An Analysis of the Canadian Mosaic: Language Usage among Immigrant Post-Secondary Students

Abstract

This article examines language usage—specifically, multilingualism as a division of multiculturalism—in regard toCanadian post-secondary education. The findings challenge previous research, popular opinion, and governmentpolicy, which tend to designate Canadian classrooms and society as accepting of linguistic diversity. While the datasituates Canadian students as extremely ethno-linguistically diverse, this diversity is predominantly confined to homecommunities. This paper uses national population demographics to analyze the limitations of government policy,thereby recognizing this confinement as problematic, and emphasizes ways in which Canadian post-secondaryinstitutions can redesign pedagogical and curricular practices to better engage (and serve) multilingual immigrant students.