This dissertation investigates second language education for working-age migrants and refugees in Finland and Germany, focusing on institutional practices, learner experiences, and the production of social space. Empirical data were collected through two ethnographic field studies at education providers offering integration training aligned with the Common European Framework of Reference for Languages (CEFR) by the European Commission (2001). The research adopts a comparative and multidimensional approach, combining phenomenographic and interpretative phenomenological analysis with ethnographic observation to examine the perspectives of both educators and learners.

The findings reveal systemic challenges in language education shaped by administrative expectations, societal change, and professional identity. Finnish educators emphasize the importance of defending contact teaching, while German counterparts highlight the influence of external constraints on course design and learner progress. Learners underscore the centrality of language in fostering belonging, well-being, and future aspirations. Classroom interactions further illustrate how social affiliation and atmosphere support active participation.

Contemporary challenges, such as an aging population, the growing demand for a skilled workforce, and the increasing localization of integration services are pertinent to both Finland and Germany. However, differences in migration volumes and experiences between the two countries significantly influence how integration services, including language education, are structured. These contrasts provide a valuable foundation for comparative research, while the qualitative design of this study offers meaningful methodological insights.

By integrating institutional, experiential, and spatial perspectives, the dissertation presents both theoretical and practical contributions to the development of language education for working-age migrants and refugees in Finland during the 2020s and offers recommendations for similar programs in Germany and across Europe. Importantly, the findings contribute to a deeper understanding of adult education as a complex interplay of institutional structures, personal trajectories, and social dynamics, with implications for policy and practice across European contexts.