The Social Inclusion of International Students Through Language and Their Motivation to Learn It: The Case of VILNIUS TECH

Teaching the host country’s language is not only a form of linguistic education but also a means of integrating foreign citizens into society, thereby promoting sustainable cultural change and social inclusion. This article, based on an ecolinguistic approach combined with Gardner’s motivation theory, examines the opportunities for social inclusion of international students at VILNIUS TECH (Vilnius Gediminas Technical University, Lithuania) through learning Lithuanian as the host country’s language. From the ecolinguistic perspective—which highlights the interconnections between language, identity, and the learning environment, and which shapes sustainable human relationships and social behavior—the study analyses the instrumental and integrative motivation of international students learning Lithuanian. A quantitative survey of 212 bachelor-level students was conducted, and responses were analyzed using descriptive statistics and motivational categories. The findings reveal that integrative motivation (cultural interest, respect for the host country, and desire for belonging) is significantly stronger than instrumental motivation (career and pragmatic value). However, despite strong positive attitudes toward the language, students experience limited social inclusion and few opportunities to use Lithuanian outside the classroom. The interplay between motivation types and environmental conditions shows how language learning contributes to social inclusion, the preservation of the host country’s linguistic prestige, and broader cultural sustainability.