Home | Historica Canada€¦ · Web viewThe teacher invited Saroj to join the students in studying for the test. Saroj helped the class prepare and learned about Canada herself

Passages Canada Learning Tool: LINC/ESL Adult Classes

Summary:

This educator resource is designed for use in a LINC/Adult ESL classroom at CLB Level 5 and up but can be adapted to different levels. The guiding themes of this resource are immigration, identity, refugee experiences, and adjusting to life in Canada.

This resource is centered on five video interviews, each focusing on a different aspect of leaving one’s place of origin and adapting to a new life elsewhere.

The first video features Andre Goh (Malaysia) who talks of immigrating, adjusting to a new life in Canada, and being a visible minority.

The second video features Azim Lila (Tanzania) who gives advice on overcoming the challenges of settling in a new place.

The third video, with Claudia Covalciuc (Romania), describes the challenges of being a child refugee and overcoming incredible obstacles.

In the fourth video Saroj Sharma (India) tells a story of building a successful career and becoming a Canadian citizen.

Finally, the fifth video features Jessica Walsh (Newfoundland) who talks about coming to an appreciation of her identity as a native Newfoundlander after moving away from the province.

All videos are accompanied by language development activities including pre-viewing guiding questions, comprehension questions and activities, vocabulary development, and post-viewing writing and speaking activities.

The final activity encourages students to share their own story of coming to Canada in the Passages Canada Story Archive.

Objectives:This learning resource aims to:

o Highlight stories of immigration to/within Canada,o Foster discussion on cultural identity, heritage, immigration, refugee issues,

adapting to a new environment, and overcoming hardships,o Focus on specific areas of language development (speaking, listening, vocabulary,

reading, writing); and,o Prepare students to share their own story of coming to Canada.

Language Skills: o Listening comprehensiono Speaking/presentation skillso Vocabulary development o Reading skillso Writing skills

A project of: With support from:

http://passagestocanada.com/story-archive/

Sharing Our Stories: Passages Canada Videos

Introductory Activity: Where Are We From?

Note to educators: The aim of this activity is to establish the context for the Passages Canada videos. The activity also helps students get to know one another and draw similarities between their immigration experiences.

Start this introductory activity by distributing the chart below to each student. First, ask students to interview each other and share with their partner the information in the chart. Once students are finished talking to each other, use the blackboard or chart paper to create a similar chart and ask each student to introduce his/her partner’s details. Note the information on the blackboard/chart paper for the whole class to see. At the end, ask students what similarities they notice in their experience of coming to Canada (e.g., two people in class are from India; three people left their country because of political instability).

Student Name Country/place of origin

Arrival date in Canada/length

of stay

Reasons for leaving his/her country

Biggest challenge(s) he or she is facing in

Canada

Pre-viewing Guiding Questions

Ask students to work in groups or pairs to answer these questions. Discuss the responses with the whole class.

1. What are some of the reasons for leaving one’s place of origin?

2. Why do immigrants choose Canada as their new home?


3. What are some of the biggest challenges when arriving in a new place and adjusting to a new life?

4. What/who helps new immigrants overcome some of the challenges they face?

5. What are some of your first impressions/memories of Canada after your arrival? What surprised you the most and the least?

6. What dreams or goals do immigrants have for themselves and their families in Canada?

7. Who can offer the best advice to new immigrants on adjusting to life in Canada?

Part A: Watch Andre Goh’s video (Malaysia)

Andre Goh’s video is available for streaming at: passagestocanada.com/videos/adjusting-to-life-in-canada/

Or, you may request the free beCOMING Canada DVD at passagestocanada.com/dvd-form/

Activity 1: Vocabulary - Opposites After watching Andre’s video, ask students to match the words/ideas on the left with those on the right that have the opposite meaning (e.g., to speak up vs. to stay quiet). Explain the meaning of each word or concept where necessary.

