CRITIQUE OF NON-FICTION BOOK #4
August 5, 2007
Yumiko Kose
The purpose of the writers, Jean Lock Kunz and Louise Hanvey in the book “IMMIGRANT YOUTH IN CANADA”(Canadian Council on Social Development, 2000) is to show the challenges that recent young immigrants have faced in Canada. I agree that “integrating into a new social and cultural environment requires time and effort, as well as the support of the community”(Jean Lock Kunz and Louise Hanvey, 2000, p.23) as immigrants come from different cultural backgrounds with little knowledge of language.
It was interesting to read the voices of young immigrants talking about the integration into Canadian society, because it helped me to understand especially about how they see themselves and what role school play for them. The writers state that most of immigrant youth don’t feel Canadian and “don’t even expect to feel truly Canadian”(Jean Lock Kunz and Louise Hanvey, 2000, p.11). They explain that many immigrant youth are not sure about the meaning of “Canadian” and it is not a big problem for them. I understand that school is a place where they had difficulty such as teasing because of the accents, but at the same time it is a place for them to learn a language and make friends with similar backgrounds.
I have the same opinion as the writers that “immigrant youth generally adapt well to Canadian society over time”(Jean Lock Kunz and Louise Hanvey, 2000, p.23), because they can integrate into society faster than their parents as the writers explained. Though I wanted to know more about how immigrant youth got over their problems, this book gave me a general understanding of immigrant youth in Canada.
Sunday, August 5, 2007
Summary of Non-Fiction Book #4
SUMMARY OF NON-FICTION BOOK #4
August 5, 2007
Yumiko Kose
In the book “IMMIGRANT YOUTH IN CANADA”(Canadian Council on Social Development, 2000), the writers Jean Lock Kunz and Louise Hanvey report the challenges that recent young immigrants have faced in Canada. According to the writers, the majority of young immigrants today are from Asia and the Pacific region and most of them couldn’t speak either of Canada’s official languages when they arrived.
Kunz and Hanvey found that young immigrants are more involved in religious activities and less likely to smoke and drink compared to Canadian-born youth, but the lifestyles of immigrant youth begin to be similar to those of Canadian-born youth as they start to integrate into Canadian society.
Kunz and Hanvey investigated that immigrant youth have had difficulties in integrating into Canadian society, such as learning a new language, feeling isolated from society, being looked as stereotypes, maintaining their roots, poverty, and racism. They observed that ESL classes or other language class activities are great help for young immigrants not only because they can learn the language but also they can integrate into school or society better.
Kunz and Hanvey revealed that community services don’t meet the needs of new immigrants because of the language problems, cultural barriers, and immigrants’ lack of familiarity of the services. They concluded that immigrant youth generally get along well in Canadian society over time, however, “social service organizations and all other sectors of society need to provide more resources to meet the needs of their clients”(Jean Lock Kunz and Louise Hanvey, 2000, p.23).
WORD LIST
1. confide : to have or show faith
I can confide in him in his research.
2. diminish : to decrease
Studying in New York diminished my savings.
3. rampant : rife
I can’t stand the rampant bribery in this company.
4. consumerism : the promotion of consumers’ interests
I don’t like the consumerism in North America.
5. ostracism : exclusion from a group by common consent
We know how hard the ostracism in school is .
6. laud : to praise
The teacher lauded his presentation.
7. eliminate : to exclude
I eliminated several words from my essay.
8. impel : to force
I was impelled to read the book by my grandma.
9. infallible : sure, certain
The result of her survey is infallible.
10. plague : to torment, harass
She was harassed by questions in a job interview.
11. fare : to get along, eat
How did you fare the project?
12. influx : a flowing in
The influx of immigrants and refugees is foreseen.
13. manifest : to make evident or contain by showing or displaying
He manifested the truth of his loyalty to the king.
14. affiliation : association as a member of branch
The affiliation to the church is important for me.
15. clique : a small exclusive group of people
We have two racial cliques in our school.
August 5, 2007
Yumiko Kose
In the book “IMMIGRANT YOUTH IN CANADA”(Canadian Council on Social Development, 2000), the writers Jean Lock Kunz and Louise Hanvey report the challenges that recent young immigrants have faced in Canada. According to the writers, the majority of young immigrants today are from Asia and the Pacific region and most of them couldn’t speak either of Canada’s official languages when they arrived.
