Ngo, Hieu V. (2009) Community Leadership: A Guide for Leadership Development of Ethnocultural Members
This resource offers a coherent, empowering curriculum to support ethnocultural members to step up, to influence, to contribute, and to initiate positive changes in their communities. It focuses on critical dialogues about issues relevant to community leadership and the socioeconomic realities facing ethnocultural members, connections to positive role models of diverse cultural and socioeconomic backgrounds, and development of practical skills in the areas of community organization and mobilization, organizational management and project management. Grounded in the tradition of liberatory education, this curriculum promotes a facilitative approach to training with emphases on critical dialogue, individual and collective empowerment, integration of life experiences and prior learning, knowledge building, and experiential learning.
This resource accompanies organizations in their sustainable efforts to promote cultural diversity and competence. It examines the demographic, social, political, economic and legislative realities that are relevant to cultural diversity in Canada. It provides foundational knowledge about culture and cultural competence. It further offers a series of tools to help organizations to integrate cultural diversity into all aspects of their governance, management and administration, and service delivery. It also suggests a guideline for cultural competence based funding assessment.
The resource aims to deepen understanding of individuals and organizations about complex issues facing immigrant children. It further helps to facilitate planning to develop responsive services for immigrant children. The objectives of this resource document include:
- Identify issues facing immigrant children;
- Suggest strategies to deal with identified issues; and
- Develop an inventory of existing services for immigrant children.
Ngo,Hieu V. (2003) Toward Cultural Competency: A Practical Guide to Facilitate Active Participation of Culturally Diverse Families in Schools
This guide provides the context for cultural competency, a description of the cultural competency process, self-assessment and planning tools, and cultural competency training modules.
Ngo,Hieu V. (2002) Toward Active Parental Participation: A Practical Guide to Working with Immigrants
This manual features a series of 10 practical workshops on working with immigrant parents to achieve active parental participation. The workshop topics include education in various cultural contexts, Canadian education, ESL education, issues facing immigrant children and youth, parental participation, field trips, effective leadership and planning.
The Coalition for Equal Access to Education (CEAE) was formed in 1993 in response to deep cuts to education by the Klein government targeting programs that directly or indirectly supported English as a second language (ESL) learners.* The affected programs never fully recovered. The current round of budget cuts by the Alberta government similarly has consequences for ESL students that cumulatively affect the longitudinal educational outcomes for the growing numbers of ESL students all across Alberta. The CEAE finds itself once again in a position of advocating for those least able to advocate for themselves.
Ngo,Hieu V. (2009) Cultural Competence in Alberta Schools: Perception of ESL Families in Fours School Boards.
This study surveyed 242 self-identified ESL students and their parents from four of Alberta’s major school boards. The survey focused on the perception of ESL learners and their parents on how Alberta schools have responded to cultural diversity with respect to school environment, cultural representation, school practices, competence of school staff, student-family-school interactions, family-school communication, school-community collaboration, involvement of families in school practices and overall satisfaction.
Ngo,Hieu V. (2009) Evaluation of ESL Education in Alberta: Perceptions of ESL Students in Four Major School Boards
Drawing upon the survey of 242 self-identified ESL students from four of Alberta’s major school boards, this study focused on the perception of ESL learners on how Alberta schools have responded to ESL needs of students. The survey examined various aspects of ESL services, including: identification, assessment, ESL instruction, tracking and monitoring of English language learning progress, resource allocation, and familly-school communication.
Cooper,M. (2008) Overcoming barriers to the positive development and engagement of ethno-racial minority youth in Canada.Guyn Cooper Research Associates.
This paper explores the dynamics behind and ways of overcoming barriers to the community, school, and civic participation and engagement of immigrant and Canadian-born ethno-racial minority youth with a view to improving their developmental outcomes and increasing their engagement and sense of belonging in adolescence, young adulthood, and beyond. In this paper, ―youth‖ is defined to include young people aged 12 to 24 years. The paper draws on academic literature, policy think tanks, government and government-affiliated organizations, and non-governmental organizations in Canada, the U.S., and the U.K. to explain the root causes of ethno-racial minority youth exclusion and to identify ways of involving these young people in processes to combat racism and discrimination, promote positive youth development and engagement, and prevent long-term social and economic exclusion and its consequences.