1. Privileged a. Visible minority2. To come out b. Self-love3. Systematic discrimination of minorities

c. To blend in

4. Ethnic majority d. Social inclusion of all groups and individuals

5. Self-hatred e. Disadvantaged6. To stand out f. To not share one’s sexual orientation


http://passagestocanada.com/dvd-form/

http://passagestocanada.com/videos/adjusting-to-life-in-canada/

Activity 2: Andre Goh’s Story - Listening Comprehension Questions

1. How did Andre’s parents tell him and his brother that the family was moving to Canada?

2. How did Andre and his brother prepare themselves for their life in Canada?

3. What was the weather like when Andre arrived in Toronto? How did he react to this?

4. After arriving in Canada, Andre and his family lived in a working class community in Toronto. Was it easy for them to integrate? Why or why not?

5. How was Andre treated by his peers at school?

6. Did Andre want to stand out or blend in? Why?

7. Why did the Canadian-born Chinese student say to Andre, “Don’t look at me, don’t talk to me, don’t ever say anything (to me)”?

8. What was the additional challenge that Andre faced in regards to his sexual orientation?

9. How did Andre ‘come out’? What was the reaction of his peers?

10. What made Andre really appreciate Canada? Why does he say he is lucky?


Part B: Azim Lila’s Video (Tanzania)

Azim Lila’s video is available for streaming at: passagestocanada.com/videos/advice-to-newcomers/

Or, you may request the free beCOMING Canada DVD at passagestocanada.com/dvd-form/ Activity 1: Understanding Azim’s StoryListen to Azim’s video and mark True for statements that are true and False for those that are not true.

Statements True False1. Azim’s family left their home country of Tanzania, East

Africa, for economic/financial reasons.

2. Before coming to Canada, Azim believed that all Canadians had mohawks.

3. Adjusting to life in Canada was more difficult for Azim than for his parents.

4. Azim’s father’s foreign work experience was recognized and he got a job in his field (engineering) soon after coming to Canada.

5. Azim and his family’s faith helped them integrate into their new community.

6. Azim and his family did not receive a lot of support in Canada from their community and friends.

7. Azim likes to share his story because it helps him realize the importance and value of his family’s journey.

8. The first piece of advice that Azim gives is for a newcomer to avoid meeting new people.

9. The second piece of advice Azim gives is for newcomers to stand up for themselves and for what they want in life.

10. The third piece of advice Azim gives to new immigrants is to recognize the opportunities in Canada and pursue their dreams.



http://passagestocanada.com/videos/advice-to-newcomers/

Activity 2: Visual Representation (Poster) - “My Immigration Journey”

Ask students to create an informational poster or art piece about their immigration journey and their life and dreams in Canada. You may consider providing them with the following ideas:

A before and after poster depicting what life was like before and after arrival in Canada

A picture of what they hope their life will look like in 5 years, 10 years, or 20 years. Where will they live? Who is in the picture with them? What are they doing?

A timeline showing the major events in their life up to this point.

Encourage students to use visuals as well as text. Consider providing materials for drawing, painting, and/or collage. Invite them to present their work to the other students in the class.


Part C: Claudia Covalciuc’s Video (Romania)

Claudia Covalciuc’s video is available for streaming at: passagestocanada.com/videos/refugee-experiences/


Activity 1: Learning about RefugeesPrior to watching Claudia’s video, ask students to do online research about refugees.

1. What are the biggest refugee camps in the world?

2. What are the reasons for leaving one’s home and becoming a refugee?

3. Select a particular refugee camp to examine. What are the conditions in this refugee camp? Consider housing, schooling, and health care.

4. How many refugees does Canada admit every year? Who can claim refugee status?

Resource:

The Canadian Encyclopedia – Article on refugees (This article’s readability is at a Grade 12 level and above.)

www.thecanadianencyclopedia.ca/en/article/refugees/


http://www.thecanadianencyclopedia.ca/en/article/refugees/


http://passagestocanada.com/videos/refugee-experiences/

Activity 2: Pre-viewing Activity - Vocabulary & Key ConceptsUse the following chart to learn new vocabulary prior to watching Claudia’s video. Use your dictionary or the internet to find definitions and then write a sample sentence using each term. The first one was done for you as a model.

