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2. A Canada-U.S. Comparison of the Economic Outcomes of STEM Immigrants. Analytical Studies Branch Research Paper Series
- Author
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Statistics Canada, Picot, Garnett, and Hou, Feng
- Abstract
In both Canada and the United States, immigrants constitute a disproportionately large share of the supply of university-educated labour trained in the science, technology, engineering and mathematics (STEM) fields. This article examines the Canada-U.S. differences in the occupational skill utilization and earnings of STEM-educated immigrant workers. Using data from the 2016 Census for Canada and the combined 2015 to 2017 American Community Survey, this analysis focuses on immigrants with a university degree in a STEM field who were aged 25 to 64 and arrived as adults. Over one-half of STEM-educated immigrant workers in both countries held non-STEM jobs. In Canada, only about 20% of these immigrants with non-STEM jobs worked in occupations that required a university education, compared with 48% in the United States. There was a large earnings gap between STEM-educated immigrants and native-born workers in Canada, even after adjusting for sociodemographic differences, while no corresponding earnings gap existed in the United States. The earnings gap in Canada was particularly large for STEM-educated immigrants holding non-STEM jobs. Possible explanations for these results are discussed.
- Published
- 2020
3. Skill Utilization and Earnings of STEM-Educated Immigrants in Canada: Differences by Degree Level and Field of Study. Analytical Studies Branch Research Paper Series
- Author
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Statistics Canada, Picot, Garnett, and Hou, Feng
- Abstract
In Canada, immigrants represented more than half of the population in the prime working ages with at least a bachelor's degree in the science, technology, engineering, and mathematics (STEM) fields of study in 2016. They accounted for three-quarters of engineering and computer science graduates with a master's or doctorate degree. This paper examines the skill utilization and earnings of employed STEM-educated immigrants by field of study and degree level. Compared with the Canadian-born with similar levels of education and in similar fields of study, immigrants with a bachelor's degree had considerably lower skill utilization rates and earnings outcomes than those of doctoral degree holders. This is mostly because immigrant doctoral graduates are more likely to be educated in a Western country. By field of study, immigrant engineering graduates, particularly at the bachelor's level, had relatively weaker skill utilization rates and earnings outcomes; immigrant computer science graduates did somewhat better. The slightly more than half of STEM-educated immigrants who did not find a STEM job had the weakest skill utilization rates and earnings outcomes. Much of the gap between the earnings of immigrant and Canadian-born graduates was associated with differences in country of education. STEM immigrants educated in Canada, the United States, the United Kingdom or France had outcomes similar to the Canadian-born.
- Published
- 2019
4. Recent Trends in Over-Education by Immigration Status. Analytical Studies Branch Research Paper Series
- Author
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Statistics Canada, Hou, Feng, Lu, Yao, and Schimmele, Christoph
- Abstract
The rapidly growing supply of university-educated workers from both immigration and domestic educational institutions, coupled with relatively slack demand for educated labour, has raised concerns about skill use in the Canadian economy. This study uses census data from 2001 to 2016 to compare trends in over-education among recent immigrants and Canadian-born youth. The study showed that only about one-half of the growth in university-educated workers over this 15-year period was matched with growth in jobs requiring a university education. University-educated recent immigrants became more concentrated in jobs requiring less than a university education. In comparison, Canadian-born youth with a university degree became less likely to work in jobs requiring high school or less education.
- Published
- 2019
5. Over-Education among University-Educated Immigrants in Canada and the United States. Analytical Studies Branch Research Paper Series
- Author
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Statistics Canada, Lau, Yao, and Hou, Feng
- Abstract
This study compares the differences in the mismatch between the education and occupations of immigrants in Canada and the United States, operationalized by over-education. It further explores how the cross-country differences may be related to the supply of and demand for university-educated immigrants and the way they are selected. Using comparable data and three measures of over-education, this study found that university-educated recent immigrants in Canada were much more likely to be overeducated than their U.S. peers. The over-education rate gap between recent immigrants and the native-born was much more pronounced in Canada than in the United States. In addition, while labour market demand was associated with a lower level of over-education in both countries, a greater supply of university-educated recent immigrants was positively associated with a likelihood of over-education among recent immigrants in Canada, but not in the United States. Furthermore, in Canada, the over-education rate was significantly lower among immigrants who were admitted through some form of employer selection (e.g., immigrants who worked in skilled jobs in Canada before immigration) than those who were admitted directly from abroad. Overall, this study provides insight into how the immigration system interacts with broader aspects of the labour market to shape the labour market outcomes of immigrants.
- Published
- 2019
6. Beyond Academic Credentials: Toward Competency-Informed Hiring. A Discussion Paper
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World Education Services (WES)
- Abstract
This paper focuses on the potential of competency assessment to support the long-term growth of the labour market by facilitating the appropriate employment of skilled immigrants. A competency-informed approach involves looking holistically at an individual's ability to apply knowledge and skills with appropriate judgment in a defined setting. The report details several key projects World Education Services (WES) will undertake as part of our commitment to a more holistic, competency-informed assessment model of immigrants' knowledge, skills, and abilities. Ensuring that immigrants have access to pathways to employment, education, and training must be an essential piece of a long-term plan for Canadian growth and prosperity.
- Published
- 2019
7. Intergenerational Education Mobility and Labour Market Outcomes: Variation among the Second Generation of Immigrants in Canada. Analytical Studies Branch Research Paper Series
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Statistics Canada, Chen, Wen-Hao, and Hou, Feng
- Abstract
Using 2016 Canadian Census data, this article examines the socioeconomic status of the second generation of immigrants, whose population has become increasingly diverse. The analysis focuses on group differences by visible minority status in two aspects relating to socioeconomic mobility: (1) intergenerational progress in educational attainment, which indicates the ability to achieve higher education regardless of parents' education, and (2) the relationship between education and labour market outcomes, which reveals the ability to convert educational qualifications into economic well-being. The results in general paint a very positive picture for the children of immigrants regarding the first aspect, while mixed results are evident for the second aspect. In particular, some visible minority groups are characterized by high educational attainment and high earnings, while some other groups experience low education mobility and low labour market returns to education. These results suggest that there are divergent paths of socioeconomic integration among the second generation.
