English teaching could be far more effective if targeted at specific niches of ‘integration’
Published online by Cambridge University Press: 11 May 2016
Integration is usually seen as one process, and language proficiency is often defined as the key to it. In this brief essay, I argue that integration consists of multiple very different processes of a highly specific nature, requiring highly specific register-genre competences. The endpoint of integration, and the usefulness of language therein, consists of happiness: a range of experience of adequacy and satisfaction in highly diverse social milieux.