Publications

This pilot study explores how front-line workers at a language-learning agency perceive newcomer needs and experiences in Calgary. Through 11 interviews, themes emerged around identity and language, emotional burden, belonging, daily challenges, and the workers’ role in cultural support and wellness.

This study examines Calgary’s evolving immigrant-serving sector using a core-periphery model. It combines a webscan, survey, and interviews to map service providers (SPOs, non-SPOs, and informal networks), service types, and organizational relationships. Findings highlight service range, funding processes, evaluation practices, and how immigrants access support through both formal and informal channels.

This literature review examines how francophone newcomer students integrate into French schools in English-speaking Canadian provinces. It covers school and out-of-school experiences, highlighting issues like educational gaps, language and identity, and multiple marginalizations. It notes key barriers—such as language skills and overlooked diversity—and outlines research gaps and implications for school psychology.

This short study commissioned by Immigration Refugees and Citizenship Canada (IRCC) has identified six themes within which best practices have emerged in ESL literacy education contexts throughout Canada.

Hybrid classes had the highest attendance and lowest dropout; in-person classes led to the most language improvement. Higher attendance was linked to better outcomes.

The HELLO project developed and tested a hybrid literacy toolkit for newcomers with low digital skills. In-person learning improved language scores most, but hybrid classes had higher attendance and lowest dropout. The toolkit boosted digital literacy, computer confidence, and will be reused by teachers.