Language and Identity from the Perspective of a NNES ESL Immigrant Teacher

2021/02/24 by Laura Brass, Brass, Laura
Arts and Humanities · Social Sciences · #EFL/ESL Teaching and Learning #ESL #Immigrant #Multilingual Education and Policy #NNES #Second Language Learning and Teaching #Teacher

paper · doi:10.82396/cjcd.v17i1.3121

openalex created_date 2020/08/24 · openalex publication_date 2021/02/24 · openalex updated_date 2026/07/23

Abstract

In the past two decades, the number of highly skilled immigrants has increased dramatically (Statistics Canada, Census of Population, 2006), contributing to Canada’s success in attracting smart, well-educated professionals – English as a Second Language (ESL) teachers included. As such, many diverse languages and minorities co-exist within Canada, a welcoming home to thousands of immigrants and refugees from across the globe. Canada’s Prime Minister Justin Trudeau’s greeting speech to the first group of Syrian refugees, “We get to show the world how to open our hearts and welcome in people who are fleeing extraordinarily difficult situations … You are home. Welcome home” (Trudeau, 2015) is a case in point.

Citations

• Identity, language learning, and social change

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