Research Library

This is an interview. Tracey Derwing and Ron Thomson reflect on the growth of Canadian second language (L2) pronunciation research from the early 1990s onward. In the early 1980s, little empirical research existed to inform pronunciation pedagogy, despite an influx of Vietnamese refugees, many of whom needed help with intelligibility. It was serendipity that linguistics students from the University of Alberta were teaching in an ESL program; their employer assigned them stand-alone pronunciation classes. Upon graduating, Tracey Derwing and Murray Munro probed L2 pronunciation issues extensively. Initially they found it difficult to publish, because journals could not identify suitable reviewers. Eventually, however, they garnered grants, hired students, and met like-minded colleagues. Graduate students from several universities have pursued pronunciation-related studies, extending our knowledge of pronunciation instruction (PI) and laying the foundation for second and third waves of researchers. Positive team dynamics and sustained scientific curiosity have established Canada as a dominant force in empirical pronunciation research. This is an interview. Tracey Derwing and Ron Thomson reflect on the growth of Canadian second language (L2) pronunciation research from the early 1990s onward. In the early 1980s, little empirical research existed to inform pronunciation pedagogy, despite an influx of Vietnamese refugees, many of whom needed help with intelligibility. It was serendipity that linguistics students from the University of Alberta were teaching in an ESL program; their employer assigned them stand-alone pronunciation classes. Upon graduating, Tracey Derwing and Murray Munro probed L2 pronunciation issues extensively. Initially they found it difficult to publish, because journals could not identify suitable reviewers. Eventually, however, they garnered grants, hired students, and met like-minded colleagues. Graduate students from several universities have pursued pronunciation-related studies, extending our knowledge of pronunciation instruction (PI) and laying the foundation for second and third waves of researchers. Positive team dynamics and sustained scientific curiosity have established Canada as a dominant force in empirical pronunciation research.
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In January 2013, SSEC Canada Ltd. pled guilty to three charges under Alberta’s Occupational Health and Safety Act after two of its temporary foreign workers died and two more were seriously injured on the worksite. A fine of $1,225,000—the largest ever ordered in Alberta—was paid to the Alberta Law Foundation, which administered the funds to the Alberta Workers’ Health Centre to develop and provide the “New Alberta Workers program.” In this interview, Jared Matsunaga-Turnbull reflects on the program’s peer-to-peer Occupational Health and Safety workshops for new-to-Alberta workers to illustrate how “creative sentencing” (alternative method of prosecution) related to serious Occupational Health and Safety violation convictions can play out. He discusses what the team learned about the particular work and life context and related needs of new-to-Alberta workers that created challenges and prompted program changes throughout the three-year workshop period. Finally, Jared considers what is needed to meaningfully support new-to-Alberta workers going forward. In January 2013, SSEC Canada Ltd. pled guilty to three charges under Alberta’s Occupational Health and Safety Act after two of its temporary foreign workers died and two more were seriously injured on the worksite. A fine of $1,225,000—the largest ever ordered in Alberta—was paid to the Alberta Law Foundation, which administered the funds to the Alberta Workers’ Health Centre to develop and provide the “New Alberta Workers program.” In this interview, Jared Matsunaga-Turnbull reflects on the program’s peer-to-peer Occupational Health and Safety workshops for new-to-Alberta workers to illustrate how “creative sentencing” (alternative method of prosecution) related to serious Occupational Health and Safety violation convictions can play out. He discusses what the team learned about the particular work and life context and related needs of new-to-Alberta workers that created challenges and prompted program changes throughout the three-year workshop period. Finally, Jared considers what is needed to meaningfully support new-to-Alberta workers going forward.
