Positive priming encourages adult immigrant students to become more involved in their learning activities and increases their chances of success in their host society. The use of priming effects in teaching adult immigrants, however, is not sufficiently explored in the educational literature. This article therefore fills this gap by presenting a pedagogical strategy consisting in using positive priming activities in civic integration classes to develop a positive mental attitude in students. The paper explains how the effect of positive priming can be achieved by engaging adult students in sharing their positive impressions and experiences in the host society. The practical strategies discussed were tested in multicultural groups composed of men and women and they can be used by educators to animate civic integration courses as well as instructors working with adult students in other programs.
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