A comprehensive guide to all the services and programs offered by the Edmonton Newcomer Centre (formerly called the Edmonton Mennonite Centre for Newcomers) as of Spring 2024. A comprehensive guide to all the services and programs offered by the Edmonton Newcomer Centre (formerly called the Edmonton Mennonite Centre for Newcomers) as of Spring 2024.
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The YYC Airport Services for TFWs Program launched on October 1, 2022, to be the first point of contact for TFWs and other migrant workers arriving at Calgary’s International Airport before destining to their place of employment. The program utilized a service delivery model that focused on airport reception, client outreach, and parternship development. This report provides a summary of project activities and evaluative findings gathered from October 1, 2022 – March 31, 2024. The YYC Airport Services for TFWs Program launched on October 1, 2022, to be the first point of contact for TFWs and other migrant workers arriving at Calgary’s International Airport before destining to their place of employment. The program utilized a service delivery model that focused on airport reception, client outreach, and parternship development. This report provides a summary of project activities and evaluative findings gathered from October 1, 2022 – March 31, 2024.
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The Prairie Community Supports for Temporary Foreign Workers (TFW) Program launched October 1, 2022, and is the continuation of the TFW Prairie Region Support Project. The program goal is to deliver a coordinated and collaborative approach to support migrant workers/TFWs across the Prairie Provinces. This report provides a summary of evaluative findings for this program from October 1, 2022 to March 31, 2024. The Prairie Community Supports for Temporary Foreign Workers (TFW) Program launched October 1, 2022, and is the continuation of the TFW Prairie Region Support Project. The program goal is to deliver a coordinated and collaborative approach to support migrant workers/TFWs across the Prairie Provinces. This report provides a summary of evaluative findings for this program from October 1, 2022 to March 31, 2024.
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The 2024 updated program logic model for the Edmonton Multicultural Coalition Association’s All Together Now Program. The 2024 updated program logic model for the Edmonton Multicultural Coalition Association’s All Together Now Program.
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The Theory of Change for the All Together Now Program of the Edmonton Multicultural Coalition Association (EMCA). The aim of the program is to empower community leaders (called ‘animators’) from racialized and culturally diverse communities to help develop and strengthen the community. EMCA hopes to build bridges between community members, animators and mainstream stakeholders in the immigrant serving sector. The Theory of Change for the All Together Now Program of the Edmonton Multicultural Coalition Association (EMCA). The aim of the program is to empower community leaders (called ‘animators’) from racialized and culturally diverse communities to help develop and strengthen the community. EMCA hopes to build bridges between community members, animators and mainstream stakeholders in the immigrant serving sector.
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The purpose of this chapter is to discuss continuing professional development (CPD) for Teaching English to Speakers of Other Languages (TESOL) instructors in the Language Instruction for Newcomers to Canada (LINC) programme in the province of Alberta, Canada. LINC is a federally funded, tuition-free, basic English language training programme for beginner to intermediate adult learners that is designed to facilitate immigrants’ integration into Canadian society. The Teachers of English as a Second Language (TESL) Canada Federation and provincial professional associations such as the Alberta Teachers of English as a Second Language (ATESL) also organize professional development (PD) activities (e.g., conferences, workshops, webinars). However, these PD activities are typically one-shot events where the learning facilitator determines the learning objectives, but these objectives may not necessarily align with individual instructors’ CPD needs. Over the past decade, groups of LINC instructors with diverse teaching experiences have been participating in researcher-supported professional reading groups as an additional form of informal, situated CPD in Alberta. The group members regularly select and read peer-reviewed articles and meet to discuss articles during unpaid time as a way to address their shared, current CPD needs and goals. They also complete researcher-designed questionnaires and participate in focus group interviews that ask them to reflect on and document the impact that the information in the articles and group discussions had on their professional practices. In these groups, the members reflect on their own practices, and combine one another’s knowledge and experience with the information in the articles to co-create innovative, research-informed solutions to their classroom issues. The purpose of this chapter is to discuss continuing professional development (CPD) for Teaching English to Speakers of Other Languages (TESOL) instructors in the Language Instruction for Newcomers to Canada (LINC) programme in the province of Alberta, Canada. LINC is a federally funded, tuition-free, basic English language training programme for beginner to intermediate adult learners that is designed to facilitate immigrants’ integration into Canadian society. The Teachers of English as a Second Language (TESL) Canada Federation and provincial professional associations such as the Alberta Teachers of English as a Second Language (ATESL) also organize professional development (PD) activities (e.g., conferences, workshops, webinars). However, these PD activities are typically one-shot events where the learning facilitator determines the learning objectives, but these objectives may not necessarily align with individual instructors’ CPD needs. Over the past decade, groups of LINC instructors with diverse teaching experiences have been participating in researcher-supported professional reading groups as an additional form of informal, situated CPD in Alberta. The group members regularly select and read peer-reviewed articles and meet to discuss articles during unpaid time as a way to address their shared, current CPD needs and goals. They also complete researcher-designed questionnaires and participate in focus group interviews that ask them to reflect on and document the impact that the information in the articles and group discussions had on their professional practices. In these groups, the members reflect on their own practices, and combine one another’s knowledge and experience with the information in the articles to co-create innovative, research-informed solutions to their classroom issues.
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An overview of the new Integrated Services Delivery Model (ISDM) for the Calgary Bridge Foundation for Youth (CBFY). IDSM coordinates services from the Connect Team, the Bridge Link Team, and the NEST Teams. An overview of the new Integrated Services Delivery Model (ISDM) for the Calgary Bridge Foundation for Youth (CBFY). IDSM coordinates services from the Connect Team, the Bridge Link Team, and the NEST Teams.
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A comprehensive guide of community resources, services and programs in Leduc County (i.e. Leduc, Calmar, Warburg, Thorsby), Alberta. A comprehensive guide of community resources, services and programs in Leduc County (i.e. Leduc, Calmar, Warburg, Thorsby), Alberta.
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This learning note identifies provides a brief overview of the how compounding vulnerabilities and responisbilities shape the experiences of newcomer women throughout the settlement journey. It offers key considerations for designing inclusive and effective programs to support the diverse experiences of newcomer women in Canada. This learning note identifies provides a brief overview of the how compounding vulnerabilities and responisbilities shape the experiences of newcomer women throughout the settlement journey. It offers key considerations for designing inclusive and effective programs to support the diverse experiences of newcomer women in Canada.
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This learning note identifies key insights and challenges that newcomers experience in relation to their mental health and provides recommendations for how programs and services can support the mental health of newcomers in Canada. This learning note identifies key insights and challenges that newcomers experience in relation to their mental health and provides recommendations for how programs and services can support the mental health of newcomers in Canada.
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