This study examines the psychological and emotional experience of settling in Canada for South Asian Muslim newcomers and the coping systems they use to manage the challenges associated with moving to a new country. Ten South Asian Muslims were interviewed within the Greater Toronto Area. They were posed questions related to the hardships they encountered as they settled in Canada and how they managed those challenges. The data was analyzed using Grounded Theory. A model was developed to illustrate resources used by newcomers to help maintain their mental health and well-being. Upon settling in Canada, the participants experienced psychological stressors and therefore sought help from their Islamic faith, their families, and community services. The combined resources facilitated the immigrants’ resilience and allowed them to maintain a positive outlook towards their immigration experience.

This initial investigation into the special program for English as a Second Language (ESL) students, the International Newcomer Academy (INA), examines and describes the nature of this new school in comparison with the nature of the Language Centers functioning in host schools as schools within schools. This study was prompted by the need to document perceptions, behaviors, and practices of all principal players, which might result in program improvement to benefit students. The primary goal for establishing this new school was to focus primarily on beginner limited English proficient (LEP) students so that the language centers would be relieved, and so do a better job of teaching intermediate and advanced LEP students.

Le climat politique actuel vise à vis les populations immigrantes pose des questions sur l’immigration sécurisée, inclusive et équitable. Malgré le discours actuel et la politique déjà en place, des pays d’accueil comme le Canada et la France, ayant des approches distinctes, partagent des problèmes similaires, notamment l’apprentissage de la langue cible, l’intégration, le positionnement et l’identité. Dans le but de mieux comprendre ces problématiques cette étude qualitative comparative interroge directement les acteurs importants dans les domaines de l’enseignement et l’apprentissage de la langue et culture cible (les professeurs et les immigrants, respectivement). L’analyse thématique des résultats d’un sondage en ligne et des entretiens à question semi dirigées suggère que les programmes déjà en place sont limités dans l’ai qu’ils apportent à l’intégration des nouveaux arrivants. Ainsi, les résultats proposent que quel que soit le niveau compétence dans la langue cible, un élément essentiel à l’intégration est un réseau social des nationaux du pays d’accueil. / The state of the current political climate, which is prioritizing safe migration policies that benefit both the host country and the newcomer, is a topic of both debate and discussion. Despite having distinct policies towards immigration, Canada and France share similar problems relating to language learning, integration, positioning, and identity. In this qualitative action research study, we compare the points of view of important actors involved in this discourse, teachers and administrators, and newcomers themselves. Combining the results of an online survey with one-on-one open questioned interviews designed for both participant groups, we have observed the following: The programs developed for newcomers have limited foundations and influence relating to the successful integration. Regardless of language level, a key component to belonging, integration, confidence in the target language, and having a voice is reciprocity. Having a native speaker social network that accepts the newcomer and is “willing to catch them” appears to be paramount.

This ethnographic dissertation study contains a total of six chapters. Chapter One provides an introduction to the topic, Perspectives of Saskatchewan Dakota/Lakota Elders on the Treaty Process within Canada. It also discusses the following: the purpose of the study; the rationale & justification for an interdisciplinary approach; the research methodology; the definition of terms; the limitations of the study; assumptions; and the ethical protocols applicable to this study. Chapter Two provides a review of literature pertaining to the various theoretical and methodological considerations to be addressed within this study. These include the traditional Rankean approach to the study of history; that termed within Western academia as Oral History, combined with that termed as Oral Tradition; that termed as Dakota Oral Tradition; and that termed within Western academia as Outsider vs. Insider Research. Chapter Three provides a review of the history of the treaty negotiation processes that occurred both in the United States and Canada and concludes with an analysis of research findings to date. Chapter Four reviews previously written documentation pertaining to the Dakota/Lakota treaty negotiation process within Canada and concludes with an analysis of research findings to date. Chapter Five discusses in detail the data collection process employed for this study. In addition, the data generated from the interviews with the Saskatchewan Dakota/Lakota Elders regarding their perspectives on treaty are presented. Chapter Six provides a synthesis and analysis of research findings for the data collected from the Saskatchewan Dakota/Lakota Elders during the interview process. In addition, an epilogue is provided regarding the implications of the research for the treaty negotiation process of the Dakota/Lakota people within Canada. In this way the findings of the study are placed within the context of the Native-White treaty relationship currently evolving and being negotiated within the province of Saskatchewan. Recommendations are also presented to assist and enhance the contemporary political and legal position of the Dakota/Lakota First Nations within Saskatchewan in their efforts to either sign adhesion to the Numbered Treaties, or to adhere to an alternate treaty protocol agreement with the Canadian federal government, which would include provisions regarding land, as well as related treaty benefits and annuities.