- Published
- 2019
8. The Social and Economic Rationale of Inclusive Education: An Overview of the Outcomes in Education for Diverse Groups of Students. OECD Education Working Papers. No. 263
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Organisation for Economic Cooperation and Development (OECD) (France), Directorate for Education and Skills and Mezzanotte, Cecilia
- Abstract
Since UNESCO's Salamanca Declaration in 1994, inclusive education has progressively attracted attention in international debates around education policy. While some evidence exists on the positive impact that inclusive education reforms can have on the academic and personal outcomes of diverse students -- and in particular of students with special education needs -- limited information is available on the economic sustainability of such reforms. Starting from the literature on the correlations between education and individuals' life outcomes, this paper reviews the existing evidence on the potential benefits and costs of inclusive education reforms. Specifically, the paper discusses the evidence on the shortcomings of current education settings for diverse groups of students -- with specific sections on students with special education needs; immigrant and refugee students; ethnic groups, national minorities and Indigenous peoples; gifted students; female and male students; and LGBTQI+ (which stands for 'lesbian, gay, bisexual, transgender, queer and intersex') students. It highlights the individual and societal costs deriving from the low academic, social and emotional outcomes of these students and the socio-economic costs these yield for societies. Where possible, the paper also presents evidence on the effects of inclusive education reforms on diverse student groups.
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- 2022
- Full Text
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9. Linking the Past, Present, and Future of Canada's University Continuing Education Units: A Conceptual Paper for Post-Pandemic Times
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Carter, Lorraine and Janes, Diane
- Abstract
In this conceptual paper based on ideas proposed by Gilson and Goldberg (2015), we consider how themes in the Canadian Journal for the Study of Adult Education from 2010 to 2020 and other themes from the broader post-secondary education literature inform a conceptual framework for university continuing education units in a post-pandemic world. In turn, a descriptive snapshot of the lived experience of one continuing education unit in 2020 to early 2021 will serve as extra value for the reader. This consideration of the unit relative to the emergent conceptual model points to the future of continuing education practice in universities for years to come.
- Published
- 2021
10. Over-Education and Life Satisfaction among Immigrant and Non-Immigrant Workers in Canada. Analytical Studies Branch Research Paper Series
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Statistics Canada, Frank, Kristyn, and Hou, Feng
- Abstract
The increased migration of skilled workers globally has led to a focus in the immigration literature on the economic costs of unsuccessful labour market integration. Less attention has been given to the consequences of employment difficulties, such as those related to over-education, on aspects of immigrants' subjective well-being. Although a large proportion of immigrants experience over-education, studies examining the relationship between over-education and life satisfaction tend to concentrate on the general population. These studies find a negative relationship between over-education and life satisfaction. Since immigrant and Canadian-born (non-immigrant) workers may experience over-education differently, it is important to examine this relationship in both groups. This study examines how over-education is associated with life satisfaction among university-educated immigrant and non-immigrant workers in Canada, and accounts for differences in the degree of over-education in each group. Results indicate that overeducation was negatively associated with life satisfaction among immigrants and non-immigrants, although the effect was weaker in the immigrant population. Income was the main factor mediating the negative relationship between over-education and life satisfaction among immigrants. Furthermore, this relationship weakened with immigrants' increased residence in Canada. This may suggest that over-education is less influential in immigrants' assessment of life satisfaction over time, or the effect of over-education is weaker among earlier arrival cohorts. Results also indicated that the negative relationship between over-education and life satisfaction was weaker for immigrants from developing countries compared with those from developed countries.
- Published
- 2017
11. Educational and Labour Market Outcomes of Childhood Immigrants by Admission Class. Analytical Studies Branch Research Paper Series
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Statistics Canada, Hou, Feng, and Bonikowska, Aneta
- Abstract
It has been well documented that the children of immigrants in Canada outperform their peers with Canadian-born parents in educational attainment, and that the two groups have similar labour market outcomes. However, large variations by ethnicity or source country exist among the children of immigrants. This study examines the extent to which admission class (e.g., skilled workers, business immigrants, live-in caregivers, the family class and refugees) also matters in the socioeconomic outcomes of childhood immigrants who arrived in Canada before the age of 18. Using the 2011 National Household Survey, linked with the Immigrant Landing File, this study finds large differences by admission class in university completion rates and earnings for childhood immigrants aged 25 to 44. Children of skilled workers and business immigrants had the highest university completion rates and earnings. Children of live-in caregivers and in the family class had the lowest university completion rates, and children of live-in caregivers and refugees landed in Canada had the lowest earnings. The analysis shows that the admission class of immigrant parents matters to their children's outcomes partly through group differences in the education and official language ability of parents and partly through the unique pre- and post-migration circumstances experienced by each admission class.
- Published
- 2016
12. The 'CHARM' Policy Analysis Framework: Evaluation of Policies to Promote Immigrant Students' Resilience. OECD Education Working Papers, No. 158
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Organisation for Economic Cooperation and Development (OECD) (France) and Bilgili, Özge
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This paper focuses on children with a migration background and conceptualises their migration experience as adversity. The paper adapts the resilience framework to understand how immigrant children can overcome adversity. The paper discusses policy models that can be derived from adopting a resilience approach to the measurement of immigrant students' integration prospects and proposes a policy analysis framework. The "CHARM" framework helps to assess the extent to which destination country policies and practices support the educational and socioemotional well-being of immigrant children. Namely, it evaluates whether policies to consider (1) Cumulative adversity; adopt a (2) Holistic approach; consider (3) Adjustment as a dynamic process; identify a (4) Relational development; and implement a (5) Multilevel approach. The paper finally applies the CHARM framework to the education policies of Ontario, Canada and underscores the relevance of applying the CHARM framework across countries and jurisdictions to evaluate education policies that can promote the resilience of immigrant children.
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- 2017
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13. Linkages: Connecting Literacy and English as a Second Language. Discussion Paper: What Do We Know about the Connections between Literacy and English as a Second Language in Canada?
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Movement for Canadian Literacy and Folinsbee, Sue
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This discussion paper is part of a larger Movement for Canadian Literacy (MCL) project entitled "Linkages: Connecting Literacy and English as a Second Language" (ESL). The goal of the overall project is for MCL to work with national organizations that support the ESL/Settlement and literacy fields to identify common issues and concerns and to document areas for mutual cooperation in the future. The purpose of the discussion paper is to highlight and summarize current Canadian research over the last five to seven years in terms of key themes, issues, gaps and needed strategies on connections between literacy and ESL. The paper will also reflect the perspectives of a small number of key informants from the literacy, ESL, and settlement fields on key themes. Appendices include: (1) Key Informants; and (2) Interview Questions. (Contains 2 tables and 41 footnotes.)
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- 2007
14. Adult ESL and Literacy: Issues and Options. Working Paper Summer Institute 2008
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Centre for Literacy and Wrigley, Heide Spruck
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In this paper, the author would like to put forward a number of issues to think about and discuss. At the same time, she argues for a better articulated system that more closely matches the needs and goals of various subgroups of English language learners. Adult ESL programs serve diverse immigrant populations with different needs and goals. A One-Size-Fits-All approach limits the effectiveness of services and "cheats" groups at either end of the educational spectrum--those without literacy in their native language at one end, and those with higher levels of education in their native country at the other. If education adapts and varies adult ESL services to differentiate instructional programs according to literacy needs and previous schooling experience, they will have a more educationally sound system. Efforts to change the system and create separate pathways for different groups of immigrants will not happen without investment and planning on all levels--program, state or province and federal--and without focused attention to the specific needs and goals of each subgroup. Creating a better articulated and more focused system will require more resources, but much time and effort is currently wasted in an undifferentiated system that purports to be all things to all people, yet does not serve any given group as well as it could. A bibliography is included.
