Nova Scotia ELT Extension/ Outreach Research …...Nova Scotia ELT Extension/ Outreach Research Project Final Report October 2005 Financial Support provided by Nova Scotia Office of

Nova ScotiaELT Extension/ OutreachResearch Project

Final Report

October 2005

Financial Support provided by

Nova Scotia Office of Immigration or Citizenship and Immigration Canada METROPOLITAN IMMIGRANT

SETTLEMENT ASSOCIATION

Nova Scotia ELT Extension/Outreach Research Project Final Report HILC & MISA

OUR MISSIONis to support the language learning goals of newcomers. In a creative and respectful environment westrive to provide quality and effective learning opportunities to promote the active participation ofnewcomers in our community.

OUR OBJECTIVES• To provide a wide range of English language training programs to immigrants along the language

learning continuum.

• To provide research capacity and develop resources that promote the objectives of the Society.

• To advocate to public, private and voluntary sectors for the importance of ESL services and the needsof newcomers to Nova Scotia.

• To work in cooperation with other organizations and networks to strengthen delivery of service and topromote the objectives of the organization.

• To promote public awareness on issues relating to ESL, newcomers, immigration, racism and culturalsensitivity.

OUR MISSIONThe Metropolitan Immigrant Settlement Association (MISA) is a community organization thatwelcomes newcomers and recognizes their essential role in Canada. We provide special services tohelp newcomers in their efforts to participate fully in Canadian life.

OUR VISION STATEMENTMISA will be a leading service provider for all immigrants to Nova Scotia.

MISA’s services and public information efforts will be delivered by a diverse, professional staff and trainedvolunteers through a client-centered approach and broad, stable funding base.

Halifax Immigrant Learning Centre (HILC)7105 Chebucto Rd.Suite 201, Halifax, NSB3L 4W8Tel: (902) 443-2937Fax: (902) [email protected]

Metropolitan Immigrant Settlement Association (MISA)7105 Chebucto Rd.Suite 201, Halifax, NSB3L 4W8Tel: (902) 423-3607Fax: (902) [email protected]

mailto:[email protected]

http://www.hilc.ns.ca


http://www.misa.ns.ca

2 Nova Scotia ELT Extension/Outreach Research Project Final Report HILC & MISA

TABLE OF CONTENTS

Introduction ...................................................................................................................................3

Executive Summary ......................................................................................................................4

Methodology..................................................................................................................................6

Enhanced Language Training (ELT) in Nova Scotia .....................................................................7

Description of Outreach Language Training Delivery across Canada...........................................9

Outcome of Focus Group Discussions and Phone Interviews.....................................................11Lunenburg/Queens Counties.......................................................................................................11Truro ...........................................................................................................................................12Kings County...............................................................................................................................13Cape Breton................................................................................................................................14Pictou County..............................................................................................................................15

Needs for Employment Related Language Training....................................................................16

Options and Implications.............................................................................................................19

Appendices .................................................................................................................................26

Appendix A - List of Advisory Group Members............................................................................27

Appendix B - Language Learning Assets in Nova Scotia Outside HRM......................................28

Appendix C - Annotated List of Online Employment Related Language Training Resources .....29

Appendix D - List of People Consulted........................................................................................32

Appendix E - Sample Focus Group Agenda ...............................................................................35

Appendix F - Questions to consider ............................................................................................36

Appendix G - Bibliography ..........................................................................................................37

Appendix H - Where do newcomers settle? ...............................................................................39

Appendix I - Newcomers in HRM and Outside HRM...................................................................40

Appendix J - ELT in Nova Scotia.................................................................................................41


INTRODUCTION

At the present time there is a growing interest in immigration and its relationship to regionaleconomic development and population growth. Most communities in Nova Scotia arefacing a negative growth rate which impacts all levels down to the foundation of thecommunity. The Nova Scotia government has therefore identified attraction and retentionof immigrants as a priority.

With the launching of the Nova Scotia province wide immigration strategy, it is importantfor the attraction and retention of immigrants outside the Halifax Regional Municipality(HRM) for services to be available. Many community organizations and RegionalDevelopment Authorities, which lead and coordinate economic development at the locallevel across the province, are supporting an aggressive approach to increasing andretaining immigrants to rural Nova Scotia. Included in this approach is a commitment toimproving the access of settlement services to regions outside HRM through outreachprograms or online. 1

In 2003-2004, the Government of Canada announced funding for the Enhanced LanguageTraining (ELT) initiative. The ELT initiative in Nova Scotia is co-funded by Citizenship andImmigration Canada and the Nova Scotia Office of Immigration. ELT provides higher levelsof language training, including job-specific language training, to help immigrants andrefugees find and keep work matching their experience and skills. The projects under theELT umbrella are seen to play a crucial role in enhancing newcomers’ language skills andprospects for labour market integration.

The purpose of the Nova Scotia ELT Extension/Outreach research project is to explorealternate methods of delivery for existing ELT funded programs to areas outside HRM. Thisincludes the use of on-line technology to acquire workplace language skills andinvestigation of whether this may be an appropriate method to support the ProvincialImmigration Strategy’s commitment to facilitate immigrant settlement outside HRM.

Online education can be defined as an approach to teaching and learning that utilizes theinternet to communicate and collaborate in an educational context. This includestechnology that supplements traditional classroom training with web-based componentsand learning environments where the educational process is experienced online.

1 Nova Scotia Office of Immigration. 2005-06 Office of Immigration Business Plan. April 2005.


EXECUTIVE SUMMARY

The Nova Scotia ELT Extension/Outreach Research Project began during the second weekin September, 2005 with the meeting of the advisory group (see appendix A for a list of theadvisory group members). The advisory group’s goal was to provide direction to a researchreport outlining recommendations and options for delivery of Enhanced Language Training(ELT) to rural areas of Nova Scotia. The overall objectives of this project were:

• To conduct three-four focus groups of provincial stakeholders in ELT process.• To assess need for ELT outside HRM.• To identify options and implications for delivery of ELT outside HRM. To establish a

stakeholder committee to advise on the project.• To research outreach/online language training delivery across Canada, especially

higher level/employment related.

Currently, Enhanced Language Training (ELT) programs and services in Nova Scotia areoffered by the Halifax Immigrant Learning Centre (HILC) and the Metropolitan ImmigrantSettlement Association (MISA). Programs and services include:

• Orientation to the Canadian Health Care System• Employment Placement Experience• Mentoring Program• English for Internationally Educated Health Care Professionals• English for Work and Business• Language Learning Strategies

For the purpose of this research, existing higher level employment related outreachlanguage training programs were identified across Canada. These programs included face-to-face, online, independent study, CD-Rom, correspondence, and blended options.