Kunz and Hanvey found that young immigrants are more involved in religious activities and less likely to smoke and drink compared to Canadian-born youth, but the lifestyles of immigrant youth begin to be similar to those of Canadian-born youth as they start to integrate into Canadian society.
Kunz and Hanvey investigated that immigrant youth have had difficulties in integrating into Canadian society, such as learning a new language, feeling isolated from society, being looked as stereotypes, maintaining their roots, poverty, and racism. They observed that ESL classes or other language class activities are great help for young immigrants not only because they can learn the language but also they can integrate into school or society better.
Kunz and Hanvey revealed that community services don’t meet the needs of new immigrants because of the language problems, cultural barriers, and immigrants’ lack of familiarity of the services. They concluded that immigrant youth generally get along well in Canadian society over time, however, “social service organizations and all other sectors of society need to provide more resources to meet the needs of their clients”(Jean Lock Kunz and Louise Hanvey, 2000, p.23).
WORD LIST
1. confide : to have or show faith
I can confide in him in his research.
2. diminish : to decrease
Studying in New York diminished my savings.
3. rampant : rife
I can’t stand the rampant bribery in this company.
4. consumerism : the promotion of consumers’ interests
I don’t like the consumerism in North America.
5. ostracism : exclusion from a group by common consent
We know how hard the ostracism in school is .
6. laud : to praise
The teacher lauded his presentation.
7. eliminate : to exclude
I eliminated several words from my essay.
8. impel : to force
I was impelled to read the book by my grandma.
9. infallible : sure, certain
The result of her survey is infallible.
10. plague : to torment, harass
She was harassed by questions in a job interview.
11. fare : to get along, eat
How did you fare the project?
12. influx : a flowing in
The influx of immigrants and refugees is foreseen.
13. manifest : to make evident or contain by showing or displaying
He manifested the truth of his loyalty to the king.
14. affiliation : association as a member of branch
The affiliation to the church is important for me.
15. clique : a small exclusive group of people
We have two racial cliques in our school.
Monday, July 30, 2007
CRITIQUE OF NON-FICTION BOOK
July 29, 2007
Yumiko Kose
In the book “ETHICS AND EDUCATION IN LIGUISTICALLY DIVERSE CLASSROOMS”(Lincom Europa, 2005), the writer John Ippolito states that ethicality is tied to the relation between linguistically diverse students and teachers. His study has a lot in common with educational research into second language learning. I understand that teachers with linguistically and culturally minority backgrounds are needed because they can share their experiences with students with similar backgrounds. Both two-way immersion programs and heritage language programs have aims. The writer explains that the motivation for two-way immersion programs can be understood as a response to a real relation between language minority and language majority students which is linked to the relation between a self and an other and in heritage language programs, responsibility of self for other may represent a maintaining of the other’s difference. I agree that two-way immersion programs is a response to difference as the writer explains that a more responsive approach to linguistically and culturally diverse students and their families is a response to difference.
July 29, 2007
Yumiko Kose
In the book “ETHICS AND EDUCATION IN LIGUISTICALLY DIVERSE CLASSROOMS”(Lincom Europa, 2005), the writer John Ippolito states that ethicality is tied to the relation between linguistically diverse students and teachers. His study has a lot in common with educational research into second language learning. I understand that teachers with linguistically and culturally minority backgrounds are needed because they can share their experiences with students with similar backgrounds. Both two-way immersion programs and heritage language programs have aims. The writer explains that the motivation for two-way immersion programs can be understood as a response to a real relation between language minority and language majority students which is linked to the relation between a self and an other and in heritage language programs, responsibility of self for other may represent a maintaining of the other’s difference. I agree that two-way immersion programs is a response to difference as the writer explains that a more responsive approach to linguistically and culturally diverse students and their families is a response to difference.
SUMMARY OF NON-FICTION BOOK
July 29, 2007
Yumiko Kose
In the book “ETHICS AND EDUCATION IN LIGUISTICALLY DIVERSE CLASSROOMS”(Lincom Europa, 2005), the writer John Ippolito discusses
ethical practice in linguistically diverse classrooms where students speak a
range of languages other than English. He explains that his his reflections on
ethicality are connected to the distance between teachers and linguistically
diverse students. He thinks the implications of ethicality is the practice in
the relation of self and the other.
