POLICIES AFFECTING ESL INSTRUCTION IN MANITOBA

Abstract

Since the 1960s, potential newcomers to Canada have been assessed on a point system which takes into account their education, professional background and training, knowledge of an official language, resident family, and ability to make an economic contribution to Canada. Because economic factors have recently garnered proportionally more points, immigration from the ìAsian Tigerî countries has increased. Urban centers such as Vancouver report that English as a second language (ESL) students form 10% to 33% or more of the student population in high schools (Naylor, 1994a; 1994b; McGivern & Eddy, 1999). While Centers outside of Toronto, Vancouver and Montreal do not yet report such high numbers of ESL students, immigrant applicants are now able to gain points by volunteering to live in other areas for a specified period of time (Immigration Canada, 1993). Other urban centers are therefore receiving more independent class immigrants. Additionally, in an effort to attract foreign dollars, many school divisions have begun actively recruiting international students to study in high schools, many of whom are expected to become Canadian citizens and sponsor their familyís immigration. Finally, increasing numbers of ESL students are now Canadian born, as families elect to maintain their heritage languages in their homes and allow the schools to teach English. As a result of these and other factors, there are increased numbers of ESL students who have high educational attainments and expectations.