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CAEL Assessment

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 In the News

Study: Canadian immigrants at a growing disadvantage
The Globe and Mail    Share    Share on FacebookTwitterShare on LinkedinE-mail article
A major international study ranks Canada among the world's leaders in immigrant integration, but there are signs that advantage is on the wane. Canada sits near the top of most categories in the study, which measures integration of immigrants in the 34 wealthy countries of the Organization for Economic Co-operation and Development. A report compares outcomes for immigrants and their children looking at factors such as income, health, education and civic engagement. Canada ranks first in the world on the percentage of immigrants who take up citizenship, about 75 per cent in this study, and does very well on the equality of opportunity afforded the children of immigrants. It also has the highest percentage of immigrants with a post-secondary degree, 52 per cent, and the lowest proportion of immigrants considered low-educated. More

New Canadians learn about financial planning
CBC News    Share    Share on FacebookTwitterShare on LinkedinE-mail article
New Canadians in Regina are learning how to better manage their money from a group of University of Regina business students. Most of the immigrants taking the classes at the Open Door Society are from Burma. They're learning things like how to better save money and how to file their taxes. Lili Htoo is from Burma and is in the class to translate the lessons. "Our life in the camp is very different from our life in Canada," she explains. "Here to start a new life we need to learn new lessons, so it is very important for newcomers to learn this." The business students are holding the seminars as part of an accounting class. More

Aurora educator recognized for helping newcomers    Share    Share on FacebookTwitterShare on LinkedinE-mail article
It is not often easy to move from one country to another, especially if the destination is half the world away and a stark contrast to the culture you are used to. Melton Moyo has been helping fellow African immigrants in Canada for about a decade. From starting the Infundo Ephakemeyo scholarship fund to running a training course for African immigrants who want to teach in Canada, the St. Maximilian Kolbe Catholic High School vice-principal works tirelessly to aid people in need. For his efforts, Mr. Moyo received an Ontario Secretariat Newcomer Champion Award at a recent ceremony in Toronto. "We all came from somewhere," he said during an interview. "I have so many people helping me because they believe in the Canadian dream. This award really isn't mine; it's about the community that has supported me." More

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Why Canada's labour mismatch is getting worse
The Globe and Mail    Share    Share on FacebookTwitterShare on LinkedinE-mail article
It's Canada's labour market conundrum: Evidence suggests skills shortages in the country's jobs market are growing, while at the same time pools of labour surplus are also increasing. On one hand, Prime Minister Stephen Harper said that skills shortages are "the biggest challenge our country faces." He's concerned about looming shortfalls of engineers and scientists and wants new immigrants to help fill the gaps. But on the other, a quarter of a million Canadians have been jobless for more than six months and this country appears to have too many people in some professions, such as tour guides and factory labourers, according to a report that seeks to untangle the duelling trends. More

 In the Classroom

English students sink teeth into language, cookies    Share    Share on FacebookTwitterShare on LinkedinE-mail article
"We teach them English, but we're offering them friendship and fellowship," explained Wanda Knights, a coordinator of the English as a Second Language program at EastRidge Evangelical Missionary Church. Huddled together over coffee and cookies during break time are two women — one from Romania, the other from Sri Lanka. They communicate in their common language of English. Russian Tatiana Shitikova and China's Li Ying Gu have become inseparable. All of the students came to Canada for various reasons, but typically to be with other family members and live a better life. Jessey Liu, a 42-year-old former IT network analyst, arrived in 2000. "Young people in China want a new life. It's work and work. Work really hard and make more money," she said. Ms Liu arrived a year after her husband. She speaks excellent English, despite only taking ESL classes for a few months. "I want to have more confidence with English," she said. More

Language practice for basic level students
English with Jennifer    Share    Share on FacebookTwitterShare on LinkedinE-mail article
As December begins, I think of ways I wish to include the holiday celebrations in my teaching. The key to successfully doing that, of course, is to bear in mind your students' backgrounds and their current language learning needs. In the case of my beginner student, Natasha, I know that she celebrates both the American and Russian Christmas holidays. Because she's in the U.S., I think it will be useful to expose her further to the music she'll be hearing all around her, from the stores to the car radio. I've made suggestions for holiday music in the past. For Natasha, however, I carefully selected I'll Be Home for Christmas because it's short, simple, and at a slow tempo. It also makes use of the future with will, and that's a grammar topic we need to cover. More

Learning English in a foreign country is like learning to ride a bike
International Language Academy of Canada    Share    Share on FacebookTwitterShare on LinkedinE-mail article
Learning a new language is a bit like learning to ride a bicycle. Neither is easy and, in both cases, you've got to 'fall down' a lot before you finally get it right. Unfortunately, some students forget this and expect themselves to be perfect from the beginning. This affects their performance in class by inhibiting them from speaking out for fear of making a mistake. This fear is counterproductive. My message to learners of English is this; try your best to speak, listen, read and write and if you don't get it perfect (or even close), that's okay, because the only way to learn is to take risks that force you to go beyond your known abilities. Try to use unfamiliar vocabulary, practice new sentence patterns, or even try to use idioms and expressions you've recently learned. More

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OpEd: Why Alberta needs more international students
Edmonton Journal    Share    Share on FacebookTwitterShare on LinkedinE-mail article
The issue of international enrolment at the University of Alberta has recently made headlines. Given that the U of A and other post-secondary institutions are publicly funded, the composition of our student body and accessibility for Albertans is rightly of broad public interest. The global nature of Alberta's economy, however, is also a key consideration. Our wealth and future prosperity are tied to our ability to operate effectively on the world stage. Alberta's economy depends on buying and selling goods and services in markets outside of our province. In the first half of 2012, our exports reached almost $50 billion, second only to Ontario, and more than 30 per cent of these exports were in non-energy goods and services. Further, in 2011, per-capita investment in the province reached $23,461, more than twice the national average. Much of this comes from outside of Canada. More

Teaching business English one-to-one
Oxford University Press    Share    Share on FacebookTwitterShare on LinkedinE-mail article
We often talk about the advantages and disadvantages of teaching in a situation where there is only one student (sometimes referred to as 'one:one'), as opposed to teaching a group. But have YOU ever learnt a language in a one:one situation? Would you? Why? Or why not? What language would you choose to learn, and at what level? How would you want to spend that precious hour or two? Chatting? Studying grammar? Listening to your teacher? So why do you think some of our students choose 1:1? After all, it's often considerably more expensive, and can be quite intimidating and intensive. Do such learners really know what they want? Do their teachers? Do the learners get what they want? One of the things I most love about one:one teaching is the fact that every student has a different learning style, they all do different jobs, and have different interests. In fact their needs often change quite rapidly when they become more aware of different ways of learning, or what sorts of topics we could discuss. More
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