Imagine you were an international student, studying at an educational institution in China, with very limited spoken Chinese. How might you feel, trying frantically to understand a completely foreign language; if you were voiceless, unable to communicate something you were desperate to say; if you were also all alone, far away from home?
In the age of globalization, it is common practice for Canadian educational institutions to recruit international ESL students (Zhang & Beck, 2014). The biggest group of international students in Canada is from China (Canadian Bureau for International Education, 2017). But how do Chinese international students actually experience education in Canada? The term “acculturation” refers to the psychological adaptation process that immigrants go through when settling in a new country (Smith & Continue Reading →
Years ago, when I was a young university student living far from home, I signed up for a beginner’s Latin class. I remember my stomach knotting itself into a bag of pretzels while I waited for the course to start. At the time, I had certain beliefs about my learning abilities, (by “beliefs”, I mean “fears”).
A quick glance at my old report cards would show I was an average student in every subject save one: English. Combine that singular skill with an aptitude for daydreaming, a tendency to angst out over assignments, and a mild case of generalized anxiety—et voilà: a scholar-in-training is born.
Flashback sequence: I grew up in a home with a mother who thought it was unhealthy to read too much. Continue Reading →
Learning English as a Second Language comes with its usual predicaments and involves a lot of effort, systematic study, mentoring, and use of technology. It just adds another layer of complexity when a learner has vision impairment or any other learning difficulty or limitations. In Canada, it is not unusual that people with visual impairment are learning English in schools specially equipped for them where they are provided with a set of arrangements catering their needs. In most of the cases, the learners use braille and get help from specially trained instructors. But learning English in a mainstream program like English for Academic Purposes is not that common in public colleges where there is little or no special infrastructure for a blind student. Continue Reading →