The writer states that his research looks at the behaviour of students and
teachers in particular language programs or classrooms. He explains that
“behaviour is relevant to the extent it instantiates pedagogical practice putting
teachers in particular relations of self and other with their students”(p.7).
The writer notes that the relationship between schools and linguistically
minority homes is important because “the encounter between schools and
linguistic minority homes can foster equitable relationships”(p.10). He explains
that teachers with linguistically and culturally minority backgrounds can share
their experiences and history with students with similar backgrounds.
The writer observed that there is a growing need of teachers who are
prepared to teach students who have linguistically and culturally different
backgrounds. He explains that it is a response to difference. He also notes that
in the process of identity negotiation, care and flexibility should be put into
practice in the meeting place of English and other languages.
The writer says that two-way immersion programs, though its approaches
and strategies vary, meet the need of both language minority and language
majority students and provide linguistic, academic, social, and cultural benefits.
He explains that the relation between language minority and language majority
is considered to be the relation between a self and an other, which is an ethical
venue. He also reports that there are heritage language programs with the
attempt to maintain and develop the language that language minority students
are familiar, which are held after school or weekends.
The writer states that “responsibility within a relation of difference is a motif
which can be read into varied responses to the association of the dominant
language in North America, English, and other languages”(p.13). He says that
a responsive approach to linguistically and culturally diverse students and their
families is a response to difference.
The writer states that “both the unfailing responsibility and of the self for
otherness and the unpredictable transformations otherness can induce in the
self”(p.14). He concludes that ethics can be seen as an underlying motif not as
a reduction.
WORD LIST
1. premise : ground
This relation is premised on difference of the language.
2. implication : insinuation
I saw the implication of the offer.
3. speculate : wonder
He speculated what was going happen.
4. circumscribe : limit
The problem of language circumscribes my research.
5. enact : pass
The bill will be enacted into law soon.
6. acknowledge : admit
He acknowledged the statement.
7. legitimacy : legality
We discussed the legitimacy of the law.
8. preclude : prevent
The rain precluded us from going out.
9. prompt : punctual
He made a prompt response.
10. integrate : put together
They integrated the results.
11. notwithstanding : despite
She is active notwithstanding her age.
12. foster : promote
The plan was fostered strongly.
13. relevance : significance
The event has relevance to the person.
14. coincidence concurrence
They had a coincidence in music.
15. reduction : decrease
We want a tax reduction.
July 29, 2007
Yumiko Kose
In the book “ETHICS AND EDUCATION IN LIGUISTICALLY DIVERSE CLASSROOMS”(Lincom Europa, 2005), the writer John Ippolito discusses
ethical practice in linguistically diverse classrooms where students speak a
range of languages other than English. He explains that his his reflections on
ethicality are connected to the distance between teachers and linguistically
diverse students. He thinks the implications of ethicality is the practice in
the relation of self and the other.
The writer states that his research looks at the behaviour of students and
teachers in particular language programs or classrooms. He explains that
“behaviour is relevant to the extent it instantiates pedagogical practice putting
teachers in particular relations of self and other with their students”(p.7).
The writer notes that the relationship between schools and linguistically
minority homes is important because “the encounter between schools and
linguistic minority homes can foster equitable relationships”(p.10). He explains
that teachers with linguistically and culturally minority backgrounds can share
their experiences and history with students with similar backgrounds.
The writer observed that there is a growing need of teachers who are
prepared to teach students who have linguistically and culturally different
backgrounds. He explains that it is a response to difference. He also notes that
in the process of identity negotiation, care and flexibility should be put into
practice in the meeting place of English and other languages.
The writer says that two-way immersion programs, though its approaches
and strategies vary, meet the need of both language minority and language
majority students and provide linguistic, academic, social, and cultural benefits.
He explains that the relation between language minority and language majority
is considered to be the relation between a self and an other, which is an ethical
venue. He also reports that there are heritage language programs with the
attempt to maintain and develop the language that language minority students
are familiar, which are held after school or weekends.