Vocabulary Definition Sentence e.g., to flee illegally e.g., to leave a place without

permission/legal documentsMy family fled our home country illegally during the revolution.

a. Refugee

b. To have no connections

c. Marginalized

d. Bullying

e. Subsidized housing

f. Poverty-stricken

g. Culture shock


h. Canadian credentials

i. An entrepreneur

j. Fear of exploitation

k. Imperfections

l. Exhausted

m. Aboriginal community

n. Hitchhike

o. Hardship


Activity 3: Vocabulary in ContextListen to Claudia’s story and fill in the blanks below with the words you hear.

Video Interview: Claudia Covalciuc

Introduction My name is Claudia Covalciuc. I first immigrated to Canada in December of 1990. Ireturned to Canada as a Canadian citizen in August of 2006.

Early Life

My father was never part of my life even before I was born. My mother was a (1) in Baden in Austria. She was originally from Romania, and my father was originally from Italy. So I’m half and half. I was born in the refugee camp May 1st, 1990.

The reason my mother was at the refugee camp was she (2) Romania after the Romanian Revolution in 1989. At the age of six months old, we were forced out of refugee camp, and we immigrated to Canada.

A New Beginning

We arrived in London, Ontario with a garbage bag full of clothes, middle-aged, young mother. That doesn’t actually work – young mother. But a middle-aged mother with a young, six-month-old baby girl. And we didn’t (3) at the time, no money, so that’s basically how we arrived here.

I was a student that really enjoyed going to school. I absolutely loved the learning process, formally and informally. So I was always that young child in school that was always interacting with the activities and other students.

Mind you, this came with its own challenges, being an only child with a single mother, an immigrant, low income, poverty-stricken family, (4). We always had our challenges, especially in school. Ever since I was younger right through until I was finished school in Ontario, I faced bullying on a daily basis.

It’s something that I don’t regret it happened because I learned from it. I just don’t want to see other students have to go through the bullying process. Ethnicity and being an immigrant definitely had a role to play, being an outsider, not being seen as a real Canadian in their eyes kind of fuelled the bullying.

But from my eyes, I was always so confused because I said, you know, “I’m Canadian just like you are. This is who I am. I grew up here. This is what I know.” So there was


always that kind of tension between being seen as a foreigner but not seeing myself as one.

So I still kind of get that even today. I really identify myself as a Canadian even though others may not see that all the time.

When Claudia was 11, her mother decided that they would return to her homeland of Romania.

We were really being kind of forced out of our community in London, Ontario. It was a community that was growing at a rapid pace, and the economic development was just out of control. We lived in a (5) apartment building. Management switched over, and they were hoping to turn it into university condos because it was more profitable.

As a result, they quadrupled our rent in a span of one month and already being (6) and with minimal income, just enough to get by, there was no way we could financially afford to remain where we were. We didn’t have many alternatives, many support networks to kind of find a safe haven within the community.

Returning to Romania

I had just turned 11 years old, so I was still very much a child. I had never really left the country before then, so to me, it was a new experience. The pretences surrounding our departure, I sort of knew what was going on, but my mother didn’t really tell me the whole situation. She didn’t tell me that we basically left with no money and we had a one-way ticket.

So my initial reaction was excitement: “Oh I get to experience my culture. This is where my mother is from. This is going to be amazing. I’m going to have a fabulous summer.” But reality soon set in after we arrived that this wasn’t the case.

Claudia and her mother arrived in Romania with no money or family support.

There was also like a huge (7) for me because growing up in Canada as a Canadian, I didn’t really see myself as an immigrant. I didn’t see myself as a refugee. I really identified with that. And going to Romania was just like whoa, I had to take a step back and think, “Oh my goodness.” Even just the language and the culture and the community and how everyday life was so different than what I was used to.

In that following fall, I was registered in a local school, and they refused to acknowledge my (8). They actually wanted me to repeat grade five even though I had passed with flying colours. They basically didn’t


see the Canadian system as equivalent to theirs. So they said, “Okay, well we’ll put you into grade five.”

Basically there were no resources for me. There was a huge language barrier and obviously a level barrier because whatever they were doing in math and sciences, geography, was completely different than what we were learning in our Canadian system.

