Intercultural education in a Language Instruction for Newcomers to Canada program

• In Event: Dissertation workshop session
  In Special Session: Intercultural Education and Study Abroad

Proposal

Name of University: University of Calgary
Dissertation Faculty Advisor: Dr. Sylvie Roy and Dr. Subrata Bhowmik


Purpose

The purpose of this study is to understand how Language Instruction for Newcomers to Canada (LINC) program management and instructors identify, address, and foster intercultural competencies and how immigrants and refugee students in these classes identify intercultural competencies and perceive how intercultural competencies are fostered in their class. Challenges that are faced in fostering intercultural competencies will also be explored.

Research Questions

The primary question that informs this study is:
How are intercultural competencies identified, addressed, and fostered in a LINC program?
The secondary question is:
a) What challenges are faced in developing intercultural competencies in a LINC program?








• A thesis statement concerning what the dissertation expects readers/audience to know, believe, and/or understand;
By reading this dissertation, readers may better understand current practices, potential challenges students, instructors and management face and approaches that are implemented that prepare students with the skills, knowledge, and attitudes to engage effectively in intercultural situations in a Language Instruction for Newcomers to Canada (LINC) program.

• The perspective(s), theoretical/conceptual framework, including connections to the literature or to previous experiences related to the dissertation;
Theoretical Framework

Principles from the intercultural praxis model (Sorrells & Nakagawa, 2008) and experiential learning (Dewey, 1938; Merriam & Berriam, 2014) inform this study. The intercultural praxis model is grounded in social justice and captures the practices individuals may use to navigate everyday intercultural interactions in the context of globalization (Sorrells & Nakagawa, 2008) and principles from experiential learning promotes the importance of learning through experience and critically reflecting on these experiences.
Sorrells (2016) has proposed that engaging in intercultural praxis can foster intercultural competencies in the context of globalization. She has defined intercultural competencies as inquiry, framing, positioning, dialogue, reflection, and action. Principles from the intercultural praxis model share characteristics of experiential learning and I draw on these principles to analyze my data. For example, intercultural praxis is described as a process of critical reflective thinking and acting (Sorrells, 2016, p. 16). Similarly, Dewey (1938) and Merriam and Beirema (2014) both suggest that both action and critical thinking are an integral part of experiential learning.
• The modes of inquiry, methods, and techniques used/planned to attain the objectives or purposes, and answer the main questions posed in the dissertation;

In order to answer my research questions, I conducted a qualitative single case study of a settlement provider organization in a western city in Canada. The most suitable methods to answer my research questions were; classroom observations of the LINC classes, semi-structured interviews with the program director, manager and supervisor, four instructors and 15 student refugees and immigrants from 11 different countries.

• Evidence to support conclusions (if this stage of your dissertation has been reached), with indications of how research will extend understanding of the issue; and,

I am not at this stage of my research yet. When I get to this stage, I hope to better understand current practices in LINC programs, if intercultural competencies are fostered and potential challenges and successes in including an intercultural approach.



•A statement as to whether you are in the dissertation proposal, data collection, data analysis, or beginning writing stage of your program. You should be far enough into your dissertation process to benefit from mentor/peer feedback. You should not be near or at the dissertation defense stage.

I have just finished collecting my data and transcribing my data. By the time the conference occurs, I hope to have a draft completed of my findings and analysis and feel as though peer/mentor feedback would be very helpful.

Author

• Erica Amery, University of Calgary