The writer states that “responsibility within a relation of difference is a motif
which can be read into varied responses to the association of the dominant
language in North America, English, and other languages”(p.13). He says that
a responsive approach to linguistically and culturally diverse students and their
families is a response to difference.
The writer states that “both the unfailing responsibility and of the self for
otherness and the unpredictable transformations otherness can induce in the
self”(p.14). He concludes that ethics can be seen as an underlying motif not as
a reduction.
WORD LIST
1. premise : ground
This relation is premised on difference of the language.
2. implication : insinuation
I saw the implication of the offer.
3. speculate : wonder
He speculated what was going happen.
4. circumscribe : limit
The problem of language circumscribes my research.
5. enact : pass
The bill will be enacted into law soon.
6. acknowledge : admit
He acknowledged the statement.
7. legitimacy : legality
We discussed the legitimacy of the law.
8. preclude : prevent
The rain precluded us from going out.
9. prompt : punctual
He made a prompt response.
10. integrate : put together
They integrated the results.
11. notwithstanding : despite
She is active notwithstanding her age.
12. foster : promote
The plan was fostered strongly.
13. relevance : significance
The event has relevance to the person.
14. coincidence concurrence
They had a coincidence in music.
15. reduction : decrease
We want a tax reduction.
Sunday, July 22, 2007
Summary of non fiction book
SUMMARY OF NON-FICTION BOOK
July 22, 2007
Yumiko Kose
According to the writers, Yasmeen Abu-Laban and Christine Gabriel
in their book “SELLING DIVERSITY”(broadview press, 2002), in
Canada, immigration policy has played an important role in the
history and the evolution of the country. The writers explains that
two issues have been important in the history of immigration policy ---
the first issue is related to cultural considerations of religion, race, and
ethnicity, which favoured white, particularly British-origin,
Protestants, who were considered as “model citizens” and the second
issue relates to the needs of labour market, which required
non-English, non-Protestant immigrants, who were considered as “not
ideal.”
The writers reveal the fact that Asian women were discouraged from
entering Canada because of the concern for racial purity, though men from
Asian countries were allowed to come to the country as “cheap labour.”
They state that Asian and blacks were most despised group, and women
from “preferred group”, white British, were encouraged to enter Canada
The writers note that in the early twentieth century, Canada, for the first
time, attempted to recruit settlers from Southern and Eastern Europe to
populate the west of Canada and to discourage the entry of blacks from
America. The writers found that various reasons were legally used to
keep immigrants from outside of Europe from entering Canada.
The writers report that many people including most Aboriginal peoples,
the Chinese, East Indians, the Japanese, and women were denied the
political right to vote and run for office. They say “the introduction of
the Canadian Citizenship Act in 1947 marked the beginning of a period
when many of the explicit barriers to the formal rights of citizenship were
removed”(Yasmeen Abu-Laban and Christian Gabriel, 2002, p.43).
They note that a new evaluation system called “point system” was
introduced to assess all immigrants in 1967 and it was tied to the needs of
labour market. The also note that refugees are not required the point
system but they are selected by being asked a series of questions about
knowledge of official languages or educational levels.
The writers found that applicants from countries with educational
opportunities and men with high-skills were favoured in the point system
and it indicated biases within the point system.
The writers state that “Canada’s historical construction and patterns of
migration were interwoven with Europe (France and particularly
Britain)” (Yasmeen Abu-Laban and Cristian Gabriel, 2002, p.54). They
present that reform after 1960 abandoned policies of racial and ethnic
discrimination. They also found the effect of the reform clearly appeared in
the change of immigrant groups, higher number of Asian immigrants and
less European immigrants. In conclusion, the writers observed that
policy-makers and elected officials have stressed that immigration policy
should be seen in the larger international and globalizing context.
July 22, 2007
Yumiko Kose
According to the writers, Yasmeen Abu-Laban and Christine Gabriel
in their book “SELLING DIVERSITY”(broadview press, 2002), in
Canada, immigration policy has played an important role in the
history and the evolution of the country. The writers explains that
two issues have been important in the history of immigration policy ---
the first issue is related to cultural considerations of religion, race, and
ethnicity, which favoured white, particularly British-origin,
Protestants, who were considered as “model citizens” and the second
issue relates to the needs of labour market, which required
non-English, non-Protestant immigrants, who were considered as “not
ideal.”