This ethnographic dissertation study contains a total of six chapters. Chapter One provides an introduction to the topic, Perspectives of Saskatchewan Dakota/Lakota Elders on the Treaty Process within Canada. It also discusses the following: the purpose of the study; the rationale & justification for an interdisciplinary approach; the research methodology; the definition of terms; the limitations of the study; assumptions; and the ethical protocols applicable to this study. Chapter Two provides a review of literature pertaining to the various theoretical and methodological considerations to be addressed within this study. These include the traditional Rankean approach to the study of history; that termed within Western academia as Oral History, combined with that termed as Oral Tradition; that termed as Dakota Oral Tradition; and that termed within Western academia as Outsider vs. Insider Research. Chapter Three provides a review of the history of the treaty negotiation processes that occurred both in the United States and Canada and concludes with an analysis of research findings to date. Chapter Four reviews previously written documentation pertaining to the Dakota/Lakota treaty negotiation process within Canada and concludes with an analysis of research findings to date. Chapter Five discusses in detail the data collection process employed for this study. In addition, the data generated from the interviews with the Saskatchewan Dakota/Lakota Elders regarding their perspectives on treaty are presented. Chapter Six provides a synthesis and analysis of research findings for the data collected from the Saskatchewan Dakota/Lakota Elders during the interview process. In addition, an epilogue is provided regarding the implications of the research for the treaty negotiation process of the Dakota/Lakota people within Canada. In this way the findings of the study are placed within the context of the Native-White treaty relationship currently evolving and being negotiated within the province of Saskatchewan. Recommendations are also presented to assist and enhance the contemporary political and legal position of the Dakota/Lakota First Nations within Saskatchewan in their efforts to either sign adhesion to the Numbered Treaties, or to adhere to an alternate treaty protocol agreement with the Canadian federal government, which would include provisions regarding land, as well as related treaty benefits and annuities.

Denna studie syftar till att undersöka förberedelseklassen som instrument för språkinlärning i det svenska språket samt integrering i samhället för nyanlända elever. Studien syftar till att undersöka detta utifrån lärarnas perspektiv samt nationella styrdokument för att möjliggöra en jämförelse i deras syn på utbildning för nyanlända elever. Utifrån detta formulerades fyra frågeställningar som berörde utformning av undervisning, styrdokumentens samt lärarnas syn på språkinlärning och integrering, kunskapsbedömning samt samhällsnormers implikationer på utbildningen för nyanlända elever. För att besvara studiens syfte har vi valt en kvalitativ metodansats samt genomfört en textanalys på regeringens Proposition Utbildning för nyanlända elever- mottagande och skolgång samt Läroplanen för grundskolan, förskoleklassen och fritidshemmet 2011. Vi valde att intervjua två lärare i en större kommun i Mellansverige som arbetar i samma förberedelseklass. Analysen av intervjuerna har genomförts med en fenomenologisk metodansats för att belysa deras perspektiv på undervisningen samt nationella styrdokument. Genom en jämförelse analyserades dokumenten tillsammans med intervjuerna samt tidigare forskning för att belysa nationell- samt skolnivå. Detta analyserades sedan utifrån en teori om språkinlärning samt en integreringsteori.   Ur resultat kan utläsas att förberedelseklassen är ett bra integreringsverktyg samt ger bra förutsättningar för ämnes- samt svenskinlärning, förutsatt att rätt premisser råder. Dock tyder empirin på att avsaknaden av nationella styrdokument resulterar i varierande undervisningsmetoder och utbildningsmöjligheter beroende på skola och kommun. Empirin belyser problematiken av den heterogena strukturen som råder i dagens skolväsen men analysen tyder på att Propositionen kan bidra med att göra utbildningen för nyanlända elever mer likvärdig. / The purpose of this study is to examine newcomer programs as an instrument for language learning in the Swedish language and integration into the society for newly arrived students. This study aim to examine this from the teacher’s point of view and national regulatory documents to enable a comparison between their points of views on education for newly arrived students. On the basis of this, four questions were formulated that concerned the formation of education, national regulatory documents and the teachers point of view on language learning and integration, knowledge assessments as well as the implications of societal norms on education for newly arrived students. To answer the purpose of this study we have chosen a qualitative method as well to carry out a text analysis on the governmental Proposition Utbildning för nyanlända elever- mottagande och skolgång as well as the Curriculum for elementary school, pree-school and after-school centre 2011. We have chosen to interview two teachers who both work in the same newcomer program in a bigger municipality in the Middle of Sweden. The analysis has been carried out with a phenomenological research approach to be able to illustrate their perspective on education and the national regulatory documents. Through a comparison the documents were analyzed together with the interviews and previous research to illustrate national- and school level. This was later analyzed on the basis of a language learning theory and a theory on integration. From the result one can understand that the newcomer programs is a good instrument for integration and provides good conditions for subject- and language learning given that the right circumstances exist. However the empiricism indicates that if there is an absence of national regulatory documents it may result in various teaching methods and educational possibilities depending on the school and municipality. The empiricism illustrates the problematic situation of the heterogenic structure that prevails within the school system but the analysis interpret that the governmental Proposition may contribute to a more equal education for newly arrived students.

