Perera, NirukshiKhodos, Iryna2025-06-112025-06-111568-4555http://www.scopus.com/inward/record.url?scp=85205109164&partnerID=8YFLogxKhttps://hdl.handle.net/1885/733759127This article explores how language learning is an integral component of progressing linguistic reconciliation in contexts of war and conflict. Sri Lanka is a case where ethnolinguistic division and the devaluation of Tamil as a co-official language has led to linguistic injustice for Tamil people and users of Tamil. In the post-war landscape, government commitment towards addressing this injustice, and reconciliation for that matter, has been weak. We interviewed 12 adult students and teachers in a small, non-profit, Tamil language course to understand what motivates people to learn Tamil in this context. The language course was a space where both second language and heritage language learners came together. Thematic analysis of the interview data showed that language learning motivations extended beyond the norm of the instrumental/integrative dichotomy and revealed the role of social, historical, and political factors, and a shared vision for societal multilingualism in shaping learners’ motivations. The results help to form a preliminary conceptualisation of linguistic reconciliation and to promote language learning “of the enemy” as an integral and impactful component.enPublisher Copyright: © The Author(s) 2024.ConflictLanguage learning motivationLinguistic justiceReconciliationSri LankaTamilTransitional justiceWar202410.1007/s10993-024-09716-485205109164