The writers reveal the fact that Asian women were discouraged from
entering Canada because of the concern for racial purity, though men from
Asian countries were allowed to come to the country as “cheap labour.”
They state that Asian and blacks were most despised group, and women
from “preferred group”, white British, were encouraged to enter Canada
The writers note that in the early twentieth century, Canada, for the first
time, attempted to recruit settlers from Southern and Eastern Europe to
populate the west of Canada and to discourage the entry of blacks from
America. The writers found that various reasons were legally used to
keep immigrants from outside of Europe from entering Canada.
The writers report that many people including most Aboriginal peoples,
the Chinese, East Indians, the Japanese, and women were denied the
political right to vote and run for office. They say “the introduction of
the Canadian Citizenship Act in 1947 marked the beginning of a period
when many of the explicit barriers to the formal rights of citizenship were
removed”(Yasmeen Abu-Laban and Christian Gabriel, 2002, p.43).
They note that a new evaluation system called “point system” was
introduced to assess all immigrants in 1967 and it was tied to the needs of
labour market. The also note that refugees are not required the point
system but they are selected by being asked a series of questions about
knowledge of official languages or educational levels.
The writers found that applicants from countries with educational
opportunities and men with high-skills were favoured in the point system
and it indicated biases within the point system.
The writers state that “Canada’s historical construction and patterns of
migration were interwoven with Europe (France and particularly
Britain)” (Yasmeen Abu-Laban and Cristian Gabriel, 2002, p.54). They
present that reform after 1960 abandoned policies of racial and ethnic
discrimination. They also found the effect of the reform clearly appeared in
the change of immigrant groups, higher number of Asian immigrants and
less European immigrants. In conclusion, the writers observed that
policy-makers and elected officials have stressed that immigration policy
should be seen in the larger international and globalizing context.
Word List
WORD LIST from the book, SELLING DIVERSITY
July 22, 2007
Yumiko Kose
1. inception : beginning
The professor made a political comment at the inception of his lecture.
2. dominance : supremacy, governance, control
Both groups asserted dominance of the country.
3. impose : inflict, oblige
The government has imposed a new tax on the wine.
4. depraved : corrupted
I cannot trust politicians because they are depraved.
5. till : plough
We need to till the field for wheat.
6. stalwart : stout, strong, brave
My father is stalwart.
7. deem : think, judge
He deemed it his duty to carry out the order.
8. consequence : result, importance
I am satisfied with the consequence of our research.
9. embrace: hug, adopt
The student embraced the offer to be a member of the student council.
10. notion : idea, conception, opinion
I have no notion why he did such a thing.
11. implement : put into practice
The employer implemented the agreement.
12. bogus : false, fake
I found out that the branded bag was bogus.
13. explicit : open, clear
His explanation about the topic was explicit.
14. ambiguous : vague, unclear
Her ambiguous reply caused a trouble.
15. modicum : a small amount
They found a modicum of diamond in the mine.
July 22, 2007
Yumiko Kose
1. inception : beginning
The professor made a political comment at the inception of his lecture.
2. dominance : supremacy, governance, control
Both groups asserted dominance of the country.
3. impose : inflict, oblige
The government has imposed a new tax on the wine.
4. depraved : corrupted
I cannot trust politicians because they are depraved.
5. till : plough
We need to till the field for wheat.
6. stalwart : stout, strong, brave
My father is stalwart.
7. deem : think, judge
He deemed it his duty to carry out the order.
8. consequence : result, importance
I am satisfied with the consequence of our research.
9. embrace: hug, adopt
The student embraced the offer to be a member of the student council.
10. notion : idea, conception, opinion
I have no notion why he did such a thing.
11. implement : put into practice
The employer implemented the agreement.
12. bogus : false, fake
I found out that the branded bag was bogus.
13. explicit : open, clear
His explanation about the topic was explicit.
14. ambiguous : vague, unclear
Her ambiguous reply caused a trouble.
15. modicum : a small amount
They found a modicum of diamond in the mine.
