|Published online: August 5, 2016||$US5.00|
In Canada and other countries, newcomers have typically settled in large cities; however, in recent years, smaller centers are seeing growth in their newcomer populations. As smaller centers become increasingly diverse, educators in these areas must be ready to respond to the needs of newcomers. This study, conducted in one eastern Canadian province with an emerging population of newcomers, examined the perspectives of a variety of educators regarding issues in the education of newcomers. Classroom teachers, ESL teachers, and school administrators in elementary schools, as well as staff from the Department of Education responsible for overseeing the jurisdiction, were interviewed. The findings point to a number of issues important to educators for professional development and support. These include the need for pedagogical guidance and support to teachers to better meet the needs of students with limited English proficiency or lack of prior education and guidance in the assessment of student progress, especially for those who may have special needs.
|Keywords:||Linguistic and Cultural Diversities, Inclusive Education, Supporting Teaching and Learning in Diverse Classrooms|
The International Journal of Learner Diversity and Identities, Volume 23, Issue 4, December 2016, pp.1-17. Article: Print (Spiral Bound). Published online: August 5, 2016 (Article: Electronic (PDF File; 413.604KB)).
Associate Professor, Faculty of Education, Memorial University of Newfoundland, St. John's, Newfoundland and Labrador, Canada
Associate Professor, Faculty of Education, Memorial Univeristy of Newfoundland, St. John's, Newfoundland and Labrador, Canada
Instructor, Department of English, Memorial University of Newfoundland, St. John's, Newfoundland and Labrador, Canada