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During recent years, the number of immigrants and refugees is on the rise in Europe. Research shows they are at risk of social exclusion, partly due to disruptive social networks. To counter these social challenges, adult education has an important role to play in offering second-language courses. Obtaining the host country language is one of the crucial factors in order to achieve successful integration. Acknowledging these trends, the current study examines the social capital and social inclusion of newcomers who follow second-language courses (N=30) through individual interviews. We have developed a qualitative instrument to map their social network, from which we derive information about their social capital and social inclusion. Our findings reveal that the newcomers maintain social capital through transnational and local relationships with family and friends. Participation in the L2-course also seems to be a source of social capital because adults build new relationships with peers and their teachers. Besides this, newcomers' social inclusion is constrained due to their educational participation and their lack of language skills. However, they are able to engage in more social activities and feel more related to society because of improving their language skills. Based on these findings, we conclude with two implications for the adult education practice in order to foster social capital and social inclusion of adult newcomers.

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