“The School of Life”: Differences in U.S. and Canadian Settlement Policies and Their Effect on Individual Haitian Immigrants’ Language Learning

Abstract

A growing body of literature suggests that language proficiency in the main language of the destination country is one of the most significant factors in the integration of immigrants. This study examines the overall differences in U.S. and Canadian settlement policy, using the provision of language courses as a specific example of the ways in which adult immigrants are integrated into the host society. Eleven Haitian women in both countries were interviewed to compare the way in which participants accessed key settlement information and services. The findings reveal that Canadian-based participants were much more likely to cite professional institutions ("formal facilitators") for referrals, whereas U.S.-based participants were more likely to learn from "informal facilitators." The findings also highlight differences in access and completion rates of language classes. Implications for how national settlement policy affects individual immigrants and their language acquisition are analyzed in the discussion.

Women’s experiences of immigration to Canada: A review of the literature.

“…However, informal learning of English proved difficult for older foreign-born women because of limited contact with native speakers (Wang, 1999), and factors such as work and child-care responsibilities were major impediments to women taking English classes (Kilbride & Ali, 2010). Duguay (2012) reported that government-sponsored language classes failed to improve prospects for finding employment.…”

Transparency with Second Language and Multilingual Transcription

“…However, many authors that used nonstandard orthography or ungrammatical segments in their transcripts didn’t discuss their decision in doing so. For example, *Duguay (2012) interviewed 11 immigrant women from Haiti, and the transcription has false starts, unfinished words, and nonstandard grammars, but Duguay gave no statement about the transcription of these L2 utterances’ non‐idiomaticity.…”

‘It’s Like You Are Trapped in a Small Place’: Language Skill Acquisition and Settlement Outcomes of Ageing Cambodian Refugees

“…However, it has been criticized for separating language from literacy. For example, in its delivery, instructors separate learners' process of learning to read from their process of learning a second language (Duguay, 2012). Another program, English Language Training (ELT), which started in 2003, would provide language training geared toward specific professional fields such as nursing and engineering (Boyd & Cao, 2009).…”

“…Research has shown that newcomer women typically seek language education after their children are settled or have completed early childhood education, by which time they may be ineligible for LINC programs (Duguay, 2012;Kilbride et al, 2008). Evidence of complex learning needs was also revealed in participants' narratives.…”

“…Most participants were limited-English-proficient. Factors internal and external to them as learners appear to have impacted their attainment of the language proficiency levels required for acceptable degrees of social participation and inclusion in their communities (Duguay 2012). However, to compensate, first-generation Cambodians have high levels of community-based service utilization which support their independent living within the community.…”