Please note, this is not an open access database or repository. We have focused on creating simple summaries of reports and articles that we have accessed through websites and academic journals, with a focus on key findings, so that even if a full report is not free to access you can reference it. When possible, we include a link to wherever the original document is hosted (which may or may not be open-access). If you come across a link that is no longer active, please let us know and we can update it. There are also some reports that will have been submitted directly to the project. In this case, these reports are uploaded directly with permission from the author or publisher. Any original documents found on this site are stored in Canada on our secure servers
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.
This publication has no Abstract to dispaly
Werklund School of Education research team at the University of Calgary facilitates 2-year anti-racism effort led by Brooks Composite High School students and administration. Werklund School of Education research team at the University of Calgary facilitates 2-year anti-racism effort led by Brooks Composite High School students and administration.
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Heritage language schools in Edmonton, AB are grassroots organizations that provide various services for newcomers, such as language classes, employment opportunities, community connections, and day care. 25 heritage language schools were studied during the COVID-19 pandemic, and results showed that the schools gave important support to temporary foreign workers (TFWs), combatted anti-Asian racism, and supported front-line workers. Heritage language schools in Edmonton, AB are grassroots organizations that provide various services for newcomers, such as language classes, employment opportunities, community connections, and day care. 25 heritage language schools were studied during the COVID-19 pandemic, and results showed that the schools gave important support to temporary foreign workers (TFWs), combatted anti-Asian racism, and supported front-line workers.
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This comprehensive report provides insights into the state of language training in Alberta, Manitoba, and Saskatchewan. The report is based on a survey of front-line workers in the newcomer-serving sector and identifies key areas that require further reflection and action to promote improved sector health. The report highlights the challenges faced by front-line staff in delivering language training and provides recommendations for addressing these challenges. The report is an essential resource for policymakers, service providers, and other stakeholders interested in improving the quality of language training services for newcomers in the PNT region. This comprehensive report provides insights into the state of language training in Alberta, Manitoba, and Saskatchewan. The report is based on a survey of front-line workers in the newcomer-serving sector and identifies key areas that require further reflection and action to promote improved sector health. The report highlights the challenges faced by front-line staff in delivering language training and provides recommendations for addressing these challenges. The report is an essential resource for policymakers, service providers, and other stakeholders interested in improving the quality of language training services for newcomers in the PNT region.
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The Family Conflict Prevention Program provides culturally-sensitive family violence services and supports in 13 different languages. Evaluation showed the program superseded their targets for keeping clients safe from violence/abuse, accessing community services and education on family violence. The Family Conflict Prevention Program provides culturally-sensitive family violence services and supports in 13 different languages. Evaluation showed the program superseded their targets for keeping clients safe from violence/abuse, accessing community services and education on family violence.
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Through focus groups with educators working with newcomer children, this study asked: 1) For newcomer families, what are indicators of quality in early learning and child care?, and 2) What are the essential dispositions child care educators demonstrate that meet the needs of newcomer children and families? 5 key themes were identified, including language barriers and tensions, the need for flexibility, and how educators can grow, seek and co-learn with newcomer families. Through focus groups with educators working with newcomer children, this study asked: 1) For newcomer families, what are indicators of quality in early learning and child care?, and 2) What are the essential dispositions child care educators demonstrate that meet the needs of newcomer children and families? 5 key themes were identified, including language barriers and tensions, the need for flexibility, and how educators can grow, seek and co-learn with newcomer families.
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Edmonton Public School Trustee Michael Janz discusses forward movement in collecting race-based data in Edmonton schools since 2020, while also highlighting multiple areas where Edmonton schools can improve their race-based data, anti-racism and diversity initiatives. Edmonton Public School Trustee Michael Janz discusses forward movement in collecting race-based data in Edmonton schools since 2020, while also highlighting multiple areas where Edmonton schools can improve their race-based data, anti-racism and diversity initiatives.
