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THE INTEGRATION Advantage

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THE INTEGRATION Advantage THE INTEGRATION Advantage How the LINC programs at Bow Valley College and NorQuest College are increasing newcomer success. The LINC programs at Bow Valley College and NorQuest College are succeeding. This report explores the experiences of adult immigrants enrolled in the Language Instruction for Newcomers to Canada (LINC) programs at Bow Valley College and NorQuest College. In their own words, newcomers tell of their journey and how these programs at post-secondary institutions do more than help them learn English. The programs also boost integration into Canada by increasing newcomers’ confidence, promoting inclusion, and helping them to prepare for employment. ii The report reveals 4 key reasons why LINC students thrive in these post-secondary programs: Integration success Employment The learners used the many support services The opportunity to be exposed to so many other and campus activities at the colleges to career opportunities in the post-secondary advance their learning and integrate with institutions, as well as the career-oriented the larger college community. environment, gave them a clearer path to employment. Top-level instruction Confidence The excellent instruction carried out by highly They felt secure, supported and respected, qualified teachers at the post-secondary level gaining the confidence they need to succeed made learning English much easier. in their new home. Canada is built on the successful integration of newcomers into society, and the LINC programs at Bow Valley College and NorQuest College are leading the way. Understanding LINC Learners’ Experiences in College Settings Bow Valley College Centre for Excellence in Immigrant and Intercultural Advancement NorQuest College Faculty of Foundational, Career, and Intercultural Studies Dean Wood PhD, Principal Researcher – September 2015 iv Table of Contents Executive Summary 2 Tables Acknowledgments 4 4.1 Participants’ Demographic Profile 14 1 Background and Purpose 5 4.2 Utilization Rates for Each Learner Support 1.1 Background 5 Service and Campus Activity 15 1.2 Purpose 6 4.3 Students’ Engagement with Learner Support 1.3 Research Questions 6 Services and Campus Activities 16 2 Research Methods 7 4.4 Interviewees 16 2.1 Participants 7 4.5 Interviewees’ Utilization Rates for 2.2 Data Collection 7 Each Learner Support Service and 2.3 Data Analysis 9 Campus Activity 22 2.4 Research Ethics 9 4.6 Library and Learning Commons 23 3 Literature Review Summary 10 4.7 Orientation 23 4 Findings: Bow Valley College 13 4.8 Career Services and Job Fair 23 4.1 Questionnaire Data 13 4.9 Learner Success Officers 23 4.2 Interview Data 16 4.10 Registrar’s Office and Student Advisors 23 5 Findings: NorQuest College 29 4.11 Tutorial Centre, Conversation Club, 5.1 Questionnaire Data 29 Writing Club 23 5.2 Interview Data 32 5.1 Participants’ Demographic Profile 30 6 Discussion, Recommendations, 5.2 Utilization Rates for Each Learner Support and Conclusion 44 Service and Campus Activity 31 6.1 Discussion 45 5.3 Students’ Engagement With Learner Support 6.2 Recommendations 50 Services and Campus Activities 32 6.3 Conclusion 54 5.4 Interviewees 33 References 55 5.5 Interviewees’ Utilization of Learner Appendix A: Five Student Support Services and Campus Activities 37 Life Stories 60 5.6 Academic Fairs 38 Appendix B: Learner Support Services 5.7 Cafeteria and Student Centre 38 and Campus Activities 72 5.8 Coping in Canada Workshops 38 Appendix C: Literature Review 75 5.9 Computer Assistance 38 Appendix D: Quality 5.10 Employment Advisor 38 Assurance Processes 85 5.11 Job Fairs 38 5.12 Library 38 5.13 Linc Administrative Office 39 5.14 Settlement Advisor 39 5.15 Student Navigator 39 5.16 Christmas Concert (Cc), Hallowe’en (H), Quest Singers (Qs) 39 B1: Bow Valley College 73 B2: NorQuest College 74 D1: Bow Valley College 86 D2: NorQuest College 88 1 Executive Summary experiences at the college, services and activities that the participants utilized, classroom instruction This report describes research that was undertaken at on the Canadian way of life, goals and plans, cultural Bow Valley College (BVC) and NorQuest College (NQC) diversity in the classroom and Canada, and the college to understand the experiences and perceptions of experience in relation to settlement. adult immigrants enrolled in the Language Instruction for Newcomers to Canada (LINC) programs. In The findings reported in Chapters 4 and 5 clearly particular, it focused on students’ perceptions of a indicate that, from the students’ perspective, the LINC college learning environment, utilization of learner programs at BVC and NQC are highly effective in support services and campus activities, informal and meeting their language learning and