Effective literacy strategies for immigrant students (2009)

Lessons in Learning – September 23, 2009

The authors of this document discuss some of the findings of a study commissioned by the Canadian Council on Learning (CCL) and Citizenship and Immigration Canada to examine the academic performance of young immigrants whose first language is neither English nor French.

The study, which focused on young people living in Toronto, Montreal and Vancouver, showed large differences among different groups of immigrants. For example, Chinese-speaking immigrant youth tend to do as well or better than Canadian-born youth in measures of academic success while Spanish-, Creole- or Vietnamese-speaking immigrant students were shown to perform well below their Canadian-born counterparts.

The authors point to the importance of strong literacy skills in achieving academic success and call for a flexible, varied approach to helping new Canadians learn English or French.

They also reviewed literature about instructional strategies for teaching literacy skills to immigrants. Based on their findings, they recommend cooperative reading, systematic phonics instruction, multimedia-assisted reading techniques and structured writing as useful strategies.

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APA citation
Canadian Council on Learning (CCL). Effective literacy strategies for immigrant students 2009. Web. 11 Aug. 2022 <http://en.copian.ca/library/research/ccl/immigrant_students/immigrant_students.pdf>
Canadian Council on Learning (CCL) (2009). Effective literacy strategies for immigrant students. Retrieved August 11, 2022, from http://en.copian.ca/library/research/ccl/immigrant_students/immigrant_students.pdf
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