The library's role in creating age-friendly communities [Lecture]. Panopto. https://sjsu.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=7d81b8cf-1f19-4171-b62b-b42c001ceae3

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