Exploring English Language Learning Experiences of Adult Chinese Immigrants

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Adult Chinese immigrants face many challenges in transition experiences when moving to Canada. Good English language proficiency is essential for integration into Canadian society as it determines educational and employment opportunities. Language Instruction for Newcomers to Canada (LINC) programs are government-funded programs that support immigrants in improving their English language levels and in understanding Canadian culture. The purpose of this research is to have an in-depth understanding of adult Chinese immigrants’ transition experiences in Canada to help policymakers and instructors more effectively understand and support this demographic in their transition experiences. I employ a qualitative and descriptive single case study to explore and describe this aspect through the lens of the 4S System of transition theory, which consists of Self, Situation, Strategies, and Support. Employing semi-structured interviews, four participants were selected for the research through a purposeful sampling method. The gathered data was then analyzed through the lens of the 4S System, which incorporates the themes of transitions, inner strengths, strategies, and support. The research results found that participants’ inner strengths, such as optimism, supported them in dealing with transitions. Research results also showed the importance of a strong support system, such as government, institutions, community, friends, and family in helping Chinese immigrants deal with transitions.
LINC, Adult Chinese immigrants, transition theory, 4S System, adult learning and education
Pang, J. (2023). Exploring English language learning experiences of adult Chinese immigrants (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.