Linguistic skills are often seen as valuable capital necessary for migrants to successfully integrate into society. As part of Sweden's integration policy, deaf migrants are provided with opportunities to learn Swedish and Swedish Sign Language. Using an ethnographic approach comprising of classroom observations and semi-structured interviews in four folk high schools in Sweden, this study examines how deaf migrants’ linguistic and cultural backgrounds influence their language learning experiences. The study also explores different misunderstandings that have arisen as a result of not having the relevant linguistic resources necessary for efficient communication. The findings show the complexity of language learning and how this process is influenced by several social factors such as communication with family growing up, educational experiences or lack thereof, and cultural differences.

语言技能通常被视为移民成功融入社会所必需的宝贵资本。作为瑞典融合政策的一部分，聋哑移民有机会学习瑞典语和瑞典手语。本研究采用人种学方法，包括瑞典四所民间高中的课堂观察和半结构化访谈，探讨聋人移民的语言和文化背景如何影响他们的语言学习经历。该研究还探讨了由于缺乏有效沟通所需的相关语言资源而产生的不同误解。研究结果表明语言学习的复杂性以及这一过程如何受到多种社会因素的影响，例如成长过程中与家人的沟通、