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This paper discusses the ways of increasing Alberta’s labour force. Increasing Alberta’s labour supply at the extensive margin involves increasing the population, which can be accomplished in three ways: higher birth rates, increased numbers of migrants arriving from other Canadian provinces, and increased immigration. Given these trends, immigration is becoming an increasingly important source of labour force growth throughout Canada, and Alberta is no exception. Immigrants are not a homogenous group, and there are a variety of immigration programs targeted at specific groups of potential newcomers. The economic and labour market outcomes of newcomers admitted under these programs are different, with factors such as language ability, domestic work experience, and the ability of employers to recognize credentials being important to the success of immigrants in the Canadian labour market. Two programs, the Provincial Nominee Program (PNP) and the Canadian Experience Class (CEC), have seen an increase in both the number and proportion of immigrants admitted in recent years, and the evidence to date shows they are performing well economically. The number of immigrants coming to Alberta through the controversial Temporary Foreign Worker Program (TFWP) has dropped significantly from its peak in 2013, but Alberta still accounts for a disproportionate number of workers admitted under the program. While there are significant concerns about both the treatment of workers under the program and its effect on wage suppression in some industries, there is evidence that a limited TFWP may be beneficial. The final source of potential labour through immigration is foreign students. While there has been a tripling of foreign students across Canada over the last 20 years, Alberta has not experienced the same level of growth. Unfortunately, there is very limited room to increase the overall labour supply in Alberta at the intensive margins. Better addressing credential recognition, both in regulated occupations and the skilled trades, is another way Alberta could better utilize the talent of its current population. This paper discusses the ways of increasing Alberta’s labour force. Increasing Alberta’s labour supply at the extensive margin involves increasing the population, which can be accomplished in three ways: higher birth rates, increased numbers of migrants arriving from other Canadian provinces, and increased immigration. Given these trends, immigration is becoming an increasingly important source of labour force growth throughout Canada, and Alberta is no exception. Immigrants are not a homogenous group, and there are a variety of immigration programs targeted at specific groups of potential newcomers. The economic and labour market outcomes of newcomers admitted under these programs are different, with factors such as language ability, domestic work experience, and the ability of employers to recognize credentials being important to the success of immigrants in the Canadian labour market. Two programs, the Provincial Nominee Program (PNP) and the Canadian Experience Class (CEC), have seen an increase in both the number and proportion of immigrants admitted in recent years, and the evidence to date shows they are performing well economically. The number of immigrants coming to Alberta through the controversial Temporary Foreign Worker Program (TFWP) has dropped significantly from its peak in 2013, but Alberta still accounts for a disproportionate number of workers admitted under the program. While there are significant concerns about both the treatment of workers under the program and its effect on wage suppression in some industries, there is evidence that a limited TFWP may be beneficial. The final source of potential labour through immigration is foreign students. While there has been a tripling of foreign students across Canada over the last 20 years, Alberta has not experienced the same level of growth. Unfortunately, there is very limited room to increase the overall labour supply in Alberta at the intensive margins. Better addressing credential recognition, both in regulated occupations and the skilled trades, is another way Alberta could better utilize the talent of its current population.
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ECELC sought to consult with newcomer communities in Edmonton, specifically in regard to planning a centralized system of early learning and care that honours the realities of marginalized families and works to mitigate and remove institutional and/or systemic disadvantage for these families. The information from these consultations will be used to ensure ECELC’s activities take into account the lived experiences of newcomer families and that it considers an inclusion/equity lens in its work as it moves forward. Multicultural Family Resource Society (MFRS), one of the ECELC members, was approached to conduct this work on behalf of the Council through MFRS Coaching, Advisory, and Research Services. The consultations involved meeting with key groups of people to learn about what is already known about this topic and to identify who some of the ‘knowledge keepers’ are on this topic. MFRS consulted with Multicultural Health Brokers Cooperative; Jasper Place Child and Family Resource Centre; Intercultural Child and Family Centre; University of Alberta, Community-University Partnership for the Study of Children, Youth, and Families (CUP); MacEwan University, Human Services and Early Learning and Care; and Muslim Community of Edmonton (MCE) Child Care Centre to assess what work has already been done recently on the topic of newcomer families and early learning and care and to identify existing groups of practitioners and community members that would be good candidates for further consultation. The consultations also sought to identify facilitators for future conversations as community consultation often generates the richest data when the facilitators are known to participants and this would be an important aspect to future ECELC work. ECELC sought to consult with newcomer communities in Edmonton, specifically in regard to planning a centralized system of early learning and care that honours the realities of marginalized families and works to mitigate and remove institutional and/or systemic disadvantage for these families. The information from these consultations will be used to ensure ECELC’s activities take into account the lived experiences of newcomer families and that it considers an inclusion/equity lens in its work as it moves forward. Multicultural Family Resource Society (MFRS), one of the ECELC members, was approached to conduct this work on behalf of the Council through MFRS Coaching, Advisory, and Research Services. The consultations involved meeting with key groups of people to learn about what is already known about this topic and to identify who some of the ‘knowledge keepers’ are on this topic. MFRS consulted with Multicultural Health Brokers Cooperative; Jasper Place Child and Family Resource Centre; Intercultural Child and Family Centre; University of Alberta, Community-University Partnership for the Study of Children, Youth, and Families (CUP); MacEwan University, Human Services and Early Learning and Care; and Muslim Community of Edmonton (MCE) Child Care Centre to assess what work has already been done recently on the topic of newcomer families and early learning and care and to identify existing groups of practitioners and community members that would be good candidates for further consultation. The consultations also sought to identify facilitators for future conversations as community consultation often generates the richest data when the facilitators are known to participants and this would be an important aspect to future ECELC work.
