Migration and Language Education - Language Teaching and Settlement for Newcomers in the Digital Age: A Blended Learning Research Project

Aug 29, 2026

Uploaded by Fahsai

Blended Learning (BL) in Canada’s English language learning programs combines face-to-face instruction with instructor-facilitated online activities and resources that complement classroom teaching. The article presents findings from a demonstration research project examining BL effects in LINC, the IRCC-funded English language and settlement program for newcomers. Results indicate promise for improving English learning and expanding access to LINC classes through digital technologies, while addressing the need for greater accessibility and limited prior research on blended settlement-focused language learning.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages18

Reading Time45 min

AccessFree to download

Introduction

Background

Needs

Blended Learning (BL) in LINC

| | OPEN ACCESS
Migration and Language Education ISSN 2652-5984
[https://journals.castledown-publishers.com.au/ile/](https://journals.castledown-publishers.com.au/ile/) | | --- | --- | Migration and Language Education, 1 (1), 31-48 (2020) [https://doi.org/10.29140/mle.v1n1.261](https://doi.org/10.29140/mle.v1n1.261) Language Teaching and Settlement for Newcomers in the Digital Age: A Blended Learning Research Project JILL CUMMINGS a MATTHIAS STURM b AUGUSTA AVRAM c a Yorkville University and LearnIT2teach New Language Solutions, Canada [jcummings@yorkvilleu.ca](jcummings@yorkvilleu.ca) b Simon Fraser University and LearnIT2teach, Canada [msturm@sfu.ca](msturm@sfu.ca) c Burnaby District School Board 41, Vancouver Community College, and LearnIT2teach, Canada [augustaavram@gmail.com](augustaavram@gmail.com) Abstract Blended Learning (BL) in English language learning programs in Canada is defined as the combination of f2f learning with instructor-facilitated use by students of online activities and resources that complement the in-class teaching (Kennell & Moriarty, 2014) . Blended Learning is increasingly in demand by students, teachers, and programs (Garrison & Vaughan, 2008), particularly in the Language Instruction for Newcomers to Canada (LINC) program, the English language and settlement program provided by Immigration, Refugees, and Citizenship Canada (IRCC) in Canada (Kennell & Moriarty, 2014) . This article explains the findings of a demonstration research project regarding the effects of blended learning in LINC for students, instructors, and the program. The blended approach shows promise for enhancing English language learning and access to LINC classes for newcomers to Canada via technologies important in our digital age. The research findings here regarding the effects of BL in LINC are important in light of the need to enhance accessibility to English language learning for newcomers to Canada and the paucity of research related to BL for English language learning and settlement needs (Kennell & Moriarty, 2014; Lawrence, 2014) . Keywords: blended learning effects, English, newcomers, self-efficacy for technology use and English language learning Introduction As a student and an immigrant, I have been in the blended class for almost one year, so I have enriched numerous essential skills not only in English but also Canadian culture. Honestly, I strongly love this program, and it is a great innovation in theESL field. (Student Participant, Blended Learning Research Project) I am a total convert [to blended learning/teaching]! (Teacher Participant, Blended Learning Research Project) The quotes above represent the extensive support for use of the Blended Learning approach for learning English for newcomers in Canada found during a recent research project,“Researching the Effects of Blended Learning in LINC: A Demonstration Research Project.” The research examined the effects of Blended Learning (BL) in settlement language learning LINC (Language Instruction for Newcomers to Canada) programs in Canada. This project was funded by Immigration, Refugees, Citizenship Canada (IRCC) and was conducted by the researchers as independent researchers during September 2017 – June 2018. We report the findings of the research here and discuss important implications for implementing BL in settlement English language learning. BL is increasingly in demand by students, teachers, and programs (Garrison & Vaughan, 2008) in English as a Second Language (ESL) and the LINC programs, the English language and settlement program provided by IRCC in Canada (Kennell & Moriarty, 2014) . BL in English language learning here is defined as the combination of face-to-face (f2f) learning with instructor-facilitated use by learners of online activities and resources that complement the in-class teaching (Kennell & Moriarty, 2014) . BL enhances English language learning and access to LINC classes for newcomers to Can

FAQs

How does the article define blended learning for English language learning in LINC?

It defines BL as combining face-to-face instruction with instructor-facilitated use of online activities and resources that complement in-class teaching.

What problem does the background section highlight for LINC and settlement language programs?

It describes declining enrolment trends, vulnerable multi-barriered populations, long waiting lists, and the need for more flexible delivery options.

Why are the study findings considered important in the article?

They are positioned as relevant for improving accessibility to English language learning for newcomers to Canada, given the limited research on blended learning for adult settlement language learning needs.

Aug 29, 2026

Uploaded by Fahsai