- Published
- 2008
15. Birthplace Diversity, Income Inequality and Education Gradients in Generalised Trust: The Relevance of Cognitive Skills in 29 Countries. OECD Education Working Papers, No. 164
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Organisation for Economic Cooperation and Development (OECD) (France), Borgonovi, Francesca, and Pokropek, Artur
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The paper examines between-country differences in the mechanisms through which education could promote generalised trust using data from 29 countries participating in the OECD's Survey of Adult Skills (PIAAC). Results indicate that education is strongly associated with generalised trust and that a large part of this association is mediated by individuals' literacy skills, income and occupational prestige. However, education gradients in levels of generalised trust and in the extent to which they are due to social stratification mechanisms or cognitive skills mechanisms vary across countries. Differences across countries in birthplace diversity and income inequality are correlated with how strongly education is associated with trust in different countries, as well as in the relative magnitude of direct and indirect associations. In particular, the relationship between literacy skills and generalised trust is stronger in the presence of greater birthplace diversity but is weaker in the presence of greater income inequality.
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- 2017
- Full Text
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16. Being Young and Visible: Labour Market Access among Immigrant and Visible Minority Youth. Final Report. Working Paper Series
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Human Resources Development Canada, Applied Research Branch and Kunz, Jean Lock
- Abstract
Youth represent one of the most culturally diverse groups in Canada. It has been shown that labour market participation among immigrant youth, especially those who are members of a visible minority, has been lower than the Canadian-born. Using the 1996 Census, this paper provides an overview of labour market attachment of immigrant and visible minority youth in Canada. Specifically, we examine the patterns of labour force participation among youth aged 15-29. Comparisons are made between youth who are foreign-born and Canadian-born, as well as between visible minority and non-visible minority youth. In general, immigrant youth are less likely to have work experience than Canadian-born youth. Recent immigrant youth are less likely to participate in the labour market than the Canadian-born as well as immigrant youth who have been in the country longer. Employment outlooks for immigrants who came as children are better than that for those who came as teens or young adults, especially among women. Visible minority immigrant youth are more likely to be unemployed than those who do not belong to a visible minority group. These findings are interpreted in light of the policy implications with respect to youth employment strategies. (Contains 1 footnote, 4 figures, and 5 tables.) [This paper is available in French under the title: "Jeunes et visibles: Acces des jeunes immigrants et membres de minorites visibles au marche du travail."]
- Published
- 2003
17. Training for Whom? For What? Reflection on the Lack of Training Opportunities for Immigrant Garment Workers. NALL Working Paper.
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Ontario Inst. for Studies in Education, Toronto. New Approaches to Lifelong Learning. and Ng, Roxana
- Abstract
Unlike many recent immigrants who entered Canada as highly trained professionals in their countries of origin, most of Canada's immigrant garment workers are working-class women with little education. The Apparel Textile Action Committee (ATAC) and Homeworker's Association (HWA) are among the bodies that were established to assist immigrant garment workers in Canada who lost their jobs to industrial restructuring and became home workers. The experiences of both bodies has made it clear that the training available to these women does not meet their needs as immigrants with a limited command of English. A study of the informal learning outcomes of HWA's members yielded the following findings: (1) most immigrant garment workers have little expectation that taking classes will lead to better jobs and higher pay; (2) although most immigrant garment workers do not expect that English-as-a-second language (ESL) classes will make them fluent in English, their ESL classes serve important social and educational purposes by giving participants a place to develop a sense of sociability with other workers and learn strategies for negotiating their lives as non-English speaking immigrants and their rights as workers; and (3) although classes are obvious places to look for informal learning, the HWA's executive meetings provide environments for explicit "political learning." (MN)
- Published
- 2002
18. Minority Languages Learned Informally: The Social Construction of Language Skills through the Discourse of Ontario Employers. NALL Working Paper.
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Ontario Inst. for Studies in Education, Toronto. New Approaches to Lifelong Learning., Goldberg, Michelle, and Corson, David
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Many immigrants, refugees, and aboriginal Canadians learn their own languages in the normal, informal way. These minority languages learned informally are not valued as a skill that yields returns in the labor market in the same way the official languages or formally learned languages do. What counts as a skill in a society, in a given point in time, is the product of complex phenomenological, social, economic, ideological, and political processes. Discourse is key to this process of social and cultural reproduction. The discourse of Ontario employers socially constructs the definition of what counts as a skill in Ontario workplaces and thus what warrants value in the labor market. The notion of skill is a construction that is socially created and hence changeable. If we want to change the unjust situation that affects the speakers of minority languages, we need to change the discourse surrounding minority languages to one that truly values minority languages as skills worth conserving, maintaining, and putting to use. (Contains 18 references.) (YLB)
- Published
- 2001
19. The Complementarity of Language and Other Human Capital: Immigrant Earnings in Canada. Discussion Paper.
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Institute for the Study of Labor, Bonn (Germany)., Chiswick, Barry R., and Miller, Paul W.
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This paper analyzes the effects of language practice on earnings among adult male immigrants in Canada using data from the 1991 Census of Canada. It examines whether destination language skills are complements to or substitutes in generating earnings with respect to other kinds of human capital (schooling and pre- and post-migration labor market experience). Results show that earnings increase with schooling, pre-immigration experience, duration in Canada, and proficiency in the official languages (English and French). There is complementarity between language skills and both schooling and pre-immigration experience. Greater proficiency in the official languages enhances the effects on earnings of schooling and pre-immigration labor market experience. Language proficiency and post-migration experience appear to be substitutes, in that among people with greater language proficiency, the impact of time in Canada on earnings is smaller. (Contains 15 references.) (Adjunct ERIC Clearinghouse for ESL Literacy Education) (SM)
- Published
- 2002
20. Immigrant and Aboriginal First Languages as Prior Learning Qualifications for Formal Employment in the Business, Government and Education Sectors. NALL Working Paper.
