Using self-regulated learning as a framework for creating inclusive classrooms for ethnically and linguistically diverse learners in Canada

Abstract

Canada is rich in ethnic and linguistic diversity. For example, in 2011 more than 200 ethnic origins were reported in Canada's National Household Survey. Similarly, those surveyed identified more than 200 languages as their home language or mother tongue. Most of this diversity is concentrated in Canada's largest urban centers: Montreal (Quebec), Toronto (Ontario), and Vancouver (British Columbia). Canadian classrooms reflect this diversity, which is a challenge for our predominantly Euro-Canadian and monolingual teaching force. This chapter for the Handbook of Positive Development of Minority Children describes the demographic characteristics and experiences of diverse groups of students in Canadian classrooms, with a particular focus on immigrant, Aboriginal, and language minority (LM) learners. Then we consider self-regulated learning (SRL) as a framework for creating inclusive and culturally responsive contexts that accommodate multiple pathways to knowing and learning and foster productive approaches to learning in all children.