Currently, most programs and services for newcomers are situated in HRM and there arefew supports available in rural Nova Scotia. However, MISA is currently engaged inpartnership with the Nova Scotia Community College through funding from the Office ofLearning Technology to develop and deliver on-line the set of pre-employment workshopsfrom the New Beginnings program, “New Beginnings On-Line: A Distance EducationProgram to Facilitate the Labour Market Integration of Newcomers in Small Centres andRural Communities in Nova Scotia.”. In collaboration with MISA, language learning assetswere identified for areas in Nova Scotia outside HRM. The majority of the assets identifiedwere mainstream literacy organizations whose mandate doesn’t included ESL. Theseprograms are attempting to integrate the occasional second language learner into theirexisting programs. The handful of ESL programs in Truro, New Glasgow and Sydney arelower level language classes (CLB 1-6). Metro-Region Immigrant Language Services(MILS) collaborates with local community organizations to facilitate opportunities for ESLinstruction and/or organizes a class addressing the needs of newcomers with lowerlanguage levels.


An annotated bibliography of online employment related training resources is included inthe Appendix. It provides an overview of the limited online opportunities available acrossthe country.

Focus groups and phone interviews identified existing programs and services available forhigher level ESL learners in areas outside HRM. Those participating explored the current,past and possible future needs for the delivery of such programs. People were asked tosuggest alternative delivery methods suitable for areas outside HRM. The small number ofparticipants, the absence of programs and services for newcomers, limited understandingof immigration categories and ELT eligibility criteria, along with varying levels ofunderstanding of distance education options, were all contributing factors to limitedfeedback on the needs and suggestions for alternative delivery methods of ELT fundedprograms and services. In the absence of a formal province wide needs assessment, it hasbeen difficult to identify actual needs of newcomers eligible for ELT programs settling inareas outside HRM.

There has been a lot written on the importance of immigration on economic development,rural revitalization and population trends. As a result, public awareness of immigrationissues in Nova Scotia has never been greater. Local communities and RegionalDevelopment Authorities are identifying benefits of immigration and are exploring ways tosupport and integrate newcomers into their communities. The majority of the newcomersarriving through the Nova Scotia Provincial Nominee Program are settling in areas outsideHRM. The Nova Scotia Office of Immigration has also recognized the importance ofextending services to rural areas. All of these factors create need as well as a supportiveand fertile environment for the expansion of programs and services to rural Nova Scotia. Ifthe Nova Scotia provincial immigration strategy is successful, there is optimism for acontinued increase of immigration levels for areas outside HRM leading to an increasedneed for ELT funded programs and services.

Key people in the field of outreach/distance education provided great insight into the areasof outreach distance learning. Distance education and program extension provide alternatemethods of delivery for existing ELT funded programs in areas outside HRM. Technologieshave created new opportunities to facilitate access to learning, and offer a broader range ofeducational experience to newcomers in rural communities. A commitment to onlinelearning is a proactive and innovative way to support the Provincial Immigration Strategy’scommitment to facilitate immigrant settlement outside HRM. This research has taken thesuggestions and insights of distance education experts, ELT instructors and programcoordinators, learners and community groups and has identified options for alternativemethods of delivery, implications and next steps.

At the present time, there is not an apparent need for higher level employment relatedlanguage programs for newcomers in areas outside HRM in Nova Scotia. However, if theattraction and retention goals set out in the Nova Scotia Immigration Strategy aresuccessful, those needs could change. With this in mind, it would be beneficial to furtherexplore the options and implications as outlined in this report.


METHODOLOGY

In order to gain a good overall understanding of alternative methods of program andservice delivery to rural areas, the research started with a national scan to identifywhat programs and services are offered for newcomers with higher levelemployment related language needs in smaller centres. Information was collected inperson, via the internet, on the telephone and through email. This informationprovided a valuable overview of what’s happening elsewhere in the country.

Next, language learning assets in Nova Scotia, outside HRM, were identified. Thisinformation was gathered in collaboration with MISA’s New Beginnings onlineproject. MISA had already identified supports for learning within Nova Scotiacommunities as a part of their asset mapping process.

Documents related to alternative delivery methods for higher level language trainingin smaller centres and rural areas were gathered and reviewed. Key people in thefield of outreach/distance education were contacted in person, by phone and emailproviding great insight into the areas of outreach distance learning. These insightscontributed to the analysis of options for Nova Scotia.

Community organizations in Nova Scotia outside HRM were identified and invited toparticipate in focus groups to explore options for providing the range of ELT servicesand programs outside Halifax. After two focus groups were held, one in Truro andthe other in Kentville, it became apparent that although focus groups are a good wayto gather information for some, it was not convenient for others. The focus groupquestions were adapted for a phone interview and information was collected viaphone from areas in Cape Breton, Pictou County, and Lunenburg County.

The information was analyzed and the options and implications for implementingsuch programs are outlined in this report.

The timeline of the Nova Scotia ELT Extension/Outreach Research Project wasSeptember to October, 2005.

Information regarding sources is clearly and consistently referenced.

At time of printing this report, the information was accurate and as current aspossible.


ENHANCED LANGUAGE TRAINING (ELT) IN NOVA SCOTIA

The ELT initiative provides higher levels of language skills that help immigrantsobtain and remain in jobs for which many of them have the training and experience.The ELT initiative is an important component of the Government of Canada’s effortsto attract highly skilled workers and ensure the successful integration of immigrantsinto the economy and communities. In Nova Scotia, ELT projects are co-funded byCitizenship and Immigration Canada and the Nova Scotia Office of Immigration.

The HILC and MISA provide the following ELT services and programs in the HRM:

EMPLOYMENT PLACEMENT

The placement is a six-week, full-time work placement in an employment settingclosely related to the newcomers’ professional background and credentials.Although unpaid, the work placement gives a newcomer the chance to demonstratetheir skills and obtain Canadian work experience. This provides participants withbusiness contacts and local references. It also allows newcomers to explore theirfield of work in Canada, learn employment-related language and increase theirconfidence.

MENTORING

The Mentoring program matches newcomer job seekers with Canadians in the sameoccupation. A mentor and newcomer meet over a six-month period to shareinformation on key skills, training opportunities, accreditation requirements, andother issues as they emerge. The Mentoring program provides the opportunity toenhance the language competency of internationally trained professionals andtrades people to provide support in gaining employment in their field ofspecialization. The Mentoring program also creates greater awareness within theprofessional and trade associations, as well as the business community, of thebarriers and challenges faced by newcomers in relation to economic integrationissues.

ENGLISH FOR THE WORKPLACE

English for Work and Business addresses the needs of high level professionals(CLB 7- 8) from diverse employment backgrounds. The program focuses on generalworkplace language skills, incorporating a variety of skills and activities that areconnected to real life. As well as learning the language they need to function in aCanadian workplace, participants also learn about Canadian workplace culture andexpectations. In order to link the program to the professional fields of participants,those in the 12-week course interview a professional in their field, prepare a 1,000word essay and make a 15-20 minute presentation. The program is delivered in twodifferent formats – as a 12-week course and as an ongoing evening course.


