This study aims to examine how immigrants achieve professional driver license. Many of the professional drivers of taxi, public transportation and vehicles are second language users. We want to investigate the training experiences of teacher educators of professional drivers and driver instructors on how immigrant professional driving student attend training and gain professional license. Our perspective is on language/linguistic and cultural challenges within vocational drivers´ profession. The theoretical framework is based on vocational pedagogy and didactic strategies with special emphasis on connection between theory and practice. Furthermore, focus is on students’ learning process in connection to their ability to reflect on learning outcome and instructors’ and teacher educators’ mentoring in both classrooms and practical driving sessions. Due to the multicultural perspective, we employ theories on second language acquisition and learning as well as theories on intercultural competence and vocational pedagogy. The study will use individual interviews of teacher educators and instructors of driving schools, Additionally, we intend to analyze subject books, curriculum documents of educational institution at one university, and official documents of Road Traffic Department in Norway. The intention is to compare the intention of the professional driver education with realization in practice. This is an ongoing project, which infers that the results are preliminary at this point. However, we hypothesize that there are discrepancies between educational intends and practical strategies for dealing with multicultural students. We reckon that this can be explained by teacher educators and instructors lacking knowledge in intercultural competence and dealing with integrated second language integration of immigrant professional driver students.

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