ESL and Canadian Multiculturalism: Multilingual, Intercultural Practices for the 21st Century
AbstractThis article is a collaborative initiative of the TESL profession in Manitoba. It reflects the authors' attempts to articulate the role of the ESL teaching profession and practice in Canadian multiculturalism. Recognizing ESL teachers' historical roles as agents of assimilation, the authors consider how the field can reorient itself to serve instead the equity and diversity needs of Canadians. They argue that this involves the promotion of more multilingual, intercultural approaches to ESL/SESD. The article begins by considering the model of multiculturalism promoted by Canadian constitutional and legislative policies over the last decades and the key role the TESL field can and does play in this mandate. The article continues on to recommend expanding the potential stakeholders included as ESL students and professionals. This is not done to expand the profession so much as to enhance the professional ethics and responsibilities of the field.
How to Cite
MacPherson, S., Ranya Khan, D. T., Hingley, W., Tigchelaar, A., & Lafond, L. D. (2004). ESL and Canadian Multiculturalism: Multilingual, Intercultural Practices for the 21st Century. TESL Canada Journal, 01–22. https://doi.org/10.18806/tesl.v0i0.1037