Thursday, July 19, 2007
Summary of Non-fiction Book
July 15, 2007
Yumiko Kose
According to Shirley Seward and Marc Tremblay in their book, "IMMIGRANTS IN
CANADA: THEIR RESPONSE TO STRUCTURAL CHANGE(1981-1986)"
(Institute for Reseach on Public Policy. June 1991), Canadian immigration policy has placed
considerable emphasis on the economic objective of immigration, particularly the role immigration plays in the labour market.
The writers explains that females, every immigrant and non-immigrant groups, were
"concentrated more heavily than males in rapidly expanding industries, whereas males are more heavily concentrated than females in declining industries". However, when you compare
immigrants and non-immigrants, the writer also states that more female immigrants worked in
declining industries than non-immigrants and Third World male immigrants are in rapidly
expanding industries compared to European immigrants.
Females are more heavily concentrated in than males in the service sector and males are
more concentrated in the goods sector(Shirley Seward and Marc Tremblay, June 1991, p.11).
The writers also found that in non-market services like education, health, social services and
public administration, a proportion of non-immigrants is higher than immigrants.
The writers revealed some facts about education, official language ability, and employment
income. According to them, a larger proportion of immigrants from Third World has only
elementary education and no official language ability. In most cases, European immigrants, as a
group, have higher incomes than Third World immigrants(Shirley Seward and Marc Tremblay,
June 1991, p.14).
Immigrants men as a group appear to be responding more effectively than non-immigrant
men to labour needs(Shirley Seward and Marc Tremblay, June 1991, p.15). Also, we found in
in the Seward and Tremblay (1991) study that "immigrant women as a group are responding less effectively to labour needs than non-immigrant women. The writers concludes that there are worrisome trends associated with the distribution of immigrants in the changing labour force. According to them, "several immigrant groups, especially recent immigrant women from Third World sources, who have low levels of education and earnings, are over-concentrated in declining industries where they face the possibility of displacement."
WORD LIST
(IMMIGRANTS IN CANADA:THEIR RESPONSE TO STRUCTURAL CHANGE(1981-1986))
July 15, 2007
Yumiko Kose
1. objective : something that you are working hard to achieve
This is not to suggest that the economic objective of immigration is restricted to its role in the
labour market.
2. census : an official count of all the people in a country, including information about their ages, jobs,
etc.
At the time of the 1986 Census, 64.7 per cent of all immigrants participate in the labour force.
3. proportion : a part or number of something
It is possible that the latter proportion may be even higher now, given increasing immigration levels
in recent years.
4. hypothesis : an idea that is suggested as an explanation for something, but that has not yet been
proven to be true
A study by McInnis lends further support to the hypothesis that immigrants tend to be concentrated
in expanding industries.
5. assumptions : something that you think is true although you have no proof
On the basis of these findings, Seward and Tremblay (1989) suggest that the assumptions
sometimes made regarding the role of immigrants in the labour force may be over-stated.
6. distribution : the act of giving things to each person in a group or of supplying goods to stores,
companies, etc.
Table 6 shows the distribution of immigrants and non-immigrants in the three categories of the
service sector, as well as in the goods sector.
7. identical : exactly the same
Table 5 provides identical information for immigrants from European sources.
8. striking : unusual or interesting enough to be noticed
This is most striking in the case of recent Third World females in the goods sector.
9. apparent : seeming to be real or true, although it may not really be so
Part of the reason for this apparent contradiction between skill level and employment income may
lie in other features which characterize traditional services.
10. contradiction : a difference between two statements, beliefs, or ideas about something that means
they cannot both be true
Part of the reason for this apparent contradiction between skill level and employment income may
lie in other features which characterize traditional services.
11. characterize : to describe the character of someone or something in a particular way
Part of the reason for this apparent contradiction between skill level and employment income may
lie in other features which characterize traditional services.
12. adjustment : a small change made to something, such as a machine, a system, or the way something
looks
This age adjustment will be undertaken in subsequent phases of this research.
13. subsequent : coming after or following something else
This age adjustment will be undertaken in subsequent phases of this research.
14. phases : happening gradually in a planned way
This age adjustment will be undertaken in subsequent phases of this research.
15. recency : having happened or begun to exist only a short time ago
For Third World and European immigrants of both sexes, incomes decrease with recency of arrival.