I was discriminated against and (9) heavily in the first three months. I was in and out of six different local schools in a span of three months. After the three months, my mother pulled me out of the last school, and she said, “That’s it. You’re not going to school here in Romania ever again. The next time you’ll be going to school will hopefully be back in Canada.”

So, after I realized that I wouldn’t be in school, it was probably in November of 2001. So, I was still 11 years old and I realized that I’m not going to school; we have no income coming in; my mother is unable to look after me. There’s a huge problem here. Something needs to happen.

So basically, I was (10) in my own sense, and I started a small business within the flea market setting. It was rough at first. Obviously. I still had the language barrier. I couldn’t really speak Romanian, and people didn’t really know a lot of English.

So there was a huge barrier. Also, people saw me as a foreigner, a young, foreign girl. There was always that (11). I’ve encountered a couple of different, unique situations where it could have turned out really bad for me.

While supporting herself and her mother, Claudia worked diligently to return to Canada. She encountered significant challenges appealing to various agencies and obtaining a passport.

I was not in school. I had no legal guardian looking after me, no income, no stable residence. I’m a child in need, do something, help me in some way. It almost made me re-evaluate: am I a real Canadian or am I something else?

These were questions running through my head. Obviously, I do identify as Canadian and I love being Canadian. But with that, there comes challenges and room for improvement. So we need to realize that our government’s not perfect. Our society, Canadian society isn’t perfect either. So, we just need to work and acknowledge those (12).

Returning to Canada


After saving enough money for a one-way ticket to Canada, Claudia traveled for 48 hours and arrived in Halifax late at night in August 2006.

When I arrived at the airport, I basically had no supports. I had nobody there waiting for me, no family to look after me, no community agency or resource that was there. I was a young, naïve 16-year-old girl that had gone through extreme (13). Here I was almost reliving my mother’s experience 16 years earlier, arriving at the airport with a bag of clothes and basically that was it, an expired passport. That’s all I had.

So I was at the airport, the Halifax International Airport for a couple of hours, and it was really late at night. Our flight arrived at 11:30 p.m. So, I was there for most of the night. I was above and beyond exhausted. But before being (14), I was extremely nervous, thinking, “Okay well what’s going to happen to me now, you know. I’m a 16-year-old girl who just came back to Canada. I don’t know anybody. I don’t have a home. I don’t have a base. What’s going to happen?”

I was absolutely terrified. But at the same time, I thought, “Okay, you can do this. You’ll find a way. You’ve always found a way to get to where you want to go. Just keep going.”

I had a local Aboriginal woman sit next to me. She looked at me, and she realized that, you know, there was something wrong. And she’s like, “Okay, well what’s wrong? What happened?” I told her a little bit of my life story. I said I was out of school for five years, just came back to Canada. I have no support, no resources. I don’t know what’s going to happen to me.

So she said, “You’ll be okay and we’ll find a way.” She sat there for a couple of minutes, and she gave it some thought. And she ultimately said, “Okay, you’re coming home with us. That’s that.”

Claudia joined the woman and her family on Eskasoni First Nation in Cape Breton, NS, and was adopted by the local Aboriginal community.

A new life

At first, when I arrived, they weren’t quite sure what to do with me because here I was, this young 16-year-old girl with no family, had been out of school for five years, no income – just kind of dropped out of the sky. A lot of people were kind of confused and thought, “Well what do we do with her now that she’s here?”

My big push was to return to school. That was my fundamental drive even when I was in Romania. I just thought, “Okay, I need to return to school and get somewhere with my life,” because that’s what I wanted to do.


Claudia enrolled in a Nova Scotia high school and excelled as an honours student.

School presented its own challenges because I was working full time at a local restaurant every day after school. I also had to (15) to go to school. Some people might laugh at this part and think, “Why is she hitchhiking?” But I left the community school to go to a school in the city which was farther away because they had more courses available and more resources and such, hence the problem of being too far away and the buses wouldn’t come out this far.

So, on top of everything that I went through, I had to hitchhike to go to school every day. And I had to hitchhike back home in time to go to work. So my life as a 16-, 17-, 18-year-old Canadian girl was definitely a lot different than what most experienced.