This publication has no Abstract to dispaly

Since 2011, the armed conflict that began in the Syrian Arab Republic has displaced an estimated 12 million Syrians, forcing them to seek refuge in various countries around the world. Over half of those people are children. Education is key to integration of refugee children and is considered critical in bringing back a sense of normalcy, routine, as well as emotional and social well-being in their lives. In Canada, integration of Syrian refugee children in the public school system has, therefore, been identified as one of the vital aspects of their settlement needs. This article examines the challenges experienced by newly arrived Syrian refugee children as they struggle to integrate to the Canadian school system. Our research shows that Syrian refugee children not only find it difficult to make friends with local students but are also subjected to constant bullying and racism that affect their sense of belonging and connection. Making the views of these students explicit, we hope to provide a starting point for not only understanding their experiences in more detail, but also for developing educational strategies, resources and policies that might best meet the needs of these students and future refugee children and youth. Since 2011, the armed conflict that began in the Syrian Arab Republic has displaced an estimated 12 million Syrians, forcing them to seek refuge in various countries around the world. Over half of those people are children. Education is key to integration of refugee children and is considered critical in bringing back a sense of normalcy, routine, as well as emotional and social well-being in their lives. In Canada, integration of Syrian refugee children in the public school system has, therefore, been identified as one of the vital aspects of their settlement needs. This article examines the challenges experienced by newly arrived Syrian refugee children as they struggle to integrate to the Canadian school system. Our research shows that Syrian refugee children not only find it difficult to make friends with local students but are also subjected to constant bullying and racism that affect their sense of belonging and connection. Making the views of these students explicit, we hope to provide a starting point for not only understanding their experiences in more detail, but also for developing educational strategies, resources and policies that might best meet the needs of these students and future refugee children and youth.
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With the arrival of a large number of Syrian families to Canada, educators and other service providers are reflecting on best practices to support the psychosocial adaption of refugees from conflict settings. This article draws on a study and model that examined the psychosocial adaptation of Syrian refugee families with young children in Western Canada. The name of the model is RAISED between Cultures. The acronym stands for Reveal culture, Acknowledge pre-migration experiences, Identify post-migration systemic barriers, Support family and community strengths, Establish connections between environments, and Determine child outcomes together with families. Study focused on the role of cultural brokers in facilitating the adaptation of Syrian refugee families, our results provide evidence for the application of the model for educators and other school personnel. As key figures in refugee children and families’ adaptation to their host country, educators can draw on these findings to identify families’ and children’s’ strengths and challenges during early resettlement to ensure positive child outcomes. With the arrival of a large number of Syrian families to Canada, educators and other service providers are reflecting on best practices to support the psychosocial adaption of refugees from conflict settings. This article draws on a study and model that examined the psychosocial adaptation of Syrian refugee families with young children in Western Canada. The name of the model is RAISED between Cultures. The acronym stands for Reveal culture, Acknowledge pre-migration experiences, Identify post-migration systemic barriers, Support family and community strengths, Establish connections between environments, and Determine child outcomes together with families. Study focused on the role of cultural brokers in facilitating the adaptation of Syrian refugee families, our results provide evidence for the application of the model for educators and other school personnel. As key figures in refugee children and families’ adaptation to their host country, educators can draw on these findings to identify families’ and children’s’ strengths and challenges during early resettlement to ensure positive child outcomes.
