This thesis examines inclusiveness towards the immigrants’ religious and cultural background as well as the integration view in the legislation on Danish education for adult foreigners, and, moreover, how and to what extent the nature of the legislation is reflected in the curriculums used by teachers at the Danish language centers.

A social constructivist theory has been used as a theoretical framework, and a qualitative method has been applied to interpret the legal documents as well as the curriculums.

This study shows that the language education program is intended to help adult foreign nationals learn about and adapt to the culture, values, and norms of Danish society, and it could be viewed as reflecting an ideology that seeks to reinforce the dominant culture and its values and norms. This approach may fail to recognize and appreciate the cultural diversity of the immigrant population and possibly contribute to the marginalization and exclusion of minority groups.  Moreover, the discussion of the findings suggests it should be viewed in a larger context of immigration being heavily politicized in recent times, for example, with anti-immigrant attitudes and discourse gaining widespread acceptance, also affecting legislation.

The findings have led to new perspectives which points to a need for additional knowledge development in this area.