National Adult Literacy Database

Report on a Series of Community Knowledge-Exchange Meetings

Series: Community Outreach Initiative Reports

Authors: Jeff Meaney, Adult Learning Knowledge Centre (AdLKC), Canadian Council on Learning (CCL)

Collection: Research Materials

The report grew out of consultations held during the first six months of 2008 in Atlantic Canada. Immigrants were asked to discuss their experiences with adult learning since coming to Canada.

All participants identified the need for learning English in order to be integrated into Canadian society. In particular, they noted that a lack of ability to speak conversational English slowed their progress in making friends and participating in the workplace. They emphasized the need for better access to language classes.

As well, participants spoke of the need to learn more about Canadian culture and community. They pointed to the challenge of understanding how institutions like the courts, the health-care system and schools operate. They discussed employment challenges that ranged from simple job-search techniques to the tax implications of starting a business.

The authors recommend advancing adult immigrant education by supporting community groups, funding additional language training and backing workplace mentorship programs.

Added: 2010-02-10

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Lessons in Learning – September 23, 2009

Series: Lessons in Learning

Authors: Canadian Council on Learning (CCL)

Collection: Research Materials

The authors of this document discuss some of the findings of a study commissioned by the Canadian Council on Learning (CCL) and Citizenship and Immigration Canada to examine the academic performance of young immigrants whose first language is neither English nor French.

The study, which focused on young people living in Toronto, Montreal and Vancouver, showed large differences among different groups of immigrants. For example, Chinese-speaking immigrant youth tend to do as well or better than Canadian-born youth in measures of academic success while Spanish-, Creole- or Vietnamese-speaking immigrant students were shown to perform well below their Canadian-born counterparts.

The authors point to the importance of strong literacy skills in achieving academic success and call for a flexible, varied approach to helping new Canadians learn English or French.

They also reviewed literature about instructional strategies for teaching literacy skills to immigrants. Based on their findings, they recommend cooperative reading, systematic phonics instruction, multimedia-assisted reading techniques and structured writing as useful strategies.

Added: 2012-02-10

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See also:

• Stratégies de littératie efficaces à l’intention des élèves immigrants

Lessons in Learning – May 17, 2007

Series: Lessons in Learning

Authors: Canadian Council on Learning (CCL)

Collection: Research Materials

In Canada, French-English bilingualism carries economic and cultural benefits. As well, studies have shown that bilingualism offers cognitive benefits.

French immersion is one of several French as a Second Language (FSL) program options available in elementary and secondary schools across Canada. Immersion programs vary according to the age of first French instruction, and the intensity of French instruction.

Overall, French immersion appears to be an effective approach to fostering French–English bilingualism among young Anglophone Canadians, the authors of this paper say. Students graduate from immersion programs with strong French-language skills and show above-average achievement in English literacy, and in math and science.

But while French immersion is clearly a successful program, current participation rates indicate that immersion education is not sufficiently widespread to increase substantially the rates of French–English bilingualism among Canadians.

A number of factors must be addressed before substantial expansion in immersion programs is likely to occur. Among the factors the authors cite are a shortage of qualified French-immersion teachers in most provinces; high attrition rates, particularly after Grade 8; and low participation rates among immigrant students.

Added: 2013-01-31

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See also:

• L'enseignement en immersion française au Canada

Series: The Conference Board of Canada Publications

Authors: The Conference Board of Canada

Collection: Research Materials

This case study by The Conference Board of Canada (http://www.conferenceboard.ca) looks at the Bank of Canada's Second Language Learning Café. The Café was developed in-house by the Bank as a personal computer support mechanism to solve a major second-language training challenge. It includes a comprehensive series of work-related language exercises for both English and French as second languages. This case study offers an overview of the program and looks at its objectives, target groups, activities, resources, innovations, barriers and outcomes, as well as its use as a model for other businesses.

Added: 2008-11-19

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QLWG Essential Life Skills - Unit 11

Series: QLWG Skills for Life Series

Authors: Vicki-Ann Huegli

Collection: Learning Materials

Competency-based learning meets the needs of all learners. It is important to keep in mind, however, that all learners are different. In order to address the needs and interests of all learners, the units in this publication have been divided by Essential Life Skills and Individual Life Skills.

Essential Life Skills are important for everyone, while Individual Life Skills address the needs and interests of different learners. Once learners have completed the “Essential” units, they may choose a unit that is applicable to their interests and lifestyle.

Added: 2009-09-23

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Lessons in Learning – October 16, 2008

Series: Lessons in Learning

Authors: Canadian Council on Learning (CCL)

Collection: Research Materials

Research has shown that being bilingual confers many cognitive benefits, including diminishing the effects of aging on the brain. In Canada, being able to function in both English and French can also have economic benefits.

The authors of this document note that although most Canadian children are taught French or English as a second language in school, these lessons often do not result in bilingualism. As well, many Anglophone students who do succeed in becoming bilingual feel that their French as a Second Language (FSL) skills deteriorate quickly when not used regularly.

The authors offer a number of suggestions for maintaining the bilingualism advantage, including continuing French instruction during postsecondary education; taking part in exchange programs; building relationships with people who speak French; and listening to the radio, watching television, and reading in the second language daily.

Added: 2012-06-07

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See also:

• Do you speak English? Les avantages du bilinguisme au Canada

Final Report

Authors: Canadian Labour and Business Centre

Collection: Research Materials

This is a report on a development project conducted by the Canadian Labour and Business Centre relating to Citizenship and Immigration Canada's (CIC) Enhanced Language Training initiative. This initiative falls under CIC's Immigrant Settlement and Adaptation Program and aims to provide high-level or job-specific language training to immigrants.

The project presented here had three objectives:
1 - To identify, understand, and analyze the needs, barriers, and challenges facing sector councils, business, and labour with respect to occupation-specific language training;
2 - To identify models, best practices, and approaches in delivering both occupation-specific language training and Canadian work experience programs that illustrate how some industry needs are already being met effectively.
3 - To work in partnership with workplace stakeholders to identify key considerations for developing realistic, practical, and valid approaches to occupation-specific language training.

This report includes the following:
- Executive summary
- Methodology
- Scope and understanding
- Background and analysis
- Findings
- Some promising practices
- Conclusions

Added: 2008-07-08

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See also:

• Pour une meilleure compréhension des besoins et défis du patronat, des syndicats et des conseils sectoriels concernant les cours de langue de niveau avancé