This publication has no Abstract to dispaly

This research focused on understanding the integration and settlement of Syrian children and youth in Winnipeg and Calgary. The goals were to understand how communities and schools might better support integration, the unique psychosocial and academic needs of Syrian refugees, and how schools can support reciprocal learning among refugee, immigrant, and Canadian-born students. Findings revealedthatmany refugees experience triple trauma as a result of forced migration, having experienced trauma in their country of origin, during transition, and again upon resettlement in Canada. Further challenges includeddifficulties in acquiring a new language, interrupted schooling, lack of resources for teachers who felt unprepared for the complexities of student needs, and racism and discrimination experienced by youth trying to integrate with their Canadian peers. The project reveals many gaps in programs and services and highlights the need for a coordinated approach among the different stakeholders in the refugee settlement and integration process. This research focused on understanding the integration and settlement of Syrian children and youth in Winnipeg and Calgary. The goals were to understand how communities and schools might better support integration, the unique psychosocial and academic needs of Syrian refugees, and how schools can support reciprocal learning among refugee, immigrant, and Canadian-born students. Findings revealedthatmany refugees experience triple trauma as a result of forced migration, having experienced trauma in their country of origin, during transition, and again upon resettlement in Canada. Further challenges includeddifficulties in acquiring a new language, interrupted schooling, lack of resources for teachers who felt unprepared for the complexities of student needs, and racism and discrimination experienced by youth trying to integrate with their Canadian peers. The project reveals many gaps in programs and services and highlights the need for a coordinated approach among the different stakeholders in the refugee settlement and integration process.
This publication has no Abstract to dispaly

This research is purposed for an assessment of needs so as to identify the barriers to successful on-line language learning for new immigrants, especially those with language proficiency at CLB 3. This research is purposed for an assessment of needs so as to identify the barriers to successful on-line language learning for new immigrants, especially those with language proficiency at CLB 3.
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This paper looks at how Canadian public schools present knowledge to students. This study finds that some teachers have biased knowledge and tend to racialize their students. They also tend to devalue the indigenous knowledges that immigrant youth bring to the classroom. They also reproduce anti-immigrant discourses and reinforced racial hierarchies in Canadian society. As a consequence, this affects how immigrant students identify themselves. It also negatively affects their sense of belonging in Canada. This article argues that Canadian schools need to create decolonized educational environments. This will change teacher’s interactions with immigrant students and eliminate the harm perpetuated by colonial discourses. This paper looks at how Canadian public schools present knowledge to students. This study finds that some teachers have biased knowledge and tend to racialize their students. They also tend to devalue the indigenous knowledges that immigrant youth bring to the classroom. They also reproduce anti-immigrant discourses and reinforced racial hierarchies in Canadian society. As a consequence, this affects how immigrant students identify themselves. It also negatively affects their sense of belonging in Canada. This article argues that Canadian schools need to create decolonized educational environments. This will change teacher’s interactions with immigrant students and eliminate the harm perpetuated by colonial discourses.
This publication has no Abstract to dispaly

Child discipline remains a topic of public health interest across the globe. Despite this enduring interest, very little is known about the child disciplinary practices of African immigrants in Canada. This paper explores the disciplinary practices of African immigrant parents in Alberta, a Canadian province with a recent surge in the population of African immigrants. As members of the African immigrant community, we were deeply immersed in the research settings, which afforded us the opportunity to collect observational data in the form of reflexive notes. We found that African immigrant parents used corporal discipline (i.e. spanking and pinching, and more severe practices as kicking and slapping), persuasive discipline (i.e. timeouts and withdrawal of privileges, positive reinforcement techniques, such as the use of rewards), and a hybrid of the two. They also used emerging practices involving transnational fostering (fostering chronically misbehaving children to relatives and friends in Africa) and emotional isolation of children who persistently misbehaved. These practices, in their totality, appeared to be influenced by parents’ cultural backgrounds, as well as their interactions with Canadian educational system. We present theoretical, policy, and service implications of our findings, including a recommendation to incorporate sociocultural dimensions of child discipline into Canadian child welfare policies and practices. Child discipline remains a topic of public health interest across the globe. Despite this enduring interest, very little is known about the child disciplinary practices of African immigrants in Canada. This paper explores the disciplinary practices of African immigrant parents in Alberta, a Canadian province with a recent surge in the population of African immigrants. As members of the African immigrant community, we were deeply immersed in the research settings, which afforded us the opportunity to collect observational data in the form of reflexive notes. We found that African immigrant parents used corporal discipline (i.e. spanking and pinching, and more severe practices as kicking and slapping), persuasive discipline (i.e. timeouts and withdrawal of privileges, positive reinforcement techniques, such as the use of rewards), and a hybrid of the two. They also used emerging practices involving transnational fostering (fostering chronically misbehaving children to relatives and friends in Africa) and emotional isolation of children who persistently misbehaved. These practices, in their totality, appeared to be influenced by parents’ cultural backgrounds, as well as their interactions with Canadian educational system. We present theoretical, policy, and service implications of our findings, including a recommendation to incorporate sociocultural dimensions of child discipline into Canadian child welfare policies and practices.
This publication has no Abstract to dispaly