But I really appreciate all the hardships that I’ve gone through. To me, they’ve really built who I am as a person and, you know, I feel privileged to be able to share my experience and say I’ve overcome such hardships. Other people can too. And I’m grateful for those.

A new identity

My Canadian identity has definitely shifted over the years. When I was younger, I identified as Canadian just because I was Canadian. I didn’t really give it much thought. Through my teens, I started to question my Canadian identity, thinking: is this really who I am?

When I returned to Canada, in my late teens and early 20s I really kind of redefined who I was as a Canadian and I definitely made it more concrete that yes, I am a Canadian. More importantly, I identify with the (16). To me, that’s my primary focus. They will always be my family. My roots are definitely embedded within the communities, within the culture, within the tradition.

I’m very spiritual. I follow the practices from sweat lodges to ceremonies to drumming. I drum with an Aboriginal women’s drum group, even traveling in the summer to all the mawiomis and the gatherings. It’s definitely a passion and definitely who I am now as a person. I’m very honoured to be a part of the culture and any little bit that I can do to help give back to what they’ve given me is always a priority.

Claudia graduated from high school and is now attending Saint Mary’s University in Halifax.

She is completing her Bachelor of Arts in criminology and sociology and Honours in Aboriginal Governance. She hopes to attend law school.



Activity 4: Writing/Problem Solving Ask students to write a letter to a refugee highlighting some of the challenges they may face after arriving in Canada. Ask students to offer their advice and solutions to overcome these challenges. This may involve researching the resources available to refugees in their local community.


Part D: Saroj Sharma’s Video (India)

Saroj Sharma’s video is available for streaming at: passagestocanada.com/videos/citizenship/


Activity 1: Listening Comprehension Questions Go over the listening comprehension questions with the students first. Then, ask students to watch Saroj’s video and write down their answers. Play the video twice, if necessary.

1. Why did Saroj leave her country?

2. What was her first impression of life in Canada?

3. What was her “picture of Canada” or her vision of Canada before she arrived? How different was her vision from the reality she encountered?

4. What was Saroj’s biggest language challenge?

5. What is Saroj’s profession? Was she successful in pursuing her career in Canada?

6. Why didn’t Saroj have Canadian citizenship?

7. Who encouraged her to obtain Canadian citizenship? How did she prepare for her Canadian citizenship exam?

8. What lesson does Saroj feel her story teaches?

9. What comparison does she use to describe Canada’s diversity?

10. What is Saroj’s advice to newcomers to Canada?



http://passagestocanada.com/videos/citizenship/

Activity 2: Interactive Activity - Class interviews Ask students to conduct interviews with their peers about their professions and career goals. Students can use the chart below to collect information about their peers. At the end, discuss with the whole class the challenges immigrants face when trying to enter the job market in Canada.

Student name Profession Career goals/dreams in Canada

Biggest challenge

Activity 3: Class Discussion on Canadian Citizenship Discuss what it means to obtain Canadian citizenship. Consider the rights and responsibilities associated with Canadian citizenship. The Canadian Charter of Rights Freedoms may be a helpful resource. More information about Canadian citizenship can also be found here: www.cic.gc.ca/ENGLISH/citizenship/index.asp.


http://www.cic.gc.ca/ENGLISH/citizenship/index.asp

http://www.pch.gc.ca/eng/1356631760121/1356631904950

http://www.pch.gc.ca/eng/1356631760121/1356631904950

Part E: Jessica Walsh’s Video (Newfoundland, Canada)

Jessica Walsh’s video is available for streaming at: passagestocanada.com/videos/identity-and-heritage/


Activity 1: Passages within Canada - Guiding Discussion Questions Provide a map of Canada and ask the students to name all the provinces and territories. Ask the students to research online the story of Newfoundland and the debates/decision to join Canada in 1949.

Resource:

The Canadian Encyclopedia – 1949 Newfoundland Act (This article is at a readability level of Grade 12 and above.)

www.thecanadianencyclopedia.com/articles/newfoundland-act-document


http://www.thecanadianencyclopedia.com/articles/newfoundland-act-document


http://passagestocanada.com/videos/identity-and-heritage/

Activity 2: Key Concepts & Vocabulary Review

Before watching Jessica’s video, review the following vocabulary. Ask students to match the vocabulary/key concepts on the left with their definitions on the right.