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Ontario Inst. for Studies in Education, Toronto. New Approaches to Lifelong Learning., Goldberg, Michelle P., and Corson, David
- Abstract
The extent to which Canadian employers recognize the informally acquired first languages of immigrants and aboriginal persons as prior learning qualifications for formal employment in the business, government, and education sectors was examined through a survey of organizations across Ontario. Personalized questionnaires were mailed to a sample of 140 Ontario organizations, as follows: 32 businesses (half randomly selected and half purposively selected); 71 colleges, universities, and school boards; and 37 municipal, provincial, and federal government agencies and psychiatric hospitals. Of the 140 questionnaires mailed out, 79 (56.4%) were returned. Although 88.6% of the organizations indicated that they would benefit from employing staff fluent in languages in addition to English or French, only 30.4% were actually actively recruiting such multilingual employees. Private organizations were more likely to recruit multilingual individuals and educational institutions were least likely to do so (52.9% and 25.7%, respectively). The methods used to evaluate potential bilingual employees' language proficiency were as follows: interviews (25.8%); employer references (18.6%); and formal qualifications and personal references (13.4%). Educational institutions used formal qualifications to assess language fluency much more often than other types of organizations did (20%, 10%, and 7.6% for academic institutions, private organizations, and public organizations, respectively). (Contains 22 references.) (MN)
- Published
- 1999
21. Official Languages and the Economy. New Canadian Perspectives. Papers Presented at a Colloquium (Ottawa, Ontario, Canada, May 5, 1995).
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Canadian Heritage, Ottawa (Ontario).
- Abstract
Papers from a colloquium on the relationship between Canada's official languages and its economy include: "Economic Dimensions of Minority and Foreign Language Use: An International Overview" (Karim H. Karim); "European Research on the economics of Language: Recent Results and Relevance to Canada" (Francois Grin); "Reflections on Some Economic Aspects of Bilingualism" (Albert Breton); "The Comparative Advantages of Bilingualism on the Job Market: Survey of Studies" (Ghislain Savoie); "Official Language Implications of Immigration" (Alice Nakamura, Emi Nakamura); "Economic Costs and Benefits of the Official Languages: Some Observations" (Francois Villancourt); "How Linguistic Minority Communities; Contribute to the Economic Well-Being of Their Regions" (George J. De Benedetti, Maurice Beaudin); "The Two Official Languages and the Economy: A Manitoban Perspective" (Jean-Paul Gobeil); "Reflections on the Relationship Between Languages and the economy as Applied to Canada (Gilles Grenier); and "The Economic Benefits of Linguistic Duality and Bilingualism: A Political Economy Approach" (Harold Chorney). The transcription of a panel discussion is also included. An introductory section provides background information on the colloquium and its topic, and includes selected quotations from the program. (MSE)
- Published
- 1997
22. Parental Involvement Policies in Ontario: A Critical Analysis
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Antony-Newman, Max
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In the current climate of ever-increasing pressure on parents to become more responsible for the achievement of their children, which forms an element of neo-liberal governance with its shift from public to private, it is necessary to understand the discourses generated by parental involvement policies. This analysis showed that existing policies in Ontario (Canada) are permeated with discourses of barriers and parental deficiency. They employ a narrow definition of parental involvement, privilege parenting strategies of White middle classes, and represent diverse and immigrant parents as lacking. Although the difference among parents is acknowledged, parents receive no recognition for funds of knowledge they have. Policy documents remain silent on issues of inequality and present parental involvement as a neutral tool rather than a socially constructed and historically specific practice with its set of winners and losers. Implications for policymakers include adding parental involvement content in preservice and in-service teacher education to make parent--school partnerships truly democratic and effective for all.
- Published
- 2019
23. Immigrant Status and Secondary School Performance as Determinants of Post-Secondary Participation: A Comparison of Canada and Switzerland. OECD Education Working Papers, No. 77
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Organisation for Economic Cooperation and Development and Picot, Garnett
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This working paper seeks to explore the reasons why educational attainment in the immigrant population varies between North America and Europe. Specifically, the examples of Canada and Switzerland are used as Canada has an immigrant population with a typically higher rate of post-secondary education than that of the domestic population, while in Switzerland the opposite is true. Analysis shows that while differences in immigration policy play a significant role, there are many other variables which affect educational attainment in immigrants, such as the education level of the parents, source region and home language. Tables are appended. (Contains 14 tables and 20 footnotes.)
- Published
- 2012
- Full Text
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24. Integration of Immigrants in OECD Countries: Do Policies Matter? OECD Economics Department Working Papers, No. 564
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Organisation for Economic Cooperation and Development, Causa, Orsetta, and Jean, Sebastien
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This working paper assesses the ease of immigrants' integration in OECD labour markets by estimating how an immigration background influences the probability of being active or employed and the expected hourly earnings, for given individual characteristics. Applying the same methodology to comparable data across twelve OECD countries, immigrants are shown to significantly lag behind natives in terms of employment and/or wages. The differences narrow as years since settlement elapse, especially as regards wages, reflecting progressive assimilation. Strong differences in immigrant-to-native gaps are also observed across countries, and the paper shows that they may, to a significant extent, be explained by differences in labour market policies, in particular unemployment benefits, the tax wedge and the minimum wage. In addition, immigrants are shown to be overrepresented among outsiders in the labour market and, as such, highly sensitive to the difference in employment protection legislation between temporary and permanent contracts. (Contains 36 footnotes, 1 figure and 10 tables.)
- Published
- 2007
- Full Text
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25. What Works in Migrant Education? A Review of Evidence and Policy Options. OECD Education Working Papers, No. 22
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Organisation for Economic Cooperation and Development and Nusche, Deborah
- Abstract
Education plays an essential role in preparing the children of immigrants for participation in the labour market and society. Giving these children opportunities to fully develop their potential is vital for future economic growth and social cohesion in OECD countries. But migrant students in most OECD countries tend to have lower education outcomes than their native peers. Extensive previous research has described the system level, school level and individual level factors that influence the education outcomes of migrant students. Building on such previous research, this paper looks at the ways in which "education policies" can influence these factors to help provide better educational opportunities for migrant students. (Contains 7 footnotes.) [This review was prepared for the OECD Thematic Review on Migrant Education. It was presented and discussed at the Second Meeting of the Group of National Experts on the Education of Migrants in Paris on 13-14 October 2008.]
- Published
- 2009
- Full Text
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26. Education and Labour Market Transitions in Young Adulthood. Culture, Tourism and the Centre for Education Statistics. Research Paper. Catalogue no. 81-595-M No. 075
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Statistics Canada, Culture, Tourism and the Centre for Education Statistics Division, Shaienks, Danielle, and Gluszynski, Tomasz
- Abstract
Young adulthood is filled with major life events and pursuing higher education is one of the most common transitions. It is also the time when many young adults enter the labour market, move out of their parents' household and begin family formation. These significant events affect each other and impact the rest of their lives. Given the significance of these life events and their potential long lasting effects, it is important to try to understand these transitions. However, given their complexities and intertwining nature, studying them requires unique sets of data, such as the Youth in Transition Survey (YITS). This data is longitudinal, where the same set of respondents is interviewed at set time intervals. As such, the YITS data base is ideal for studying life transitions through time. This report presents results from the five cycles of YITS. Descriptive in nature, this report looks at education, early labour market outcomes and family formation of these young adults. The report is structured in the following way. First, educational pathways are explored. Second, early transitions into the labour market are analyzed. Third, transitions associated with family formation are discussed. Finally, the report provides a summary of some key findings. Appended are: (1) What is the Youth in Transition Survey (YITS)?; and (2) Tables. A cumulative index is included. (Contains 15 tables, 8 charts, 1 endnote.)