LANGUAGE LEARNING STRATEGIES

The Language Learning Strategies is an eight week course that teaches strategieswhich contribute to the development of the language system which the learnerconstructs. It helps learners understand the language learning process, the natureof language and communication, what language learning resources are available tothem and what strategies they might use to improve their own vocabulary use,grammar knowledge and skills in reading, writing, listening and speaking.Participants have CLB 7-8 English language skills.

ESL FOR INTERNATIONALLY EDUCATED HEALTH CARE PROFESSIONALS

English for Internationally Educated Health Care Professionals is an inter-disciplinary language training program for newcomer health care professionals. It isan intensive communication course that focuses on the language skills needed topractice effectively in a Canadian health care work environment. The program isdesigned for newcomers with international professional health care qualificationsand experience, who intend to work in their profession in Canada.

ORIENTATION TO THE CANADIAN HEALTH CARE SYSTEM

The program, based on the Canadian Language Benchmarks, is designed forlearners at CLB 7-8. This interdisciplinary program was designed as an opportunityto develop the communication skills (CLB 7-8) of internationally educated healthcare professionals in the context of the values, systems, ethics, culture, programsand services within our health care system. The need for an orientation to the healthcare system has long been identified as a critical need by Health Canada, N.S.Department of Health, Nova Scotia College of Registered Nurses, College ofPhysicians and Surgeons as well as by internationally educated health careprofessionals.


DESCRIPTION OF OUTREACH LANGUAGE TRAININGDELIVERY ACROSS CANADA

The following organizations provide outreach higher level employment relatedlanguage programs and services to newcomers across Canada. These programsinclude face-to-face, online, independent study, CD-Rom, correspondence, andblended options.

Existing ESL distance/outreach/online opportunities

Province Organization Description Website/email

NovaScotia

Kings CountyLearning

Association

A recently funded pilot program“Immigrants Training for Employment”

www.kcla.ca

NovaScotia

MISA New Beginnings Online (2006)Distance Education Program to Facilitatethe Labor Market Integration of Newcomersin Small Centers and Rural Communities inNova Scotia

www.misa.ns.ca/WhatsNew/NewBeginningsOnlin

e.htm

Ontario The OntarioNetwork forInternationalProfessionalsOnline (ONIP)

Online Mentoring Program www.onip.ca/mentoring

Ontario The OntarioNetwork forInternationalProfessionals

Online

Internationally Trained Professionals:On line discussion Boards

www.onip.ca/board

Ontario The Centre forLanguage

Training andAssessment

Advanced English on your own (ELT Pilot)• Online• Correspondence

Not available

Ontario COSTIImmigrantServices

On Line Learning Support for Unemployedand Underemployed ImmigrantProfessionals

www.costi.org

http://www.kcla.ca

http://www.misa.ns.ca/

http://www.onip.ca/me

http://www.onip.ca/boa

http://www.costi.org


Existing ESL distance/outreach/online opportunities continued

Province Organization Description Website/email

Manitoba CanadianEnglish for

Professionals

Online English for EngineeringProfessionals

canadianefp.com

Manitoba University ofManitoba

The Internationally-EducatedEngineers Qualification Pilot Program(IEEQ) – includes a distance educationcomponent and online support

ieeq.eng.umanitoba.ca/index.html

Manitoba River EastTranscona

School DivisionAdult and

ContinuingEducation

How We Do Things Here:Increasing Cultural Understanding ofCanadian Workplace & CulturalSystems

• Online curriculum

www.retsd-conted.com/how_we_do_things_here/index.htm

Alberta EdmontonMennoniteCentre for

newcomers

E-mentorship www.emcn.ab.ca/Career_Services/E-mentorship

Alberta Calgary Boardof Education

LINC 4-7 - 14 units (35-85 hrs each)Developed for online learning buttransferred to cd-rom.

Not available

BritishColumbia

LearningInnovations

Forum

e-Portfolio www.lifia.ca

Saskatchewan SaskatchewanProvincial

Government

Developing a web-based ELT programusing volunteers and mentors Not available

http://www.emcn.ab.ca/

http://www.lifia.ca


OUTCOME OF FOCUS GROUP DISCUSSIONS AND PHONEINTERVIEWS

Focus groups and phone interviews were conducted in September and Octoberto identify existing programs and services available for higher level ESL learnersin areas outside HRM and to explore the current, past and possible future needsfor the delivery of such programs.

LUNENBURG/QUEENS COUNTIES

What’s currently available:

• Some clients travel to Halifax to access English for InternationallyTrained Health Professionals program.

• German Cultural Association

Number of immigrants in the area:

Year Number of newcomersaged 20-59 years

2000 14

2001 12

2002 14

2003 27

2004 16Source: Citizenship & Immigration Canada

Needs:

• Mostly in contact with highly skilled European immigrants with little or nolanguage difficulties.

Ideas for alternative delivery of ELT programs and services:

• Workshop style, face-to-face• Internet based course

Other observations:

• The challenge is in supporting newcomer families not involved in thecommunity.


TRURO


• The Colchester Adult Learning Association (CALA) in partnership with theMetro-Region Language Service (MILS) provides ESL instruction for agroup of 8 ESL students (CLB levels 1-5) 10 hours/week.



2000 14

2001 12

2002 10

2003 19

2004 12Source: Citizenship & Immigration Canada

Needs:

• The needs of the community can change quite quickly.


• Face to face is best – rural NS can’t guarantee the numbers to do that.• Use video conferencing as a medium.• Work experience is *really* important – sensitizes the community. Should

be paid.• Flexible• Whatever program is created for rural areas has to be able to mutate

quickly.

Other observations:

• Participants identified several employers with internationally trained staff:• Having someone in the community is critical to liaise• NSCC is in the process of trying to identify their role in delivering ESL –

have infrastructure and are geographically set• “Let’s not duplicate services – feed into us”• Liked idea of mentorship


KINGS COUNTY


• The Kings County learning Association has recently received funding fromthe Nova Scotia Office of Immigration for a pilot program, “ImmigrantsTraining for Employment”.

• Kings County Economic Development Agency facilitates the immigrationprocess for Provincial Nominee Program applicants.

• MILS has a TIE instructor in Wolfville currently working one-on-one withhopes of forming a class.



2000 30

2001 33

2002 31

2003 30

2004 40

Source: Citizenship & Immigration Canada

Needs:• Development of a group to share information regarding programs and

services available to newcomers

Ideas for alternative delivery of ELT programs and services:• Face-to-face• Suggested the idea of paid work placements• Flexible

Other observations:• Concerns regarding retention• Liked idea of mentorship• Website http://liveinnovascotia.com has brought over 217 families to Kings

County in the past 7 years.

http://liveinnovascotia.com


CAPE BRETON


• Strait-Highlands Regional Development Agency recently received fundingfrom the provincial Office of Immigration to work with businesses on howimmigrants can fill their skills needs, and how businesses can createwelcoming work environments.

