Abstracts
Abstract
This article investigates the dynamics of language learning and cultural integration within the Language Instruction for Newcomers to Canada (LINC) program, focusing on the experiences of three former students who completed Canadian Language Benchmark (CLB) level 5 proficiency in Alberta. Through qualitative interviews and questionnaire responses, this article explores how participation in the LINC program influenced their personal and professional growth, the ways in which the program assisted them, and their future goals in Canada. Drawing on Norton’s theoretical framework of identity, investment, and imagined communities, the research highlights the multifaceted nature of language learning and its implications for immigrant adaptation and socio-economic integration. The findings underscore the students’ resilience, commitment, and aspirations in navigating linguistic and cultural transitions, thus contributing to a deeper understanding of language education and immigrant integration in the Canadian context. Recommendations include diversifying participants, integrating student feedback, and exploring blended learning approaches.
Keywords:
- Language Instruction for Newcomers to Canada (LINC),
- Canadian Language Benchmark (CLB),
- identity,
- learning investment,
- imagined communities,
- language education,
- immigration integration
Résumé
Cet article étudie la dynamique de l’apprentissage de la langue et de l’intégration culturelle dans le cadre du programme de Cours de langue pour les immigrants au Canada (CLIC), en se concentrant sur les expériences de trois anciens étudiants qui ont atteint le niveau 5 des Niveaux de compétence linguistique canadiens (NCLC) en Alberta. Par le biais d’entrevues qualitatives et de réponses à des questionnaires, cet article explore la façon dont la participation au programme CLIC a influencé leur croissance personnelle et professionnelle, les façons dont le programme les a aidés et leurs objectifs futurs au Canada. S’inspirant du cadre théorique de Norton sur l’identité, l’investissement et les communautés imaginées, la recherche met en évidence la nature multiforme de l’apprentissage des langues et ses implications pour l’adaptation et l’intégration socio-économique des immigrants. Les résultats soulignent la résilience, l’engagement et les aspirations des étudiants dans la traversée des transitions linguistiques et culturelles, contribuant ainsi à une meilleure compréhension de l’enseignement des langues et de l’intégration des immigrants dans le contexte canadien. Les recommandations comprennent la diversification des participants, l’intégration des commentaires des étudiants et l’exploration d’approches d’apprentissage mixte.
Mots-clés :
- Cours de langue pour les immigrants au Canada (CLIC),
- Niveaux de compétence linguistiques canadiens (NCLC),
- identité,
- investissement dans l'apprentissage,
- communautés imaginées,
- enseignement des langues,
- intégration des immigrants
Appendices
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