Despite multiple attempts to improve second language education in Canada and consider the existing diversity of the population, there are still problems in the given sphere. These difficulties include the lack of ELL-focused teacher education and administrative control in schools. Moreover, the majority of suggested incentives focused on the provision of LNC programs for adults face multiple barriers because of regional peculiarities and existing inequities in available training, quality of education, and teachers’ readiness to provide learners with needed knowledge.
Additionally, there are issues with migrant learners who fail to graduate from schools and acquire the demanded skills that will help to integrate with society in the future. The existence of these problems deteriorates the outcomes of the introduced policies and decreases the effectiveness of second language education in Canada.
In such a way, the problems described in the section can be considered a serious barrier to the achievement of success in educating the diverse population and promoting better cooperation among all members of society. Regarding the modern tendency towards the rise of globalization and mass movement of people from poor or seized by war countries to more developed and safe ones, the issue of migrants’ learning should acquire the top priority.
As it is mentioned above, in Canada, despite the focus on the promotion of better L2 education practices, this problem remains. Moreover, it is also topical for other countries experiencing the income of migrants and the need for their integration with the society to avoid further problems with this constantly growing population group and cultivate diversity in communities.
The main central question related to migrants is that they do not attain the appropriate percentage of high school completion. Investigating this very issue, Garnett (2010) states that in the majority of cases, this negative tendency emerges because of the socio-economic status of learners, language spoken at home, and English proficiency. The combination of these factors can demotivate a non-speaker to continue learning and precondition high drop-out rates. Reflecting on the given problem, it is possible to predict the emergence of particular enclaves characterized by the existence of a certain language spoken by its representatives and different from those supported by policies aimed at the promotion of better cooperation among communities’ members and their integration with the society.
Finally, the given issue is closely related to the low level of teachers’ preparation as it preconditions poor results among language learners and might undermine their motivation to engage in educational activities. That is why there is a critical need for better governmental involvement in all regions to create appropriate curriculums regarding the peculiarities of the area and individuals and organize effective courses for teachers to be able to work observing this very plan and achieve existing goals.
Altogether, there are still some barriers that decrease the effectiveness of all efforts to create a potent approach to second language education in Canada. Considering the existing diversity peculiar to its society and numerous migrants, this necessity to eliminate these problems becomes obvious as one of the ways to create the basis for further development. Differences in social status, spoken languages, and income precondition the high complexity of the topic and require appropriate interventions such as the government’s involvement and special training for teachers to be able to work under these conditions and contribute to the improvement of the situation related to L2 education.
Reference
Garnett, B. (2010). Toward understanding the academic trajectories of ESL youth. The Canadian Modern Language Review, 66(5), 677–710.