• MILS TIE program has an instructor with one-on one or small groupinstruction.

Immigrants in the area:


2000 17

2001 25

2002 20

2003 23

2004 29


Needs:

• Conversational English• Group interaction – most pressing need• Flexible


• Market programs through existing system and C@P Sites• Anything would fit in as long as we know the resources are there• Video conferencing would be helpful especially when utilizing the listening

and speaking components

Other observations:

• Immigrants are very scarce; minimal requests for assistance• Mostly European immigrants• ESL services and programs are extremely limited• cd/rom or computer based study only works with individuals who do not

need assistance.


PICTOU COUNTY


• MILS currently has a beginner class and an intermediate class in NewGlasgow. The Chignecto-Central Regional School Board donates theclassroom space.

• Members of community organizations the Pictou area have formed anESL advisory group.



2000 4

2001 4

2002 20

2003 17

2004 8


Needs:

• Michelin has immigrant employees – language support in the workplaceas well as supporting newcomer families not involved in the community


• Something flexible that meets the needs of people in the community

Other observations:

• Retention is a concern


NEEDS FOR EMPLOYMENT RELATED LANGUAGETRAINING

On a national, regional and local level, there have been discussions and reportsabout newcomers integrating into the Canadian workforce and the challengesthey face. Mentorship, workplace communication skills, Canadian workexperience opportunities, profession specific language, and workplace Englishhave been highlighted in the following reports.

NATIONAL OVERVIEW

² The Public Policy Forum2

The Public Policy Forum identified challenges faced by employers hiringimmigrant workers. These challenges included:

• language• lack of experience with Canadian work culture/business etiquette• cultural differences/misunderstanding: holidays, ways of dressing,

religions• difficulty working with team integration

² Labour Market Attachment Needs of Immigrants in Nova Scotia3

In 2004, the Labour Market Attachment Needs of Immigrants in Nova Scotiareport outlines similar needs:

• language training and support• Canadian work experience• understanding of differences in workplace culture and

communications• networks• access to services in rural areas

The report went on to recommend the following services:• bridge training programs• mentorship program• internet-based delivery tools• province-wide access to services

2 Poisson, Yves. Public Policy Forum, Ottawa. “Atlantic Canada’s Employers’ Attitude Towards Immigration and Immigrants: Results from a National Survey.”

3 MISA. Labour Market Attachment Needs of Immigrants in Nova Scotia March 2004.


² Enhanced Language Training Research Final Report4

The Enhanced Language Training Research final report recommendedlinkages to employers through mentorships, internships, placements andnetworking.

² The Perspective of Business, Labour and Public Sector Leaders,Skills and Skill Shortages5

The Perspective of Business, Labour and Public Sector Leaders, Skills andSkill Shortages report asked private and public sector managers about themain obstacles they face in hiring internationally educated workers. Asseen in the following graph language, lack of Canadian work experience,and cultural differences were identified.

Source: Viewpoints 2002, the Perspective of Business, Labour and Public Sector Leaders, Spring 2002 - Labour Market and Business Centre

NOVA SCOTIA OVERVIEW

The ELT funded programs and services offered by the Halifax ImmigrantLearning Centre and MISA address more than half of the concerns identifiedin the above reports. Great strides have been made in developing andnurturing relationships with both the public and private sectors. Withcollaboration such as these, obstacles in areas outside HRM can beaddressed and overcome as well.

4 Centre for Canadian Language Benchmarks. Enhanced Language Training Research Report July 2004.5 Labour Market and Business Centre. Viewpoints 2002, the Perspective of Business, Labour and Public Sector Leaders, Skills and Skill Shortages. 2002.


Enthusiasm, interest, and momentum are building with rural communities asRegional Development Authorities and other community organizations identifythe need to successfully attract and retain immigrants as they struggle withdemographic challenges facing their communities. The following shows a briefoverview of evolving trends in Nova Scotia:

• In 1995 10% of newcomers in Nova Scotia settled in rural areas.• In 2004, 23% of newcomers in Nova Scotia settled in rural areas6.• The NS provincial government plans to double the number of immigrants

coming to the province.• The NS provincial government plans to increase the retention rate to 70%7.• Provincial Nominee families have settled in 43 different communities across

Nova Scotia.• 58% of Provincial Nominee families settled outside Metro.8

• Over 50% of CLB Assessments at MISA are LINC 4 and higher.• Requests for CLB assessments come from communities around Nova Scotia

including Truro, Kentville, Berwick, and Wolfville. 9

Focus groups and phone interview participants explored the current, past andpossible future needs for the delivery of higher level employment relatedlanguage training. People were asked to suggest alternative delivery methodssuitable for their local community. The small number of participants, the absenceof programs and services for newcomers, limited understanding of immigrationcategories and ELT eligibility criteria, along with varying levels of understandingof distance education options, were all contributing factors to limited feedback onthe needs and suggestions for alternative delivery methods of ELT fundedprograms and services. In the absence of a formal province wide needsassessment, it has been difficult to identify precise needs of newcomers eligiblefor ELT programs settling in areas outside HRM.

The needs identified included support in the workplace ranging from employmentrelated language to workplace culture. Employers noted that high technicalskills do not always correspond to high communications skills or languagefluency, which prevents many internationally educated professionals fromentering the workforce. Such challenges are also amplified by the diversity withinthe newcomer population, and the differences in how well individuals integrate,learn the language, and overcome culture shock, which depend on personalattributes and community supports. Recruiting immigrants was seen to entail notjust language issues, but also ensuring an understanding of Canadian workculture.10

6 Statistics Canada. 2005.7 Nova Scotia Office of Immigration. 2005-06 Office of Immigration Business Plan. April 2005.8 Nova Scotia Office of Immigration. The Nova Scotia Nominee Program the First Two Years: A Status report, September 2005.9 J. Cleveland. CLB Assessor, MISA.. 2005.10 Canadian Labour and Business Centre. Towards Understanding Business, Labour and Sector Council Needs and Challenges Related to Enhanced Language Training Final Report June 2004.


OPTIONS AND IMPLICATIONS

Throughout the research project, the words “flexible” and “blended” were usedrepeatedly to describe appropriate potential programs and services to supportnewcomers in rural Nova Scotia. All options assume input and support from localcommunities. For the extension of services and programs to be successful,leaders in the community will play an important role. The following optionsoutline possible ways to provide ELT programs and services to areas outsideHRM. Moving forward with any one of the suggested options would be beneficialin meeting the needs of newcomers living outside HRM.

ADVOCATE FOR PROVINCE-WIDE HIGH SPEED INTERNETACCESS

Although video conferencing and online courses are accessible with dial upconnections, it would be the preferred choice to have access via high speedconnections. At the present time, neither Eastlink nor Aliant can guarantee highspeed internet in areas outside Halifax.