- Published
- 2009
27. School Environment and Academic Persistence of Newcomer Students: The Roles of Teachers and Peers
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Nakhaie, Reza, Ramos, Howard, and Fakih, Fatimah
- Abstract
This paper explores the relationship between the social context of schools, measured in terms of perceptions of teacher support and students' openness to diversity, and the academic persistence of immigrant and refugee newcomer students. It investigates whether newcomer adolescents' academic persistence varies by the perceived supportiveness of school environments. Based on data collected from newcomer students in a medium-sized city in Canada, results show that immigrant and refugee youth display higher academic persistence when they perceive that their teachers support them and when their fellow students are receptive to diversity. Specifically, newcomer youth's educational success depends on a school environment that encourages diversity and inter-group relations and teachers who are supportive of students, encourage them, and believe in them. This study also shows that newcomer youth are more likely to academically persist in school when they perceive that their fellow schoolmates exhibit cultural humility or openness to diversity and thus are interested in knowing more about immigrants' country of origin, respect them, and interact with them. [This paper was presented at the Canadian Sociological Association Conference, May 2021.]
- Published
- 2022
28. Language Policy in Canada: Current Issues. A Selection of the Proceedings of the Papers Dealing with Language Policy Issues in Canada at the Conference 'Language Policy and Social Problems' (Curacao, Venezuela, December, 1983). Publication B-150.
- Author
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Laval Univ., Quebec (Quebec). International Center for Research on Bilingualism. and Cobarrubias, Juan
- Abstract
The papers related to Canadian language policy at an international conference are presented: "Language Policy in Canada: Current Issues" (Juan Cobarrubias); "Multiculturalism and Language Policy in Canada" (Jim Cummins, Harold Troper); "Defining Language Policy in a Nationalistic Milieu and in a Complex Industrialized Region: the Quebec Case" (Jean-Denis Gendron); "The Impact of Minority on Language Policy and the Impact of Language Policy on Minority in Quebec" (Don Cartwright); "Facts and Fancies in Language Education of Ethnocultural Minorities" (Bruce Bain); "Language Education for Northern Canadian Native Students: A Case Study of Fort Albany, Ontario" (Kelleen Toohey); and "Multiculturalism as De-acculturation" (Claudia Persi-Haines, Ian Pringle). (MSE)
- Published
- 1985
29. English as a Second Language for Adults. Discussion Paper 04/79.
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British Columbia Dept. of Education, Victoria. and Selman, Mary
- Abstract
Because of a growing community of non-English speakers in British Columbia, there is an urgent need for effective teaching programs in English as a Second Language (ESL). Non-English speakers frequently face educational deprivation, difficulty in using their skills and in finding employment, dependency on government assistance, and, if children, disadvantages in entering the school system. ESL services have been provided on an ad hoc basis. ESL services should be expanded and equitably distributed to meet identified needs. Each institution that offers ESL programs should have a core of full-time, trained instructors. Pre- and in-service training including adult education and community practice should be available for teachers in the public and private sectors. A special ESL curriculum should address individualized instruction and independent learners. Outreach programs such as industrial English and Open Learning Institute distance programs should be developed to improve access. A central resource center should provide for the development and exchange of information and materials, and for pre- and in-service training. Funds should be provided to meet the full costs of adult ESL programs in colleges and school districts, including costs of identifying needs, developing programs and curricula, instruction, assessment, support services, and evaluation. Discussions and data related to specific recommendations in these areas are provided. (Author/AYC)
- Published
- 1979
30. Socio-political Concerns of ESL in Canada: A Discussion Paper.
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Sauve, Virginia
- Abstract
Defines literacy needs of immigrants in Canada, using personal stories to illustrate the destructive effect literacy problems have on people perceived to lack literacy skills. Questions are raised about implications for Canadian society as a whole and about the effectiveness of its English-as-a-Second-Language programs. (LB)
- Published
- 1990
31. Towards a Transcultural Perspective on Mothering and Learning from Chinese Immigrant Mothers in Canada
- Author
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Zhu, Yidan
- Abstract
Drawing on theories from transcultural theory, I examined Chinese immigrant mothers' transcultural perspectives on mothering and learning. Recent adult educational studies contain limited research on the effects of cultural influence on mothering and learning by immigrant mothers from their perspective. Based on 30 semi-structured interviews among Chinese immigrant mothers in Canada, this study revealed there are not only interactions between the fluid cultural values and the understanding of mothering and learning by immigrant mothers, but also race, gender, and class relations behind Chinese immigrant mothers' mothering and learning practice. This paper contributes to a better understanding of cultural influence on Chinese immigrant mothers' learning and mothering practice. The findings help foster adult educational programs for immigrant mothers in multicultural societies. [For full proceedings, see ED628982.]
- Published
- 2022
32. Education and Immigrant Integration in the United States and Canada. Proceedings of a Conference sponsored by the Division of United States Studies and the Canada Institute, Woodrow Wilson International Center for Scholars, and The Migration Policy Institute (April 25, 2005)
- Author
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Woodrow Wilson International Center for Scholars, Washington, DC., Strum, Philippa, and Biette, David
- Abstract
The Conference proceedings include an Introduction by Demetrios Papademetriou. Two panels presented speakers as follows: Panel I: Elementary and Secondary (K-12) Education: (1) Immigrant Integration and "Bilingual" Education (Alec Ian Gershberg); (2) Absent Policies: Canadian Strategies for the Education and Integration of Immigrant Children and Youth (Fariborz Birjandian); (3) Commentary: Policies in the United States (Margaret McHugh); (4) Commentary: Policies in Canada (Charles Ungerleider). Panel II: Adult Literacy and Workforce Training: (5) Adult Literacy and Workforce Training in the United States (Heide Spruck Wrigley); (6) The Role of Colleges in Integrating Internationally Trained Immigrants (Sabra Desai); (7) Commentary: Policies in the United States (B. Lindsay Lowell); (8) Commentary: Policies in Canada (Howard Duncan). The Keynote Address: Immigration and Diversity in Ontario (Dr. Marie Bountrogianni). [These proceedings also produced by Migration Policy Institute.]
- Published
- 2005
33. Report of Citizenship Education Symposium, University of British Columbia (Vancouver, British Columbia, August 17-18, 1982). Occasional Papers in Continuing Education, Number 23.