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This report presents findings from the 2020 Family Violence (FV) Broker & Apartment 1310 program evaluations. This year’s evaluation was completed by Habitus Collective and covers the period from January 1, 2020 to December 31, 2020. The Family Violence Brokers are a supplementary, gender-based support to CCIS Cultural Brokerage Program (CCBP) families who present with family violence concerns. Apartment 1310 provides temporary accommodation and immediate programming for low-risk perpetrators of family violence who are mandated to separate from the family. Beginning in March 2020, the programs had to adapt to frequently changing circumstances and public health regulations resulting from the COVID-19 pandemic. This resulted in office closures, work from home mandates, and periods when in-person contact with families was limited or not possible requiring adaptation to virtual or hybrid service delivery. Furthermore, families were and will continue to be facing pandemic-related challenges and stress, which may increase the likelihood or severity of family violence. From the period January 1, 2020 – December 31, 2020, the Family Violence Brokers supported a total of 234 families, including 267 adults and 154 children. This was a 28.6% increase from the year prior despite a drop in total CCBP cases. Family Violence clients represented 47 countries of origin and 29 language groups. At the individual level, Canada, India, and the Philippines were the main countries of origin, which aligns to the main countries of origin for recent immigrants to Alberta as a whole. The majority of clients were Canadian Citizens (61%) or Permanent Residents (35%). Due to health restrictions, Apartment 1310 hosted only three residents this year. Evaluation activities revealed that the program along with Apartment 1310 are highly valued by Children’s Services staff, clients, and Brokers. This report presents findings from the 2020 Family Violence (FV) Broker & Apartment 1310 program evaluations. This year’s evaluation was completed by Habitus Collective and covers the period from January 1, 2020 to December 31, 2020. The Family Violence Brokers are a supplementary, gender-based support to CCIS Cultural Brokerage Program (CCBP) families who present with family violence concerns. Apartment 1310 provides temporary accommodation and immediate programming for low-risk perpetrators of family violence who are mandated to separate from the family. Beginning in March 2020, the programs had to adapt to frequently changing circumstances and public health regulations resulting from the COVID-19 pandemic. This resulted in office closures, work from home mandates, and periods when in-person contact with families was limited or not possible requiring adaptation to virtual or hybrid service delivery. Furthermore, families were and will continue to be facing pandemic-related challenges and stress, which may increase the likelihood or severity of family violence. From the period January 1, 2020 – December 31, 2020, the Family Violence Brokers supported a total of 234 families, including 267 adults and 154 children. This was a 28.6% increase from the year prior despite a drop in total CCBP cases. Family Violence clients represented 47 countries of origin and 29 language groups. At the individual level, Canada, India, and the Philippines were the main countries of origin, which aligns to the main countries of origin for recent immigrants to Alberta as a whole. The majority of clients were Canadian Citizens (61%) or Permanent Residents (35%). Due to health restrictions, Apartment 1310 hosted only three residents this year. Evaluation activities revealed that the program along with Apartment 1310 are highly valued by Children’s Services staff, clients, and Brokers.
This publication has no Abstract to dispaly
This publication has no Abstract to dispaly
Currently, there is a strong debate on whether School Resource Officers (SROs) should be removed from Edmonton schools. SROs are often not given specialized training to work in schools or with youth—they rely on basic police training. Illustrating this point, some students in Edmonton have claimed that officers at their schools view students as potential threats and criminals rather than as young students. The debate to remove SROs is part of the growing conversation around Black Lives Matter and police brutality. Many argue that SROs extend police involvement, discrimination, and brutality into the lives of BIPOC youth and children, which brings them into—and keeps them entrenched in— the criminal justice system. Currently, there is a strong debate on whether School Resource Officers (SROs) should be removed from Edmonton schools. SROs are often not given specialized training to work in schools or with youth—they rely on basic police training. Illustrating this point, some students in Edmonton have claimed that officers at their schools view students as potential threats and criminals rather than as young students. The debate to remove SROs is part of the growing conversation around Black Lives Matter and police brutality. Many argue that SROs extend police involvement, discrimination, and brutality into the lives of BIPOC youth and children, which brings them into—and keeps them entrenched in— the criminal justice system.
This publication has no Abstract to dispaly
