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Plurilingual and intercultural approaches within “language instruction for newcomers” in Ontario, Canada
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| 15.75 MB | Adobe PDF |
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Considering an increase in global migration and Canada’s increased role as a host country, it becomes more important to ensure adequate adult newcomers’ settlement and integration in a new social and language environment. Therefore, specialized English language education is expected to play a critical role in this process.
Newcomers’ language backgrounds and skills have changed significantly within the last decades. In addition, theoretical research suggests that plurilingual and intercultural approaches in English language learning can lead to multiple learning advantages. However, in Ontario, the Language Instruction for Newcomers to Canada’s (LINC) official English-only policy, alongside a typically monocultural approach to English language learning, remains in place.
This study examines the role of plurilingual and intercultural approaches in English learning classrooms with Language Instruction for newcomers to Ontario, Canada (LINC). Incorporating evidence from existing theoretical research, the focus group, semi-structured interviews, surveys and learning diaries, this mixed methods case study demonstrates that the proposed approaches can be implemented within the LINC educational environment while meeting the established program outcomes. The study also demonstrates that the proposed approaches lead to multiple learning benefits, such as high student engagement, intercultural competency development, and improved ICT skills. The analysis shows that it also leads to a change in perspective concerning the value of learners’ pre-existing experience and language skills, regardless of their cultural, educational and language backgrounds and literacy levels.