Volume 1, Issue 1 April 2020, pp. 31–48 
Articles
Language teaching and settlement for newcomers in the digital age: A blended learning research project
Jill Cummings 
1, Matthias Sturm 2, Augusta Avram3
1 Yorkville University and LearnIT2teach New Language Solutions, Canada 
2 Simon Fraser University and LearnIT2teach, Canada
3 Burnaby District School Board 41, Vancouver Community College, and LearnIT2teach, Canada
DOI: https://doi.org/10.29140/mle.v1n1.261
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).
Copyright
© Jill Cummings, Matthias Sturm, Augusta Avram
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Suggested citation
Cummings, J., Sturm, M., & Avram, A. (2020). Language teaching and settlement for newcomers in the digital age: A blended learning research project. Migration and Language Education, 1(1), 31–48. https://doi.org/10.29140/mle.v1n1.261
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