This study examines the psychological and emotional experience of settling in Canada for South Asian Muslim newcomers and the coping systems they use to manage the challenges associated with moving to a new country. Ten South Asian Muslims were interviewed within the Greater Toronto Area. They were posed questions related to the hardships they encountered as they settled in Canada and how they managed those challenges. The data was analyzed using Grounded Theory. A model was developed to illustrate resources used by newcomers to help maintain their mental health and well-being. Upon settling in Canada, the participants experienced psychological stressors and therefore sought help from their Islamic faith, their families, and community services. The combined resources facilitated the immigrants’ resilience and allowed them to maintain a positive outlook towards their immigration experience.

När förändringens vindar blåser och världen blir alltmer global, förändras även befolkningen i länderna världen över. Immigration blir en alltmer vanlig företeelse och Sverige är inget undantag. Vilka utmaningar står dessa immigranter inför i det nya landet gällande språk och inkludering? I denna studie har vi undersökt precis det genom observationer och intervjuer med vuxna asylsökande och volontärer i en biståndsorganisation i Västsverige. Denna organisation bedriver språkcafé där asylsökande och andra invandrare har chans att lära sig svenska genom samtal och umgänge med svenska volontärer samt andra invandrare. Essensen av vår empiri var att de asylsökande lärde sig genom socialt umgänge med svenskar och att en av de viktigaste förutsättningarna för lärande är en plats där sådant socialt utbyte kan ske. Det finns flera olika faktorer som påverkar inkludering, det har framkommit genom denna studie att språket är en av de viktigaste. För att kunna leva och verka i samhället krävs det att man kan kommunicera med människor, såväl i vardagen, som i skolan och på arbetsplatsen. / When the winds of change are blowing, and the world becomes a more global arena, the population in countries all over the world are changing. Immigration is becoming a common phenomenon all over the world and Sweden is not an exception. What are the challenges that these immigrants faces in their new country with regard to language and being a part of the community? In this study we have examined this through observations and interviews with adult asylum seekers and volunteers in a aid organisation located in the west of Sweden. This organisation operates a language café where asylum seekers and other immigrants are given a chance to learn Swedish through conversation and interaction with Swedish volunteers and other immigrants. The essence of our empiricism was that the asylum seekers learned through social interaction with swedes, and one of the most important conditions for learning is a place where such a kind of social exchange may happen. There are many different factors that affects how well immigrants will be included in society, this study have come to the conclusion that language is one of the most important. To be able to live and be a part of society it demands that you can communicate with other humans in everyday life, in school and at your worksite.

