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This article presents a qualitative study based on interviews with teachers involved in the development and piloting of teaching materials based on the LASLLIAM framework (Literacy and Second Language Learning for the Linguistic Integration of Adult Migrants), a guide by the Council of Europe aimed at the linguistic integration of adult migrants with low levels of formal education. The study analyzes teachers’ perceptions regarding the usefulness of the framework, the pedagogical challenges encountered during its implementation, and the adaptability of the materials to the Spanish context. The results show that, while the framework is positively valued for providing guidance and structure, its practical application requires considerable flexibility due to the great heterogeneity of the student population (literacy levels, educational backgrounds, emotional states). Teachers highlight their active role in adapting the materials and emphasize the need for contextualized and motivating content. The study concludes that LASLLIAM has strong potential to improve language and literacy teaching for migrants, but it must be applied dynamically and supported by specific training.
