Language and Identity from the Perspective of a NNES ESL Immigrant Teacher

Laura Brass

doi:10.82396/cjcd.v17i1.3121

Authors

Laura Brass University of Calgary

DOI:

https://doi.org/10.82396/cjcd.v17i1.3121

Keywords:

ESL, Immigrant, NNES, Teacher

Abstract

In the past two decades, the number of highly skilled immigrants has increased dramatically (Statistics Canada, Census of Population, 2006), contributing to Canada’s success in attracting smart, well-educated professionals – English as a Second Language (ESL) teachers included. As such, many diverse languages and minorities co-exist within Canada, a welcoming home to thousands of immigrants and refugees from across the globe. Canada’s Prime Minister Justin Trudeau’s greeting speech to the first group of Syrian refugees, “We get to show the world how to open our hearts and welcome in people who are fleeing extraordinarily difficult situations … You are home. Welcome home” (Trudeau, 2015) is a case in point.

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