Intercultural Approaches in Language Instruction for Newcomers to Canada (LINC) Programs

• In Event: Roundtable Session (Tuesday I)
  In Refereed Round-Table Session: Sustainability, stability, and adaptation in transcultural learning environments

Proposal

Over the next three years, Canada will accept more than one million immigrants according to the multi-year strategy labeled by the liberal government (Immigration, Refugees and Citizenship, Canada [IRCC], 2017). Further, the immigration minister of the government’s multi-year strategy, Minister Ahmed Hussen states that, “bringing newcomers is half the job; it is also important to provide them with the tools to succeed once they arrive” (Harris, Hall & Zimonjic, 2017). While he does not specify what tools these are, these tools could be described as intercultural competencies which may help newcomers succeed in intercultural social and work situations. Sorrell (2016) defines intercultural competence as “the skills, knowledge and attitudes to effectively engage in intercultural situations” (p.234). She also has specified that it is necessary to combine the development of skills, knowledge, and attitudes with proactive engagement and collective action for social justice.
Language Instruction for Newcomers (LINC) programs are a part of Immigration, Refugees and Citizenship Canada's integration strategy and funds language classes in French or English and are eligible to permanent residents and refugees. In addition to language learning, the ability to engage in intercultural dialogue is a new literacy, along with reading and writing (United Nations Educational, Cultural and Scientific Organization [UNESCO], 2009). Educator facilitation is beneficial and often necessary to help foster second language learner’s intercultural competencies (Barrett, Byram, Lazar, Mompoint-Gaillard & Philippou, 2014; Porto, 2013). While traditionally the emphasis on cultural learning has been on acquiring knowledge about another culture (Byram, 1997), it is becoming increasingly important for teachers to acknowledge and prepare students for interacting with people from different cultures, in and out of the classroom (Gobel & Helmke, 2010). Yet, the literature on newcomer’s experiences in community-based ESL programs is limited as less time and money is spent on these programs and they are underfunded, understaffed and under-researched. (Mathews-Aydinli, 2008; Snell, 2013).

This presentation provides a review and analysis of the limited body of literature on intercultural education in community-based ESL programs. Preliminary findings from a qualitative single case study, guided by principles from the intercultural praxis model (Sorrells & Nakagawa, 2008) and experiential learning (Dewey, 1932), address the research question: How are intercultural competencies identified and fostered in a beginner adult Language Instruction for Newcomers to Canada (LINC) class from the perspectives of the stakeholders? will also be shared. This session will be of interest to practitioners, policymakers, community members, and researchers who are interested in the topic of intercultural competencies and the practical implications of including approaches to foster intercultural competencies in ESL programs.

Author

• Erica Amery, University of Calgary