settlement needs. formal engagement with the college community, and Based on the questionnaire data, the participants perceptions of their college experiences in relation to from BVC had used an average of 7.7 services (out of settlement and integration. The study was initiated 20), and those from NQC had used an average of 12 through discussions between Bow Valley College and services (out of 23). The range of services and activities Citizenship and Immigration Canada and funded by provided at each college include some (e.g., library and CIC. Although a body of research has reported on the computer assistance) relevant to all learners and others settlement and integration experiences of newcomers that are specialized and needed by a limited number to Canada, little research has focused on language of students (e.g., accessibility services). For this reason, learning from the perspective of adult learners. utilization rates for individual services and activities range from, for example, 92 percent to 25 percent. Data were gathered at both colleges during May and Interviewees talked about the services they valued and June 2015. A total of 372 students enrolled in CLB these included, among others, resume preparation, 4–7—more than 90%— responded to a questionnaire information about college career programs, tutorial that measured their utilization of 20 learner support support, specialized library resources, the computer services and campus activities at BVC and 23 services commons, and individualized career and educational and activities at NQC. Ten students from each college planning. They also identified specific benefits of who reported high utilization rates participated in the services related to career planning, job searches, semistructured interviews that focused on previous computer skills, living successfully in Canada, and education, initial experiences in Calgary/Edmonton, planning for career education after LINC. choice of college and satisfaction with choice, first 2 The interview data indicate that the participants 5. Although measures of socioemotional climate were were very satisfied with their choice of BVC or NQC, not a part of the study, the students’ comments their relationships with their instructors, the quality consistently reveal that they felt secure, supported, of instruction, the inclusive social environment in and respected. They believed that the LINC the classroom and the college, and the educational program and the colleges are committed to their and settlement support provided by the services and long-term success in Canada. activities. In terms of settlement and integration, they 6. Despite the many challenges that permanent said they were developing the English proficiency residents and refugees have encountered and needed for life in Canada and the workplace; learning the challenges that lie ahead, the students were practical, day-to-day living skills; planning for further motivated, optimistic, and confident about education and the workforce; meeting and learning their future. from students from other cultures; understanding Canadian values, cultural norms, laws and government; 7. According to the data from interviews with the and appreciating multiculturalism as a value and students, most are involved in what can be considered Canadian way of life. All interviewees recognized their a second phase of the settlement process. settlement related learning was very important to their present and future life in Canada. 8. The students are gaining an understanding of the Canadian way of life generally and of cultural diversity and multiculturalism more specifically. Based on an analysis of the quantitative and qualitative data reported in the findings chapters, the researcher identified eight themes: The report makes seven recommendations: 1. Given the range of LINC providers in Calgary 1. Students’ strong satisfaction with LINC coupled with and Edmonton, the students’ primary reason their belief that it is effective in meeting their needs, for choosing to study at BVC and NQC was the as the findings demonstrate, clearly indicate that reputation of the colleges, which largely reflects BVC and NQC should continue their current LINC the input of family and friends. program delivery models. 2. The students expressed a high degree of 2. Students’ positive experiences with learner support satisfaction with their LINC program at the services and activities, as the findings demonstrate, colleges when the researcher asked them directly clearly indicate that BVC and NQC should continue to and when they discussed various aspects of their provide a broad range of services and activities and student experience. enhance those services and activities where feasible. 3. The students utilized learner support services 3. As public postsecondary institutions,
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