Implications:

• This has to be someone’s responsibility.• If successful, online courses will be accessible from any where in

the province.

Next Step:

• Advocate the provincial government to promote province-wide highspeed internet access.

1


VIDEO CONFERENCING

Video conferencing takes the essence of face-to-face learning and applies it todistance education programs. It allows for real-time, online collaboration tools liketwo-way audio, direct messaging, live webcam, application sharing, interactivewhiteboards, and breakout rooms. Video conferencing is an innovative ways ofmaking learning accessible to all people in their own communities andworkplaces.

Strengths Weaknesses

• removal of space, time, placebarriers

• provision of synchronous andasynchronous

• use of multiple media for skill building• student centered, level playing field• creative teaching• access to resources• encourage additional rehearsal time• provides access to services in areas

where services may otherwise beunfeasible

• empowers learners• enhances current services

• loss of some non-verbal forms ofcommunication

• chance of technical difficulties• learner need for greater skills in time

management• accessibility• computer literacy• requires self-directed learners• limitations for hands-on learning

Implications:

• It would meet the Office of Immigration’s goal of improving access tosettlement services in regions outside metro that have no critical mass ofimmigrants e.g., through outreach programs or online).11

• Wouldn’t necessarily need a classroom so overhead costs could beaffected.

• Instructors would benefit from professional development.• Costly to do as a not-for-profit organization so there is a need to partner

with an organization already using the software with a technical supportsystem in place.


2


Next Steps:

• Explore partnerships with organizations already using videoconferencingas a tool for distance education.

• Continue communicating with Innovative Learning Services at the CalgaryBoard of Education. Innovative Learning Services is doing groundbreaking work through a three year project that addresses technologyenhanced, distributed learning opportunities and options. In January2006 their second language video conferencing pilot project begins.

• Identify what technical assistance is required to provide avideoconferencing program.

NEEDS ASSESSMENTS

There is conflicting information regarding needs of newcomers settling in areasoutside HRM. There is also a lack of information regarding the needs ofcommunity groups, Regional development Authorities and employers outsideHRM. The needs identified in this report are the perceived needs of people inthe community and may not accurately reflect the real needs of newcomers inrural areas.

Implications:

• Funding needs to be identified.• The process of doing aneeds assessment may slow down potential action

from this report.• Customized programs may be designed if unique needs are identified.• Many people feel as though enough needs assessments have been done

and it is time for action.

Next Steps:

• Identify the needs of newcomers living in areas outside HRM by doing aformal needs assessment.

• Identify the needs of employers and community groups working withnewcomers living in areas outside HRM by doing a formalized needsassessment.

3


FACE-TO-FACE INSTRUCTIONFace-to-face instruction seems to be the preferred delivery method for classroombased material. With limited numbers of immigrants in areas outside HRM, thisis not always possible. With the shift to online learning in Calgary, clients saidthey didn’t see classrooms as exciting as teachers did.12

Implications:

• Programs/curricula would need to be in a form that local instructors could use.• A minimum number of clients would need to register before a class could go

ahead. This could create confusion or lack of access to programs.• Difficulty in retaining a teacher if consistent work cannot be provided

Next Steps:

• Provide face-to-face instruction when appropriate and feasible.

• Identify what’s working and what’s not working in the classroom and see howthe traditional classroom can integrate multimedia and how the role of teachercan be improved.

MENTORSHIP PROGRAM EXPANSION

For the mentor program to expand to areas with both mentor and menteeliving in the same smaller community, work needs to begin to identify partnersin those areas. Due to low levels of immigration in areas outside HRM at thispoint, it is reasonable to create capacity to serve newcomers within existingservice organizations rather than develop a new system of services fornewcomers throughout the province. The best service provider to servenewcomers may differ among communities and selection of a service providershould consider input from each community and local mainstream serviceproviders.13 Another alternative would be to provide an online mentorprogram. This is happening in Edmonton and Toronto.

12 Cathy Faber, Director Innovative Learning Services, Calgary Board of Education.13 MISA. Labour Market Attachment Needs of Immigrants in Nova Scotia March 2004.

4

5


Implications:

• Need to identify additional funding• Need partners in the community• Need to facilitate a sense of community ownership

Next Steps:

• Explore the capacity and need for extending the mentorship programoutside HRM

Ø If it is decided to extend the mentor program:• Identify potential partners in communities outside HRM.

• Engage in a province wide awareness campaign so RDAsand community groups are aware of mentor program.

• Identify alternate methods of recognition for mentors

• Explore the possibility of an online mentor program.

WORK PLACEMENT PROGRAM EXPANSION

For the Work Placement Program to expand, work needs to begin to identifypartners in smaller economic centres.

Implications:

• Need to identify additional funding• Need partners in the community• Need to facilitate a sense of community ownership

Next Steps:

• Explore the capacity and need for extending the Work Placement programoutside HRM

Ø If it is decided to extend the Work Placement program:• Identify potential partners in communities outside HRM.

• Identify alternate methods of recognition for employers

• Engage in a province wide awareness campaign so RDAs andcommunity groups are aware of Work Placement program.

6


ONLINE DISCUSSION FORUM

Discussion forums encourage dialogue and mutual support between members.Users are encouraged to ask questions, share information and recommendresources. Discussion forums encourage people to connect, share and supporteach other while networks are formed and information is shared. BritishColumbia and Ontario currently have discussion forums for internationally trainedprofessionals.

Implications:

• Someone has to take on this responsibility• A moderator needs to be identified• Increase of communication• Creates opportunities for sharing and creating networks• Allows newcomers to feel connected regardless of their location• Need access to a computer

Next Step:

• Explore the capacity of creating an online discussion forum.

7


BLENDED MODEL

Blended approaches capitalize upon the unique properties of communicationmedia such as spontaneous verbal, reflective written, or visually richcommunication. By combining the strengths of face-to-face and online learning,blended learning can provide a realistic means for organizations to address thedialectical values they profess. Reflective online discussions and inquirycomplement spontaneous verbal classroom conversation and classes verywell. In this way, blended approaches combine the strengths of each mediumto provide a unique inquiry-based educational experience.14

The Enhanced Language Training Research Report recommended that blendedmodels (classroom/workplace/online) be explored to make the best use ofparticipants’ time.15

Implications:

• Instructors would benefit from professional development.• Costly• It would be a ground-breaking initiative.• It would meet the Office of Immigration’s goal of improving access to

settlement services in regions outside metro that have no critical mass ofimmigrants e.g., through outreach programs or online)16

Next Steps:

• Explore a partnership with Innovative Learning Services at the Calgary Boardof Education. Innovative Learning Services has a series of CD-Roms forLINC 4-7. These CD-Roms are designed to be used as an individual self-study tool, individually or group with an instructor, or online.