International migration flows and patterns shaped by the determinants, processes and outcomes of social, political, and economic conditions have led to important transformation of society and human geographies. As Canada continues to effectively manage its immigration system and uphold its commitment to international refugee protection and resettlement, it is critical for Canada to do so with an understanding of the changing context of immigration, which are reinforced by shifting policies and their impact, in our contemporary society. In this thesis, the migration trajectory of three groups of newcomers to Canada; international students, Syrian refugees, and refugee youth, are explored by examining policies and conditions that can create group risks and vulnerabilities in immigration, settlement, and integration as groups transition to life in Canada after arrival. As suggested by Castle (2010) migration researchers can advance the field by embedding their work in broader theories of social change to facilitate understanding of the complexity, interconnectedness, variability, contextuality, and multi-mediation of migratory process in the context of rapid change. This thesis employs a geographical lens of place to deepen understanding of processes and outcomes in our contemporary society, while responding to these evolving contexts in one mid-size, post-industrial Canadian city. In three separate research, this thesis examines: 1) economic immigration flow under Express Entry in 2015 and 2016; 2) the role of the voluntary sector during the Syrian Refugee Resettlement Initiative in Hamilton, Ontario in 2016; and 3) the place of school-based settlement in bridging and brokering school-based mental health for newcomer youth. / Thesis / Doctor of Science (PhD) / As Canada continues to effectively manage its immigration system and uphold its commitment to international refugee protection and resettlement, it is critical for Canada to do so with an understanding of the changing context of immigration in our contemporary society. In this thesis, I examine the migration trajectory of three groups of newcomers to Canada; international students, Syrian refugees, and refugee youth, by asking two overarching research questions that explores policies and conditions that can create group risks and vulnerabilities in immigration, settlement, and integration. This thesis seeks to understand how policies could be addressed to improve successful outcome for newcomers. This thesis employs a geographical lens of place to deepen understanding of processes and outcomes in our contemporary society, while responding to these evolving contexts in one mid-size, post-industrial Canadian city.

In Sweden today there is an increase of newcomer pupils that need to be accommodated into the school system. This paper highlights remote education as a concept to support this process. Based on previous studies on videoconferencing and blended learning approaches as well as state of the art technology current remote education was explored. Conducted interviews and observations showed how technology is used in schools today through presentations, videos and tablet usage. They also explored the aspects of education that did not utilize technology e.g. whiteboards, physical material and the teachers’ use of the physical environment. A series of experiments were designed to transform specific aspects of the present teaching approaches into remote education. The study showed that the most important factor for remote education is to redesign todays face-to-face lessons based on the educational content. Physical practices will have to be transformed to fit the new format while already digital practices need fewer modifications. Remote education has the possibility to give pupils access to education otherwise unattainable. It could e.g. increase the number of mother tongue languages available to newcomer pupils and prevent pupils having to travel for their entitled education. / Sverige har just nu en ökning av nyanlända elever som måste integreras in i skolsystemet. Denna rapport lyfter fjärrundervisning som ett koncept för att stödja denna process. Aktuella metoder för fjärrundervisning har utforskats genom tidigare studier om videokonferenser och blandade lärmiljöer (eng. blended learning) samt relevanta teknologier. Intervjuer och observationer utfördes för att studera hur teknik används i skolan idag genom till exempel presentationer, videoklipp och surfplattor. Dessa visade också vilken del av undervisningen som inte utnyttjade teknik; så som whiteboards, fysiskt material och lärarnas användning av den fysiska miljön. En serie experiment utformades för att omvandla nuvarande undervisningsmetoder för fjärrundervisning. Studien visade att det viktigaste för fjärrundervisning är att omforma dagens klassiska undervisning baserat på det pedagogiska innehållet. Fysiska metoder måste omformas så att de passar det nya formatet medan redan digitala metoder behöver färre modifieringar. Fjärrundervisning har möjligheten att ge elever tillgång till undervisning som annars vore omöjlig att få tillgång till. Det skulle till exempel kunna öka antalet tillgängliga språk i modersmålsundervisning för nyanlända elever samt förhindra att elever behöver resa för att få sin berättigade utbildning.