Drawn from the input of community, education, provincial and federal stakeholders, this report captures key themes and strategies to shape effective ESL education.
Ngo,Hieu V. (2005) Toward Quality, Equitable English as a second LAnguage Education: A Practical Framework for Effective ESL Education
This document proposes a framework for effective ESL education. The areas of focus include: continuum of standardized K-12 ESL services, development and implementation of ESL programs of study, associated psychological, sociocultural and academic support, funding support, professional standards, research and knowledge development and infrastructure to support ESL reform. The practical framework was presented to the Standing Policy Committee on Education and Employment of the Government of Alberta on September 6th 2005.
It is report on a collaborative effort to promote effective ESL education in Alberta. Individuals and representatives of diverse communities, agencies, schools and school boards, provincial and federal departments and parents participated in a preliminary round table discussion within their specific sector to reflect on ESL issues and explore their potential role in ESL education. They later took part in an all day symposium that involved cross-sector dialogue and strategizing for effective ESL education.
Ngo,Hieu V. (2002) English as a Second Language Education: Context, Current Responses and Recommendations for New Directions.
This blueprint presents a case for effective, equitable ESL education; discusses emerging issues; and provides education, government and community stakeholders with recommendations on enhancing ESL education.
This comprehensive document outlines tthe issues facing immigrant children and youth in the education, social services, justice and health arenas. It also elaborates on the family, school and community contexts that impact immigrant children and youth. The resource manual also includes an inventory of available services in Calgary for immigrant children and youth and their families.
Ngo,Hieu V. (2009) Patchwork, Sidelining and Marginalization: Services for Immigrant Youth.Journal of Immigrant & Refugee Studies.7:82–100.
Adolescence is a challenging developmental period for all young people. For immigrant youth, their experiences are compounded by complex linguistic, acculturative, psychological, and economic difficulties. Rooted in the central premise that immigrant youth are entitled to services that effectively address their settlement needs and promote their full participation in Canadian society, this article critically reviews the selected programs and services for immigrant youth in three Canadian metropolitan centers, namely Toronto, Calgary, and Vancouver. The findings reveal various shades of patchwork, sidelining and marginalization of immigrant youth in the social services and education arenas. This article calls for a paradigm shift in immigrant youth services from charity-based programming to an entitlement/rights-based model of practice.
Ngo,Hieu V. (2007) Red flag: The wellbeing of immigrant immigrant children and youth. Presented at the Alberta Settlment Conference- February 2007, Calgary.
Howard Research & Management Consulting Inc. (2006) Review of K-12 ESL Education in Alberta: Final Report
The comprehensive nature of this study is unique in that it presents the state of affairs of K-12 ESL education in Alberta. Best practice information is drawn from principals and teachers at various grade levels and geographic locations across the province. Views of experts and other stakeholders and research evidence have been considered in light of longitudinal data on ESL student achievement. Finally, a synthesis of findings has
culminated in identification of factors and predictors of academic achievement of ESL students. A set of recommendations is offered as a starting point for the development of an action plan for K-12 ESL in Alberta.
Howard Research & Management Consulting Inc. (2006) Review of K-12 ESL Education in Alberta: Sypnosis
In the Fall of 2006, the Ministry of Alberta Education released the report, entitled “The Review of ESL K-12 Program Implementation in Alberta.” Drawing upon findings of a province-wide survey of principals and teachers, case studies, and interviews with stakeholders and experts, the report has identified the predictors of ESL student achievement at both the individual and school levels. The Ministry contracted Howard Research and Management Consulting Inc to do the study.
This document is the Coalition’s official responses to the review of ESL K-12 Program Implementation in Alberta. It outlines our areas of concern and provides the recommendations to Alberta Education, school jurisdictions, universities and Advanced Education