• Look closely at classroom based programs and identify what is good andwhat could be improved. Explore alternative methods of delivery forimprovement.

14 University of Calgary. Blended Approaches to Teaching and Learning: A Position Paper *Draft*. 2002.

15 Centre for Canadian Language Benchmarks. Enhanced Language Training Research Report July 2004.


8


APPENDICES


APPENDIX A - LIST OF ADVISORY GROUP MEMBERS

Gerry Mills - Executive Director, HILC

Claudette Legault - Executive Director, MISA

Glen Knapp - Citizenship and Immigration Canada

Megan Edwards - Policy Analyst, Nova Scotia Office of Immigration

Daurene Lewis - Principal, NSCC

Mark Larson - New Beginnings Online Project Manager, MISA

Ann Guy - Manager, Metropolitan Immigrant Language Services

Creston Rudolph - Welcoming Community Program Coordinator, Colchester

Regional Development Agency


APPENDIX B - LANGUAGE LEARNING ASSETS IN NOVA SCOTIAOUTSIDE HRMCumberland Adult Network forUpgrading

141 Victoria Street, East Amherst, NSB4H1X9

[email protected](902) 661-0153

Antigonish County Adult LearningAssociation

70 West StreetAntigonish, NS B2G2R8


www.nald.ca/acala.htm

Lunenburg County Adult LearningNetwork

PO Box 20025Bridgewater , NS B4V3W3


Queens County Learning Network P.O. Box 1156Liverpool, NS B0T 1K0


www3.ns.sympatico.ca/queenslearning

Richmond County Literacy Network 3250 Highway 320D'Escousse NS B0E1K0

[email protected]

Digby Area Learning Association 53 Mount StreetPO Box 968 Digby NS B0V1A0


www.dala.digby.ns.ca

Guysborough County Adult LearningAssociation

136 Church Street PO Box 255Guysborough, NS B0H1N0


www.nald.ca/gala

Community Learning AssociatonNorth of Smokey

PO Box 270 Ingonish, NS B0C1K0l [email protected](902) 285-2354

www.nald.ca/clans

Kings County Learning Association 22 Cornwallis StreetKentville, NS B4N2E1


www.kcla.ca

Pictou County Continuous LearningAssociation

PO Box 670, Pictou, NS B0K1H0 [email protected](902) 485-7014

Inverness County Literacy Network c/o Port Hawkesbury Literacy Council, 304Pitt Street Unit 4Port Hawkesbury, NS B9A2T9


Shelburne County Learning Network PO Box 853, 123 Mowatt StreetShelburne , NSB0T1W0


Adult Learning Association of CapeBreton County

PO Box 1283Sydney, NS B1P6J9

[email protected](902)564-8404

www.nald.ca/cbln

Colchester Adult Learning Association c/o NSCC Truro, 36 Arthur St Forester HallTruro, NS B2N1X5


www.nald.ca/cala

Hants Learning Network Association PO Box 2465 Windsor, NS B0N2T0 [email protected](902) 633-2110

Yarmouth County Learning Network c/o Burridge Campus NSCC372 Pleasant Street Yarmouth, NSB5A2L2


Metro-Region Immigrant LanguageServices (MILS)(currently LINC classes in Sydney,Truro and New Glasgow)

Forsyth Centre136 Pinecrest DriveDartmouth NS B3A 2J9


www.mils.ca

Cape Breton University Extension and Community AffairsCape Breton UniversityP.O Box 5300 Sydney, N.S B1P 6L2

563-1449 www.uccb.ns.ca/eca/esl

Acadia University Wong International CentreAcadia University Wolfville, NS B4P 2R6

(902) 585-1865 conted.acadiau.ca/esl/index.html

St. Francis Xavier University The Writing CentrePO Box 5000Antigonish, NS B2G 2W5

(902) [email protected]

http://www.stfx.ca/resources/writingcentre/LEAP.htm



http://www.nald.ca/acala.htm





http://www.dala.digby.ns.ca


http://www.nald.ca/gala


http://www.nald.ca/clans


http://www.kcla.ca





http://www.nald.ca/cbln


http://www.nald.ca/cala




http://www.mils.ca

http://www.uccb.ns.ca/eca/esl


http://www.stfx.ca/resource


APPENDIX C - ANNOTATED LIST OF ONLINE EMPLOYMENTRELATED LANGUAGE TRAINING RESOURCES

The following is an annotated bibliography of online employment related trainingresources for newcomers. It provides information from a variety of perspectives.

www.onip.ca/mentoring

The Ontario Network for International Professionals Online (ONIP) has an onlineMentoring Program. The Onip.online Mentoring Program matches internationally-trained professional newcomers with individuals who have a strong background inthe same professional field coupled with years of Canadian experience. The mentorsprovide information on labour market trends, accreditation and licensing procedures,and offer support and guidance to help newcomers make informed career choicesleading to suitable employment.

www.onip.ca/board

The online discussion Boards at the Ontario Network for International ProfessionalsOnline bring together newcomers with similar professional background and createthe support network which many newly-arrived international professionals miss somuch. Each of the sector-specific discussion boards has a moderator, a person withsignificant experience in the sector, who can answer questions and provide jobsearch and networking advice.

www.clta.on.ca/Distance-Education/about.html

The Centre for Language Training and Assessment has a set of distance educationEnglish language courses that newcomers can do online or take by correspondence.This program is called Advanced English on Your Own. The program is foradvanced ESL learners who are becoming functional in English but still want to workon their reading, writing, listening and speaking skills. There are four courses, eachat a different advanced level tied to the Canadian Language Benchmarks (CLB 7, 8,9, and 10).

www.costi.org

COSTI Immigrant Services has developed the On-Line Learning Support forUnemployed and Underemployed Newcomer Professionals in partnership withOCASI (Ontario Council of Agencies Serving Immigrants) and the York catholicDistrict School Board. It is intended to provide internationally trained immigrantsresiding in the Greater Toronto Area with the opportunity to acquire on-line sector-specific workplace communication training, information and referrals, employmentadvice and peer support.

http://www.onip.ca/mentoring

http://www.onip.ca/board

http://www.clta.on.ca/Distance-Education/about.html

http://www.costi.org


canadianefp.com

Canadian English for Professionals is an online English as a Second Languageprogram, developed in Manitoba , Canada . The program is designed specifically forprofessional engineers or those seeking to certify as professional engineers.

www.emcn.ab.ca/Career_Services/E-mentorship/what_is_E-mentorship

The Edmonton Mennonite Centre for Newcomers (EMCN) offers an E-Mentorshipservice for immigrant professionals. EMCN's E-mentorship is an online communitycurrently open to engineers, accountants and IT specialists. Our mentors areprofessionals who are currently employed in one of these fields in Alberta and whoare eager to share their experience and expertise with protégés- newcomers toAlberta who are seeking advice and guidance in finding employment and buildingcareers.