- Author
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British Columbia Univ., Vancouver. Center for Continuing Education. and Brooke, Paula
- Abstract
This report contains a summary and six papers from a symposium to examine and define citizenship education for adults and to consider the curriculum implications for adult basic education, English as a second language, and adult special education. The summary report gives an overview of symposium activities and discussions, with particular emphasis on consensus concerning a definition of citizenship education, and the closing comments from three participants synthesizing the symposium themes. In the first paper, adult education activities in the field of citizenship are summarized under four headings: citizenship education and the immigrant, citizenship education for the general population, national and community development, and communications between French and English Canadians. The purposes of citizenship education are considered in the next presentation. The third paper provides a definition of citizenship education. Citizenship education in the context of immigrant education is commented on in the fourth paper with a special focus on religious education. The fifth presentation offers an argument against nationally focused citizenship education. Further definitions of citizenship education in Canada are discussed in the final paper. (YLB)
- Published
- 1983
34. Public Libraries Section. Libraries Serving the General Public Division. Papers.
- Author
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International Federation of Library Associations, The Hague (Netherlands).
- Abstract
Papers on the impact of information technology on library services and the provision of library services to ethnic and linguistic minorities which were presented at the 1982 International Federation of Library Associations (IFLA) conference include: (1) "The Challenge of Electronic Technologies to the Information Society: A Call for Policy-Planning in the Library Field" by Alex Eisenberg (Denmark), which discusses the adjustment to new information technology required of the library profession, the principle of free services for all users regardless of type of information medium, and the role of libraries in the national and international information society; (2) "Multitype Library Cooperation in Illinois, USA," a description by Eva R. Brown (United States) of the development and services of the Illinois Library and Information Network (ILLINET); (3) "Library Services to Ethno-Cultural Minorities: Philosophical and Social Basis and Professional Implications," a discussion by Leonard Wertheimer (Canada) of heterogeneous societies and appropriate library services for immigrants and migrant workers; (4) "Networks: A General Principle of Library Development" by Gotthard Ruckl (German Democratic Republic), which lists fundamental aspects of public library networks in East Germany; and (5) reports of the IFLA Working Group on the Impact of Information Technology Upon Libraries Serving the General Public and the IFLA Working Group on Library Service to Ethnic and Linguistic Minorities. (ESR)
- Published
- 1982
35. The Provision of English as a Second Language (E.S.L.) Training to Adult Newcomers: Six Principles toward a National Policy. Position Paper.
- Author
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TESL Canada.
- Abstract
Recommendations of a 1980 symposium on English as a second language (ESL) programs for Southeast Asian adult refugees and immigrants in Canada are discussed, along with six principles toward a Canadian policy for providing ESL training to this population. Ten major points of the 53 recommendations of a position papers of Teachers of English to Speakers of Other Languages (TESL) Canada are presented, along with a brief introduction to TESL Canada and background information to the TESL Canada position paper. It is recommended that language training be recognized as the key factor in immigrant integration and should be made explicit through new federal language-training policy that integrates social and employment rationales. A two-stage post-arrival model is also advocated that would involve a full-time, 3-month (300-hour) reception program combining survival English with native-language orientation services, as well as occupational assessment and career counseling. It is recommended that the new Canadian language-training policy should adhere to six basic principles set out by TESL Canada: accessibility to ESL training, flexibility and sufficiency, coordination, support for settlement services, Canadian content in the ESL Program, and the key role of the ESL profession. Appendices include: a 1981-1982 TESL Canada Directory, a list of recommendations from the 1981 Greater Toronto Southeast Asian Refugee Task Force Report, a summary of recommendations to the federal government, and a bibliography. (SW)
- Published
- 1981
36. Legislating What Matters: How Policy Designs Shape Two New Immigrant Destinations Schools' Responses to Immigrant Students
- Author
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Brezicha, Kristina F.
- Abstract
This comparative case study examines the policies of two new immigrant destinations in the United States and Canada that in the past 20 years experienced a rapid influx of immigrants. Using an integrated framework of policy design theory and the context of reception, this paper analyzes the framing of immigrant students in the state, district, and school-level policies. Interviews with immigrant students in these communities show how these policies shaped their schooling experiences and communicated important messages to them about their role in their new communities, thus shaping their political identities. The findings highlight the important interplay of these different policymakers in shaping the contexts of receptions students encountered. The paper concludes by discussing educators' role in working to craft more equitable policies.
- Published
- 2022
37. Issues Related to Serving the Arabic-Speaking Population in Diaspora Space with a Focus on North America
- Author
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Khamis, Reem and Marzouqah, Reeman
- Abstract
The purpose of this paper is to report on the state of both professional licensure and the practice of speech language therapy in the diaspora spaces of the United States and Canada. Additionally, this paper discusses best practices for collaborating with, providing care to, and facilitating professional growth among the Arab diaspora. We begin by examining the practical contexts of professional certification in speech-language therapy in the US and Canada, particularly for bilinguals and Arab clinicians followed by a discussion of the challenges in care provision unique to Arabs in the diaspora. The paper is framed around these substantial differences in providing care to Arabs living in the Arab world, as opposed to those living in the diaspora; this is in order to encourage clinicians to consider social factors in the provision of a culturally responsive practice. These discussions exemplify how different contexts require clinicians to expand their practice beyond the positivist, raciolinguistic based assessment and intervention approaches exemplified in biomedical fields. Such outlooks are primarily focused on the biological bases of communication disorders and therefore overlook and/or pathologize both their sociocultural backgrounds and their interaction with communication differences and disabilities. In reality, these reflections are critical to designing effective assessments and interventions in clinical care in Speech, Language, and Hearing Sciences. [The page range cited (pp. 130-197) on the .pdf is incorrect. The correct page range is pp. 129-198.]
- Published
- 2022
38. Italians in Canada. Occasional Papers on Ethnic and Immigration Studies, No. 78-1.
- Author
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Ontario Multicultural History Society, Toronto. and Harney, Robert F.