July 15, 2007
Yumiko Kose
According to Shirley Seward and Marc Tremblay in their book, "IMMIGRANTS IN
CANADA: THEIR RESPONSE TO STRUCTURAL CHANGE(1981-1986)"
(Institute for Reseach on Public Policy. June 1991), Canadian immigration policy has placed
considerable emphasis on the economic objective of immigration, particularly the role immigration plays in the labour market.
The writers explains that females, every immigrant and non-immigrant groups, were
"concentrated more heavily than males in rapidly expanding industries, whereas males are more heavily concentrated than females in declining industries". However, when you compare
immigrants and non-immigrants, the writer also states that more female immigrants worked in
declining industries than non-immigrants and Third World male immigrants are in rapidly
expanding industries compared to European immigrants.
Females are more heavily concentrated in than males in the service sector and males are
more concentrated in the goods sector(Shirley Seward and Marc Tremblay, June 1991, p.11).
The writers also found that in non-market services like education, health, social services and
public administration, a proportion of non-immigrants is higher than immigrants.
The writers revealed some facts about education, official language ability, and employment
income. According to them, a larger proportion of immigrants from Third World has only
elementary education and no official language ability. In most cases, European immigrants, as a
group, have higher incomes than Third World immigrants(Shirley Seward and Marc Tremblay,
June 1991, p.14).
Immigrants men as a group appear to be responding more effectively than non-immigrant
men to labour needs(Shirley Seward and Marc Tremblay, June 1991, p.15). Also, we found in
in the Seward and Tremblay (1991) study that "immigrant women as a group are responding less effectively to labour needs than non-immigrant women. The writers concludes that there are worrisome trends associated with the distribution of immigrants in the changing labour force. According to them, "several immigrant groups, especially recent immigrant women from Third World sources, who have low levels of education and earnings, are over-concentrated in declining industries where they face the possibility of displacement."
WORD LIST
(IMMIGRANTS IN CANADA:THEIR RESPONSE TO STRUCTURAL CHANGE(1981-1986))
July 15, 2007
Yumiko Kose
1. objective : something that you are working hard to achieve
This is not to suggest that the economic objective of immigration is restricted to its role in the
labour market.
2. census : an official count of all the people in a country, including information about their ages, jobs,
etc.
At the time of the 1986 Census, 64.7 per cent of all immigrants participate in the labour force.
3. proportion : a part or number of something
It is possible that the latter proportion may be even higher now, given increasing immigration levels
in recent years.
4. hypothesis : an idea that is suggested as an explanation for something, but that has not yet been
proven to be true
A study by McInnis lends further support to the hypothesis that immigrants tend to be concentrated
in expanding industries.
5. assumptions : something that you think is true although you have no proof
On the basis of these findings, Seward and Tremblay (1989) suggest that the assumptions
sometimes made regarding the role of immigrants in the labour force may be over-stated.
6. distribution : the act of giving things to each person in a group or of supplying goods to stores,
companies, etc.
Table 6 shows the distribution of immigrants and non-immigrants in the three categories of the
service sector, as well as in the goods sector.
7. identical : exactly the same
Table 5 provides identical information for immigrants from European sources.
8. striking : unusual or interesting enough to be noticed
This is most striking in the case of recent Third World females in the goods sector.
9. apparent : seeming to be real or true, although it may not really be so
Part of the reason for this apparent contradiction between skill level and employment income may
lie in other features which characterize traditional services.
10. contradiction : a difference between two statements, beliefs, or ideas about something that means
they cannot both be true
Part of the reason for this apparent contradiction between skill level and employment income may
lie in other features which characterize traditional services.
11. characterize : to describe the character of someone or something in a particular way
Part of the reason for this apparent contradiction between skill level and employment income may
lie in other features which characterize traditional services.
12. adjustment : a small change made to something, such as a machine, a system, or the way something
looks
This age adjustment will be undertaken in subsequent phases of this research.
13. subsequent : coming after or following something else
This age adjustment will be undertaken in subsequent phases of this research.
14. phases : happening gradually in a planned way
This age adjustment will be undertaken in subsequent phases of this research.
15. recency : having happened or begun to exist only a short time ago
For Third World and European immigrants of both sexes, incomes decrease with recency of arrival.
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