www.bridgesforwomen.ca

Although not exclusively for immigrants, the Bridges for Women Online program,offered through the BC Bridges for Women Society, is an on-line bridging program tohelp women survivors of abuse in small towns and isolated communities movetoward self-sufficiency. The project focuses on providing access to technology, andoffers e-learning opportunities to increase women’s employability. The Office ofLearning Technologies funded this 3 year pilot project serving southern areas ofVancouver Island and neighboring Islands. The focus of the program is thedevelopment of sustainable, long-term career goals for each individual.

www.misa.ns.ca/WhatsNew/NewBeginningsOnline.htm

Distance Education Program to Facilitate the Labor Market Integration ofNewcomers in Small Centers and Rural Communities in Nova Scotia (2006)MISA, in collaboration with the Office of Learning Technologies, the Nova ScotiaCommunity College, the Nova Scotia Department of Education and the Nova ScotiaOffice of Immigration has embarked on a two year project designed to assistnewcomers integrate into the Nova Scotia labour market. The primary focus of theproject will be to make available online, the highly successful pre-employmentworkshops offered through MISA's Employment Services Unit. The workshopsoffered through the New Beginnings Program include the Job Search, InterviewSkills and Working In Canada workshops. Currently, these workshops areclassroom-based and have been specifically designed to assist newcomersovercome the barriers related to accessing employment opportunities in NovaScotia, as well as building job-search skills.

http://www.emcn.ab.ca/Career_Services/E-mentorship/what_is_E-mentorship

http://www.bridgesforwomen.ca

http://www.misa.ns.ca/WhatsNew/NewBeginningsOnline.htm


www.lifia.ca

LIfIA : Learning Innovations Forum d'Innovation d'Apprentissage (Foro de lasInnovaciones que Aprende) is a non-profit corporation whose mission is to promotelearning innovations as they benefit learners, organizations and communities. LIfIAis action-oriented: animating and leading collaborative projects that bring aboutchange in learning systems. LIfIA has launched a project to research and develop astrategy for an ePortfolio system for skilled immigrants to Canada. LIFIA is driven bythe belief that an electronic portfolio, or ePortfolio can be an effective and efficienttool for skilled tradespersons and professionals to set out their foreign training andwork experience acquired outside of Canada.

http://www.lifia.ca


APPENDIX D - LIST OF PEOPLE CONSULTED

Atallah, NabihaManager, Immigrant BusinessDevelopment Services (IBDS), MISAHalifax, NS

Blair, KarenAdult Learning Association of CapeBreton CountySydney, NS

Boldt RobProgram Design and Evaluation UnitSettlement and MulticulturalismDivisionSettlement Services BranchMinistry of Attorney General andMinister Responsible forMulticulturalismGovernment of British ColumbiaVancouver, BC

Cleveland, JanCLBA Assessor, MISAHalifax, NS

Costa, LorenaWork Placement Coordinator, MISAHalifax, NS

Cotton, JohnDirector, Inverness Recreation andTourismPort Hood, NS

Cohen, CarolynSenior Manager, Centre forEducation and TrainingMississauga, ON

Derby, CarolInstructor, Halifax ImmigrantLearning CentreHalifax, NS

Carolyn Dieleman,Language Training ProgramsIntergovernmental Relations andImmigration BranchAlberta Human Resources andEmploymentEdmonton, AB

Emenau, NeilExecutive DirectorLunenburg/Queens RegionalDevelopment AgencyBridgewater, NS

Faber, CathyDirectorInnovative Learning ServicesCalgary Board of EducationCalgary, AB.

Frederikse, PeggySkills Investment BranchMinistry of Training Colleges &UniversitiesToronto, ON

Gillis, PeterExecutive DirectorKings County Learning AssociationKentville, NS

Guy, AnnDirector, Metro-Region ImmigrantLanguage ServicesDartmouth, NS

Hatt, MillieLiteracy Coordinator, RichmondCounty Literacy NetworkD'Escousse, NS

Jackson, PatAlberta Distance Learning CentreBarrhead, AB


Jin, LiEmployment Resource CoordinatorMISAHalifax, NS

Kelly, AnneInstructor/TIE CoordinatorMetro-Region Immigrant LanguageServicesDartmouth, NS

Kutcher, JanEmployment Services Unit Manager,MISAHalifax, NS

MacDonald, MaDonna"Move to Kings" CoordinatorKings Community EconomicDevelopment AgencyKentville, NS

MacDonald, MaryExecutive Director, Pictou CountyContinuous Learning AssociationPictou, NS

MacNaughton, KatherineInstructor,Halifax Immigrant Learning CentreHalifax, NS

MacPherson, SeonaighUniversity of ManitobaDepartment of Curriculum, Teachingand LearningWinnipeg, MB

Malcolm, KarenCommunity Development FacilitatorStrait-Highlands RegionalDevelopment AgencyPort Hawkesbury, NS

Mason, MarkCoordinator, Colchester AdultLearning AssociationTruro, NS

McBeth, AnnaMentor Coordinator, MISAHalifax, NS

Moreton, BarbStrait Region Skills and LearningBranchNS Department of EducationPort Hawkesbury, NS

Murphy, GordonCentre for Education and TrainingMississauga, ON

Ouellette, JohnInnovation and Skills FacilitatorStrait-Highlands RegionalDevelopment AgencyPort Hawkesbury, NS

Pictou Reional DevelopmentCommissionBusiness Service CentreNew Glasgow, NS

Pelser, DonnaAssistant Superintendent,Garden Valley School DivisionWinkler, MB

Pidlaski, MargaretDirector, Adult Language TrainingBranchImmigration & MulticulturalismDivisionManitoba Labour & ImmigrationWinnipeg, MB


Rasheed, AwatefKings County Learning AssociationKentville, NS

Rudolph, CrestonWelcoming Community ProgramCoordinatorTruro, NS

Schelenberg, ValEAL/ESL ConsultantHanover School DivisionSteinbach, MB

Sefton, DebbyVice-President, ContactNorth/Contact NordThunder Bay, ON

Smith, MikeNSCC Dean of AccessMayor of Colchester CountyTruro, NS

Tavares, TonyMulticultural Education, InternationalLanguages and ESLManitoba Education, Citizenship andYouthWinnipeg, MB

Tobin, CindyCommunity Development OfficerCape Breton County EconomicDevelopment AuthoritySydney, NS


APPENDIX E - SAMPLE FOCUS GROUP AGENDA

7105 Chebucto Rd. - Suite 201, Halifax, NS, B3L 4W8 Tel: (902)443-2937 Fax: (902)423-3154 website: www.hilc.ns.ca

Nova Scotia ELT Extension/Outreach Research ProjectFocus Group Agenda

1. Introductions & interest in newcomers

2. Description of Enhanced Language Training (ELT) programs

3. Description of the ELT Extension/Outreach Research Project

4. Discussion:

• What services for immigrants are currently available in this

area?