1. Newfoundland a. close acquaintance with or knowledge of something 2. cultural identity b. sense of self influenced by one’s belonging to a

specific group 3. transplanting c. an official count or survey of a population, which

aims to record various details about individuals 4. familiarity d. feeling of fondness and connection 5. attachment/affinity e. a province in Eastern Canada, which joined Canada in

1949 6. traditions f. customs or beliefs that are transmitted from

generation to generation7. census g. moving or transferring to another place or situation

Activity 3: Listening Comprehension Questions

Ask students to watch Jessica’s video and take as many notes as they can about the following. After the video, ask them to answer the comprehension questions below.

Jessica's life in Newfoundland

Jessica’s cultural identity

Living in Ottawa

Living in London, England

Changes she describes in

Canada

Questions:1. Where was Jessica born? How does Jessica describe her community & early

life?2. How does Jessica describe her cultural identity? 3. When Jessica moved to Ottawa, did she feel that Newfoundland was similar

or different to Ottawa? Why? 4. Where did Jessica feel most at home after leaving Newfoundland? Why? 5. What changes does Jessica see happening in Canada? What do they mean?


Part F: Final Activity - Passages Canada Story Archive

Resource: passagestocanada.com/story-archive/

Each of the speakers in the featured videos tells a story about his or her passage to a new community or country. The stories focus on leaving home, the adjustment and adaptation to a new environment and community, and the complexity of cultural identity.

Students are invited to share their own story and submit it to the Passages Canada Story Archive. As a warm-up activity, have students develop short stories about one of the following themes: their name (e.g. a story of its origin/meaning), their birth (e.g. a story about the day of their birth), food (a story about their favourite food), or their family. You may wish to use the story quilt on the following page as a place to record these ideas.

If you are interested in offering a storytelling workshop for your students, please request the storytelling workshop tools, including handouts and facilitator guide from Passages Canada by emailing [email protected].


mailto:[email protected]

http://passagestocanada.com/story-archive/

Story Quilt

Tell a story about:


Answer Key

Introductory Activity: Answers will vary.

Part A, Activity 1 - Opposites: 1e; 2f; 3d; 4a; 5b; 6c.

Part A, Activity 2 - Listening Comprehension Questions: 1. Andre’s parents announced the news to him and his brother two weeks before their departure. Andre and his brother had come back from school; their parents said to sit down and that they had something important to say. They thought something horrible had happened. Their dad said that they were going to leave their village to move to Canada. 2. Andre and his brother knew little about Canada. They put their heads in the freezer for one minute to see if they could survive because they thought it was going to be that cold in Canada. 3. The temperature was -18, which was cold because in his country it was always around +30. They were shocked at the snow and the cold glass of the bus window. 4. Andre liked the working class community because there were many immigrants living there so nobody was surprised at their arrival. The community made suggestions that were helpful to their integration. 5. For the first time, Andre was a visible minority in his school as there was only one other Asian student, who did not want anything to do with him. Everything was a challenge (food, culture, language, how to interact with others). He didn’t have friends in high school. 6. He wanted to blend in, to be white. Every time he opened his mouth to speak, he was reminded that he was different. 7. He was protecting himself. 8. During his path to self-discovery in university, Andre realized that he was gay. 9. In his third year at the university, he volunteered to sit at a table that had information about an LGBT (Lesbian, Gay, Bisexual, Transgendered) student group. He was nervous but no one reacted. 10. After spending some years in Canada as an immigrant, he lived in another country. Living in another country made him appreciate Canada and want to return.

Part B, Activity 1 - Understanding Azim’s Story: 1. False (They left for political reasons and educational opportunities.) 2. True. 3. False (His parents had the hardest time.) 4. False (His father could not find work in Canada because his experience was not recognized. He returned to their home country for two years to work.) 5. True. 6. False (They did have support.) 7. True. 8. False (He encourages newcomers to be open and to meet new people.) 9. True. 10. True.