- Abstract
Examined in this paper is the relationship between the early reconnaissance and arrival of individual Italians and the great flow of migration into Canada by the Italians at the turn of the century. Taken into consideration are the Italian origins of some early Canadian heroes and the degree of their "Italianita." Differences between these individuals and the less notable Italian settlers and soldiers who set many of the patterns that were important in the later mass migration are pointed out. Lapses in the immigration of Italians to Canada are described from a historical perspective. Occupations and trades characteristic of the Italian immigrants and their influences on Canadian enterprise and society are discussed. Problems of stereotyping and discriminatory attitudes experienced by the immigrants are also discussed from both sociological and historical viewpoints. In addition, references are made to the on again/off again relationship that existed between the Canadian government and the immigrants at different points in history. Considerable attention is given to the ways the "new immigrants" were at the heart of the organization and full industrialization of Canada. (EB)
- Published
- 1978
39. Implications for Working with New Canadians. TEAL Occasional Papers, Vol. 2, 1978.
- Author
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British Columbia Association of Teachers of English as an Additional Language, Vancouver. and Marshall, Diane
- Abstract
General implications for counseling Asian immigrant women were sought through individual and group counseling at King Edward Campus of Vancouver Community College. The campus is the base for the centralized English as a second language program for new Canadian adults in British Columbia. The research focused in part on nine women who were tested and interviewed. Sociological and psychological dynamics that counselors and teachers should understand include the minority group status of the immigrant, difficulties in understanding a new culture, severe economic stress, unfamiliarity with democratic processes, Asian "identity" versus North American "identity" constructs, culturally influenced social relationship patterns and roles of women, and the acceptability of expressing feelings in Asian culture. Nine implications for counseling, which can be extended to the teaching relationship, are presented. (SW)
- Published
- 1978
40. First Language Literacy and Second Language Learning. TEAL Occasional Papers, Vol. 2, 1978.
- Author
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British Columbia Association of Teachers of English as an Additional Language, Vancouver. and Barnes, Bruce
- Abstract
Individual assessment of students of English as a second language is advocated. Based on a model used by Pearson, four language assessment areas are outlined: the semantic base in a first language, the syntax of the first language, the lexical items "shared" by the two languages, and the number and complexity of the phonemic elements in the target language that are lacking in the student's first language. Additionally, literacy in the first language should be assessed. These areas of consideration are most important for students who are "under-educated." Statistics on educational levels attained by British Columbia adults and by immigrants are presented. The large numbers of under-educated speakers of English as a second language indicates the need for assessment of students in the four language areas before specific decisions are made regarding instruction. (SW)
- Published
- 1978
41. Immigrant Children and B.C. Schools. TEAL Occasional Papers, Vol. 1, 1977.
- Author
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British Columbia Association of Teachers of English as an Additional Language, Vancouver. and Ashworth, Mary
- Abstract
During the early seventies, the number and ethnic origin of immigrants to British Columbia has changed to such an extent that the B.C. school system has felt the effect. Teachers in the elementary grades increasingly were faced with students who lacked fluency in the language of instruction. When it was discovered that a third of the students under the supervision of the Vancouver School Board spoke English as a second language (ESL), funds were made available to double the existing ESL program. This included increasing programs for training teachers of ESL. The quality and quantity of summer programs for ESL children were increased, as were programs to assist parents and children in adjusting to a new culture. In addition, teachers are seeking information on the cultural backgrounds of immigrant children. It is suggested that the Department of Education could assist school districts by providing expertise in the area of program and curriculum development, and by coordinating ESL and orientation programs for immigrants and their families. (AM)
- Published
- 1977
42. E.S.L.: A Community-Based Program. TEAL Occasional Papers, Vol.1, 1977.
- Author
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British Columbia Association of Teachers of English as an Additional Language, Vancouver., Selman, Mary, and Blackwell, Margaret
- Abstract
A community-based program for adults learning English as a second language has been carried out by Vancouver Community College in British Columbia. The program, known as Neighborhood English Classes of the college, offers classes at accessible locations in the community to serve immigrants who are unable or unwilling to attend the intensive program at King Edward Campus or its night centers. Three distinct types of classes are offered: classes for seniors, adult evening classes, and the "moms and tots" classes. The origins and development of the program are discussed. Based on a survey of students, information is provided on the following characteristics: education, language and cultural background, length of residence Canada, social role responsibilities, and personal characteristics. Special demands of the teaching situation are outlined. Monthly teacher workshops are held to develop good morale and growth in the quality of the program. Teaching techniques and content selections appropriate for the students are discussed. (SW)
- Published
- 1977
43. Social-Economic Life and Compulsory Education. Conference Papers for the 8th Session of the International Standing Conference for the History of Education (Parma, Italy, September 3-6, 1986). Volume III.
- Author
-
Parma Univ. (Italy). Centro Italiano per la Ricerca Storico-Educativa. and Genovesi, Giovanni
- Abstract
Socioeconomic life is the theme of this third of four volumes on the history of compulsory education among the nations of Europe and the western hemisphere. Of the document's 18 articles, 15 are written in English and 3 are written in French. Most selections offer summaries; one of the three articles written in French provides a resume in English. Bibliographies accompany many articles. Titles and authors are as follows: "Mentalites et Experiences Sociales: Les Conditions Socio-Historiques de la Scolarisation Obligatoire en Europe" (Wolfgang Schmale); "Compulsory Schooling and Ethnic Acculturation in Alberta: A Case Study--1890s-1920s" (Nick Kach and Kasper Mazurek); "Attitudes to the Elementary Schools System among Copenhagen Working-Class Parents (1870-c.1900). Description of a Research Project" (Ning de Coninck-Smith); "The Introducation and Enforcement of Compulsory School Attendance in 19th Century Prussia" (Hans-Jurgen Apel); "Compulsory Education for German Immigrant Children in the United States of America during the Second Half of the Nineteenth Century: The Case of Rural Wisconsin" (Juliane Jacobi-Dittrich); "Le Recensement des Conscrits, le Reglement du Travail dans l'Industrie du Tabac et la Scolarite Obligatoire dans la Ville Hanseatique de Breme de 1841 a 1844" (Wiltrud Ulrich Drechsel and Franck Neumann); "A Social-Historical Approach Toward Mass Education in the Early 19th Century" (Klaus Wiese); "The Diminished Role of Formal Education in National Socialist Germany" (Geoffrey J. Giles); "Policy in Practice: Families and the Introduction of Compulsory Schooling in Essex Textile Districts" (Grace Belfiore); "Notes for a Pattern of Analysis of Compulsory Education in Latin America during the Nineteenth Century" (Gabriela Ossenbach-Sauter); "The Compulsory Education and the Mexican Revolution (1910-1924)" (Renate Marsiske); "Historical Context of Compulsory Education in Poland" (Jan Hellwig); "Social and Economic Aspects of Introducing Compulsory Education in the Czech Lands" (Dagmar Capkova); "The Political, Social and Economic Situation of Poland and Compulsory Education (to 1918)" (Lech Mokrzecki); "L'Obligation Scolaire au Portugal pendant la Premiere Moitie du XXe Siecle" (Aurea Adao); "Compulsory Schooling and Social Revolution in Spain 1936-1937: Considerations Concerning the Libertarian Position" (Pere Sola);"Compulsory Education and Child Labor in Spain in the Early 20th Century (Madrid, 1900-1920)" (Alejandro Tiana Ferrer); and "The Compulsory Curriculum in Industrial America: Connections Between Past and Present" (Thomas A. Mulkeen). (CJH)
- Published
- 1986
44. Leadership Education for English Language Learners as Transformative Pedagogy
- Author
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Gagné, Antoinette and Soto Gordon, Stephanie
- Abstract
This qualitative case study investigates the transformative power of a leadership course designed for immigrant secondary school students learning English as an additional language with a social justice orientation. Course projects allowed the students to get involved in tutoring, present at a conference on intercultural education, deliver equity presentations and role model presentation skills for their peers by discussing topics such as Canadian culture, showcase their talents from their L1 cultures and give advice on how to integrate into the school and to lead activities to create school spirit by sharing music from their culture, running a "thank your teacher" campaign, or taking the lead with an international humanitarian cause. The teacher's plans and notes, course assignments, video footage of students presenting a conference workshop and monthly feedback forms were the data that allowed us to understand how transformative pedagogy was enacted by the teacher and experienced by the students in one Canadian secondary school with a very diverse student population.