• How many newcomers do you come in contact with? What

is their language level?

• What are they asking for?

5. How can we deliver existing ELT programs so newcomers living in

this area could benefit?

6. other

http://www.hilc.ns.ca


APPENDIX F - QUESTIONS TO CONSIDER

Questions to consider:

• What online teaching/learning models capture the practical and creativeinterests of teachers to draw them into a constructivist learning environmentonline?

• What online/learning models allow schools/organizations to participate inextending, enriching and transforming current practice?

• What administrative restructuring, professional development and studentsupport is necessary to sustain the development, quality and direction ofdistributed learning options?17

17 Cathy Faber. Professional Development Opportunities for K-12 Educators. Calgary School Board.


APPENDIX G - BIBLIOGRAPHY

“Atlantic Canada’s Employers’ Attitude Towards Immigration and Immigrants:Results from a National Survey.” Poisson, Yves. Public Policy Forum, Ottawa. “

“Barriers to Distance Education and Training: Survey Results.” Berge, Zane,Muilenburg, Lin, and Van Haneghan, James. 2002.

“Blended Approaches to Teaching and Learning: A Position Paper *Draft*.”University of Calgary. 2002.

“Bridging Program Benchmarks, Recommendations and Evaluation Framework.”FuturEd Consulting Education Futurists Inc. 2004

“Building Basic Skills for Adults in Small Remote Communities: Final Report to theOffice of learning technologies Project #99561.” ContactNorth. 2002.

“Business Plan 2005-2006.” Colchester Regional Development Agency. 2005.

“Business Plan 2005-06.” Nova Scotia Office of Immigration. 2005.

“The Canadian Language Training. Industry. Technology Roadmap.” Ailia.ca. 2004.

“The Challenges of Web-based Language Learning: An English ConversationCourse from Canada to Japan.” University of Alberta. 2003.

“Colleges Integrating Immigrants to Employment (CIITE) Final Report.” Ministries oftraining, Colleges and Universities. 2004.

“Comings and Goings of Immigrants in Atlantic Canada.” The Workplace Review.April 2005.

“Distance-Based and Distributed Learning – A Decision Tool for EducationalLeaders.” Appalachia Educational Lab. 2000.

“E-Learning ESL: Bringing the World Together. Dracopoulos, Effie. McGillUniversity. 2003

“Enhanced Language training Research Project: What’s already out there? – FinalDraft.” Centre for Canadian Language Benchmarks. 2004.

“Engaging with Regional Stakeholders on Integrating Internationally-TrainedWorkers into the Workforce.” Canadian Labour and Business Centre. 2005.

“ESL Multimedia Resources Project Public Report.” Calgary Board of Education.2005.


“Immigrants and Rural Canada: Research and Practice Final Report.” CanadianRural Revitalization Foundation and Rural Development Institute National RuralThink Tank 2005.

“Immigrants’ Employment Needs Assessment Project.” Ottawa Centre for Researchand Innovation – TalentWorks. 2004

“Straticic Plan 2000-2005.” Kings Community Economic Development Agency.2000.

“Labour Market Attachment Needs of Immigrants in Nova Scotia.” MISA. 2004.

“Language & Communication for the Workplace.” Manitoba Labour and ImmigrationAdult Language Training branch. 2002.

“Literacy through E-Learning – the Second Language Learning Café at the RoyalBank of Canada.” Conference Board of Canada. 2002.

Making a Change: A resource Handbook for Promoting Access to Professions andtrades for Foreign-Trained People in Ontario.” Centre for Research and Educationin Human Services and Skills for Change. 2001.

The Nova Scotia Nominee Program The First Tow Years: A Status Report. 2005.

Nova Scotia Language Pathways ELT Projects – Final Report and Evaluation. MISAand HILC. 2005.

“Pictou County Strategic Plan for Regional Community Economic Development.”Pictou County Regional Development Agency. 2005.

“Professional Development Opportunities for K-12 Educators.” Faber, Cathy.Calgary School Board.

“Responding to the Needs of Immigrants Final Report.” Canadian Colleges &Institutes. 2004.

“Towards Understanding Business, Labour and Sector Council Needs andChallenges Related to Enhanced Language training: Final Report.” CanadianLabour and Business Centre. June 2004.

“Valuing the Knowledge, Skills and Experience of Canada’s Immigrants.” CanadianColleges & Institutes. 2005.

“The Perspective of Business, Labour and Public Sector Leaders.” Viewpoints2002. Labour Market and Business Centre. Spring 2002.

“What Makes Distance Learning Effective? Support Mechanisms to Maximize theImpact of Distance Learning in Adult Education.” The Massachusetts ABE DistanceLearning Project. 2001.


Sydn

ey/N

ew W

ater

ford

Brid

gew

ater

/Mah

one

Bay/

Lune

nbur

g

Trur

o/Bi

ble

Hill

Pict

ou/N

ew G

lasg

ow a

rea

Antig

onis

h

Yarm

outh

Anna

polis

Roy

al /D

igby

/Brid

geto

wn

Sprin

ghill/

Oxf

ord/

Amhe

rst

Anna

polis

Val

ley

area

Where do newcomers settleoutside Halifax Regional Municipality?

2000-2004

APPENDIX H - WHERE DO NEWCOMERS SETTLE?


0

50

100

150

200

Num

ber o

f New

com

ers

APPENDIX H



APPENDIX I – NEWCOMERS IN HRM AND OUTSIDE HRM

0100200300400500600700800

2000 2001 2002 2003 2004

OutsideHRM

HRM


Num

ber o

fNew

com

ers

Outside HRM & HRM

APPENDIX I

Language TrainingSector/Profession OrientationAn overview to the culture, values, ethics, systems and professional practice in a specific profession in Canada.

Mentoring

Employment Experience

Currently available: Orientation to Canadian Health Care System.

Matches newcomers with mentors from a similar profession to help newcomers build:

English for Internationally Educated Health Care Professionals

English for Work and BusinessWorkplace language skills for high level professionals from diverse employment backgrounds.

6 week full time work placement in employment setting closely linked to your professional background.

confidence career goals networks awareness of work cultures professional language

Evening classes To assist the employed and under-employed newcomers with their language learning needs.

Enhanced Language Training in Nova Scotia

For more information contact:

Halifax Immigrant Learning Centre

Tel 902-443-2937Fax 902-423-3154

www.hilc.ns.ca

Metropolitan Immigrant Settlement Association (MISA)

Tel 902-423-3607Fax 902-423-3154www.misa.ns.ca

Chebucto Place7105 Chebucto Road, Suite 201Halifax, Nova Scotia B3L 4W8

Language Learning Strategies For independent high level learners focusing on the language learning process and strategies to improve.

Appendix J