Part B, Activity 2: Answers will vary.

Part C, Activity 2 Pre-viewing Activity - Vocabulary & Key Concepts: a. refugee – a person who has been forced to flee because of war, persecution, or natural disaster; b. to have no connections – to not know anybody in one’s new community to call on for support; c. marginalized – to be treated by others as insignificant/less important; d. bullying – using physical/emotional strength to intimidate a person, sometimes to force them to do something; e. subsidized housing – housing that is partially financed by the government; f. poverty-stricken – extremely poor; g. culture shock – a feeling of confusion and anxiety felt by someone who is exposed to a new culture; h. Canadian credentials - official documents that are proof of one’s educational or professional qualifications; i. an entrepreneur - a person who starts his/her own business; j. fear of exploitation – fear of being taken advantage of physically/mentally/financially by others; k. imperfections – something that is not perfect, has flaws; l. exhausted – extremely tired, m. Aboriginal community- the first or original inhabitants of Canada, before the arrival of colonists, n. hitchhike – get a free car ride by waiting at the side of the road to be picked up by passing vehicles (often by strangers); o. hardship – extreme difficulty.

Part C, Activity 3 - Vocabulary in Context: 1. refugee, 2. illegally fled, 3. have connections, 4. marginalized, 5. subsidized, 6. poverty-stricken, 7. culture shock, 8. Canadian credentials, 9. bullied, 10. an entrepreneur, 11. fear of exploitation, 12. imperfections, 13. hardships, 14. exhausted, 15. hitchhike, 16. Aboriginal communities.


Part D, Activity 1 - Listening Comprehension Questions: 1. She was very adventurous. 2. People were friendly and made her feel welcome. The landscape looked somewhat like home. 3. She thought Canada would be full of snow and igloos – a cold, unwelcoming country. When she came here, she realized that it was a very nice/welcoming country. She had a very positive experience mostly because people made her feel welcome. 4. Misunderstandings and a different vocabulary. She didn’t know the English words for certain spices. Patients/people could not understand her and someone even asked, “Do you know English?” 5. She worked in oncology as a therapist. Yes, she was able to pursue her career immediately upon arriving in Canada. 6. She was a permanent resident of Canada. There was no requirement to have Canadian citizenship and she did not want to give up her Indian citizenship (India does not allow dual citizenship). 7. Her daughter encouraged Saroj to talk to her teacher who was doing a mock citizenship test with the students. The teacher invited Saroj to join the students in studying for the test. Saroj helped the class prepare and learned about Canada herself. 8. The importance of hard work. 9. She says compares Canada to a colourful garden. She says Canada is “like a little garden with a lot of coloured flowers and different fragrance.” 10. She says that newcomers should open their eyes and see Canada’s beauty.

Part E, Activity 2 - Key Concepts & Vocabulary Review: 1e; 2b; 3g; 4a; 5d; 6f; 7c.

Part E, Activity 3 - Listening Comprehension Questions: 1. Jessica was born in St. John’s, Newfoundland, Canada. Her community was extremely friendly. Family and friends lived close by and they often visited each other. Many traditions were observed and stories shared. 2. She feels she is a transplanted Newfoundlander, often explaining what it means to be from Newfoundland. This identity is very distinct from the rest of Canada. 3. She felt that Ottawa, Ontario was very different culturally from Newfoundland because Newfoundland only joined Canada in 1949. Her parents’ generation did not grow up as Canadian but as Newfoundlanders. Like them, Jessica feels a greater affinity with Newfoundland than with Canada and realizes her knowledge of Canada pre-1949 is limited. 4. She felt at home in London, England because the British traditions (e.g., the afternoon tea) reminded her of the Newfoundland way of life/traditions. 5. The use of languages other than English and French is growing at a rapid pace. People from many different backgrounds are coming here. We may want to consider singing our national anthem in more languages and rethink what it means to be Canadian in order to include everyone in Canadian traditions.


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Home | Historica Canada€¦ · Web viewThe teacher invited Saroj to join the students in studying for the test. Saroj helped the class prepare and learned about Canada herself