ENGLISH 100(revised)

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Nov 24, 2024

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Kaur 1 Manpreet Kaur (813086) Professor Graham Lyons English 100 1 August 2023 Vancouver’s Journey Towards Inclusive Education Are immigrants in Vancouver caught in a tug-of-war between their cultural roots and the pressure to assimilate within the education system? In Mark Krikorian’s essay, “The Real Immigration Debate: Whom to Let in and Why,” he argues that in societies such as Japan, a sense of fellow feeling may naturally stem from shared cultural heritage and kinship ties (Par. 21). However, in a heterogeneous society like Canada, characterized by diverse cultural backgrounds and identities, cultivating social integration becomes crucial for fostering fellow feeling and cohesion among its multicultural populace (Krikorian Par. 21). Social integration in the education system in Vancouver promotes inclusion and positive educational experience through the implementation of inclusive language policies, integration of diverse perspectives, and efforts to combat discrimination. Firstly, the effective implementation of language policies is essential for promoting social integration by overcoming communication barriers and enabling meaningful interactions among diverse communities. According to Jack Jedwab, in his article "The Bridge Too Far?: Language Retention, Ethnic Persistence, and National Identification among the Chinese Diaspora in Canada," some observers argue that a lack of proficiency in the official languages (English and French) can present significant obstacles in accessing essential public services, leading most Canadians to consider the acquisition of English and French as crucial for successful integration (205). Language barriers can hinder immigrants' access to services and resources, leading to difficulties in integration into Canadian society. Therefore, individuals believe proficiency in official languages is essential for successful

Kaur 2 integration. However, in the essay “Integrating Better but Multilingually: Language Practices of South Asian Immigrants for Settlement and Integration in Canada,” Kashif Raza claims, “Realizing the language barrier among diverse immigrant populations, certain initiatives have been taken in different Canadian provinces and cities to provide services in dominant immigrant languages” (171). By offering services in the dominant immigrant languages, organizations aim to facilitate better integration and ensure that immigrants can access necessary resources and support in a language they understand. It demonstrates a commitment to create an environment where immigrants can fully participate and contribute to Canadian society, despite the language differences they might encounter upon arrival. For instance, in Alberta, the provincial and city governments have acknowledged the importance of equitable access to resources by offering services in English and immigrant languages (Raza 172). The City of Calgary's Multilingual Communications and Engagement Initiative translate essential information into major immigrant languages, such as Chinese and Punjabi, to support the linguistic diversity of the immigrant population (Raza 172). Therefore, addressing linguistic diversity in immigrant communities through language policies helps break down barriers, promote social integration, and enable newcomers to participate in Canadian society. Secondly, when diverse perspectives are integrated, it leads to greater inclusivity and social cohesion within both communities and educational settings. Krikorian contends that immigrants may face emotional and intellectual integration challenges into their new society (par. 22). The process of fully adapting to a new cultural and social environment can be difficult for immigrants. However, unfamiliarity with customs, social norms, and ways of thinking can create barriers to immigrants' full engagement in their new society. According to Natalie J. K. Baloy, in her essay "We Can't Feel Our Language: Making Places in the City for Aboriginal Language Revitalization," multiple research participants advocate for the

Kaur 3 inclusion of opportunities to learn and engage with local Aboriginal languages in public school systems, highlighting the significance of integrating diverse perspectives (526). When local aboriginal languages are incorporated into the public school system, it allows students from different cultural backgrounds to learn about and appreciate the languages and cultures of the indigenous communities in their region. This fosters a deeper understanding of the unique perspectives, traditions, and knowledge systems that prevail within these communities. For example, according to Raza, a study found that a significant percentage (89%) of the population with an immigrant background reported a strong sense of belonging with people who share the same mother tongue. This sense of belonging based on shared language and culture was even higher than the attachment to people of the same ethnicity or culture (85%) (170). Therefore, public school systems emphasize the importance of recognizing and valuing linguistic and cultural diversity to create inclusive and cohesive communities within the educational setting. Furthermore, implementing proactive measures and policies to combat discrimination promotes inclusivity, equity, and social cohesion within a diverse society. In their book "Outward and Upward Mobilities," in the chapter "Introduction: Education Migration, Social Mobility, and Structuring Institutions," authors Ann H. Kim and Min-Jung Kwak argue that "international students are viewed as foreigners less deserving of the same rights as permanent citizens" (13). International students are treated differently than permanent citizens regarding their rights, implying that they may face discrimination or limitations based on their foreign status. However, In the book "Multicultural and Anti-Racism Education in Canada," Carl E. James highlights McLeod's perspective that multicultural education has played a vital role in fostering a more compassionate and human rights- oriented society in Canada, driven by a commitment to achieve equity and fairness for everyone (qtd. in James 41). Multicultural education allows students to challenge stereotypes

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