- Published
- 2015
- Full Text
- View/download PDF
45. Exploring Transformative Learning among Chinese Immigrant Mothers in Canada and the US during the COVID-19
- Author
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Zhu, Yidan and Niu, Yuanlu
- Abstract
The purpose of this study is to explore the experience of Chinese immigrant mothers in Canada and the US overcoming the challenges through adult learning during the COVID-19 pandemic. Transformative learning theory is utilized as a theoretical framework. Transformative learning, as an important component of adult learning theory, emphasizes the expansion of consciousness through which an individual can critically reflect on their personal experiences and feelings (Mezirow, 2009). Based on this theoretical framework, we aim to understand how Chinese immigrant mothers as adult learners experience the pandemic and learn mothering during these uncertainties and at the same time, reorient their self-consciousness and self-directed learning skills in the new normal. Adopting qualitative research, we have conducted 50 semi-structured interviews among Chinese immigrant mothers in Canada and United States. This study reveals that Chinese immigrant mothers are increasingly marginalized as a result of the global pandemic and capitalism, which accelerate their motivations for enhancing their self-consciousness and self-directed learning. [For the full proceedings, see ED625421.]
- Published
- 2021
46. Commission for International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE). Proceedings of the 2021 International Pre-Conference (70th, Miramar Beach, Florida, October 4-5, 2021)
- Author
-
American Association for Adult and Continuing Education (AAACE), Commission for International Adult Education (CIAE) and Griswold, Wendy
- Abstract
The Commission on International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE) provides a forum for the discussion of international issues related to adult education in general, as well as adult education in various countries around the globe. These "Proceedings" are from the Commission of International Adult Education's (CIAE) 2021 International Pre-Conference. This year's "Proceedings" contain 17 papers from 37 authors, representing CIAE's usual diversity of authors and topics. Researcher and research sites include Belgium, Belize, Burkina Faso, Canada, China, Germany, Ghana, Italy, Nigeria, Norway, Serbia, and the United States. Not surprisingly, a major theme explored is the impact of COVID-19 on learners in a variety of settings, including school teachers, communities, parents, and higher education. A second major theme concerns digital resources and addressing the digital divide. Some papers address practices and research methods that enhance adult learning and others explore professional development, workplace learning, and cultural aspects of learning. [Individual papers are indexed in ERIC.]
- Published
- 2021
47. Sociotechnical Structures, Materialist Semiotics, and Online Language Learning
- Author
-
Darvin, Ron
- Abstract
Based on a study of the digital literacy practices of immigrant Filipino students in Vancouver, this paper focuses on how learners with unequal access to resources engage with different tools to locate information and find opportunities for language learning online. Data was collected through interviews and observations of participants as they used YouTube, Google Search, and Google Translate to decode unfamiliar words and find resources for learning. Framed through a materialist semiotic lens, this study examined how the students negotiated their resources on these platforms to achieve different intentions. Findings show that the way learners navigate these spaces can vary based on the devices they use (laptop vs. mobile phone), the user interface (browser vs. app), and the orientation they choose (landscape vs. portrait). The material dimensions of the screen determine the arrangement of semiotic forms, and varying configurations of devices, interfaces, and orientations shape the information made available to the learner and the digital literacy practices of scrolling, clicking, and shifting tabs. Recognizing how the online environment of a platform can shift across these layers of mediation, this paper conceptualizes the linguistic and semiotic forms that constitute design as sociotechnical structures which provide various learning affordances and constraints.
- Published
- 2023
48. Aligning Language Frameworks: An Example with the CLB and CEFR
- Author
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North, Brian and Piccardo, Enrica
- Abstract
This paper presents a methodology for directly aligning 'can do' frameworks to each other. The methodology, inspired by the manual for relating examinations to the "Common European Framework of Reference for Languages: Learning, teaching, assessment" (CEFR) (Council of Europe, 2009) and Kane's (2004, 2013) interpretative argument, takes account of both the horizontal dimension (content analysis) and the vertical dimension (benchmarking with Multifaceted Rasch Modelling -- MFRM). The paper exemplifies the application of the methodology by introducing the research conducted to align the "Canadian Language Benchmarks" (CLB)/"Niveaux de compétence linguistique canadiens" (NCLC) to the CEFR, presenting the resulting alignment, and discussing the rationale for the choices made.
- Published
- 2023
- Full Text
- View/download PDF
49. Decolonial Love as a Pedagogy of Care for Black Immigrant Post-Secondary Students
- Author
-
Alana Butler
- Abstract
This paper explores 'decolonial love' as a pedagogy of care among 16 first generation Black immigrants enrolled in predominantly White four- year colleges in the United States and Canada. The term 'decolonial love' and extensions of this original conceptualization focus on radical self-love and resistance to colonial oppression. Scholars have also connected decolonial love with Black liberation movements. Through a narrative analysis of the Black immigrant student experiences in university, this article uses a decolonial and intersectional approach to explore how higher educational institutions can embrace a radical decolonial praxis. This approach affirms and supports Black identities in a climate of anti-Black racism. The paper will discuss implications for institutions and educators whose aim it is to decolonize their teaching practices.
- Published
- 2023
- Full Text
- View/download PDF
50. Doing Migration in Adulthood: Learning to Engage with the Canadian Experience Discourse
- Author
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Michael Bernhard
- Abstract
Among the well-documented challenges faced by newcomers to Canada is the possession of Canadian experience (CE) as a prerequisite for successful entry into the labour market. Building on discussions that highlight the exclusionary functions of the CE discourse, this paper employs Dewey's concept of active and passive experience and applies a doing migration framework in order to study how individuals interact with this discourse. Empirically, this paper draws on narrative interviews conducted with individuals with tertiary education who moved to Canada in adulthood. Using the documentary method, I identified three modes of engagement with CE discourse as replay and readjust, reset and move forward, and research and pro-act. Results illuminate the various forms of engagement, highlighting active, passive, and relational dimensions of doing migration. Concluding, I argue that such relational perspective has implications for adult education and the approaches taken to support individuals as they settle into life in Canada, as well as for theoretical perspectives on learning.
- Published
- 2023
- Full Text
- View/download PDF
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