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This study analyzes the costs of instructing new Canadians -- those students identified as learning English as a second or special language on a regular basis -- as of January 12, 1968. All teachers involved with teaching new Canadians were asked to give their salary levels and to list all their students by name, birthdate, mother tongue, estimate of English language skill, and the number of hours of instruction received per week according to group. The data is presented under (1) demographic analysis -- hours of instruction received by pupils, (2) cost analysis procedures -- teachers' salaries and costs of special English instruction, and (3) observations and conclusions -- citywide average hours and costs of instruction. The study found that a total of 77 public schools and 18 secondary schools had made special provisions of some kind for their new Canadian population. The author observes that even in schools where extensive provisions were being made there was some informal expression of a wish that more English could be taught to more children; and he suggests that these feelings may reflect the frustrating urgency of teaching a new culture and language to an increasing influx of new Canadians. (Author/JF)

This document summarizes the results of an open-ended questionnaire sent to teachers of English as a second language concerning the education of immigrant children newly arrived in Canada. Rather than in statistical form, the results are in the form of a general discussion of statements made by the teachers on various topics. Initial consideration is given to the educational attitudes, problems, and needs of the new Canadian child. The family and the school's role in helping the entire family are considered. Other general topics are current activities of the school day, placement procedures, the need for recognizing the differences in foreign cultures and educational systems, and the general situation in Canada. Three types of language programs are discussed. The appendix includes a sample of the questionnaire. (VM)

This document presents a comparative study of two approaches to English as a second language and cultural education for immigrant children recently arrived in Canada. Both approaches have the same basic philosophy that the child should learn language and culture together, at his own pace, stimulated by his curiosity and his growing awareness of similarities and differences between cultures and languages. The difference lies in the physical settings and the resulting degree of isolation from regular schools. The Main Street School is completely independent while the Regional Reception Centres operate in classrooms, usually portables, attached to regular schools. The technique for comparison was two-fold. Interviews were conducted with students who had been "graduated" from either of the programs. For the second part, the regular-school English teachers of the students interviewed completed a rating of the students in such areas as discipline, general adjustment, general performance level, and prediction of how far the student will go in his schooling. (VM)

An analysis of the number of non-English-speaking school age children in "reception areas" in Toronto, Canada, provides an approximate indication of the relative sizes of ethnic groups. A "reception area" is one in which the residents have not established patterns of permanent residence. Eight maps illustrating Italian, Portuguese, Greek, Chinese, Polish, Yugoslav, and multi-ethnic reception areas are included. The last map in this collection is of areas with few non-English-speaking students. (RL)

This is another of several multi-media packages on ethnic groups in Toronto that attempt to introduce Toronto teachers (especially those who teach English as a second language) to the cultures and societies from which their students came. An introduction to the multi-media package on Greece is given here. Sections included in the document are: Impressions of Greece; Climate, Geography, and People; Village Life: The Coffeehouse; "The Glory that was Greece..." and Modern History; and The People. A short bibliography is included followed by a listing of written materials and audio-visual aids to be used in the classroom. Related documents are: SO 004 347 and ED 066 384 and ED 067 332. (OPH)

The text of four papers read at the hearing of the Canadian Commission for the Community College, October 1969, are included in this report. Each paper is preceded by a short abstract, and the papers review the following topics: (1) the role of the community college in meeting community needs; (2) the philosophy and function of the community college and its relationship to other educational institutions; (3) systems of community college finance, with a critical look at grant systems; and (4) a definition of the community college, with a listing of the major problems and issues in the areas of philosophy, staff, students, programs, accreditation and articulation, governance, finance, and the future. (MC)