Rural

While the majority of language learners in Canada live in urban centres, there are increasing numbers of learners in rural areas. Rural language learners in Canada have the same variety of language learning needs as their urban peers, including connection to community, education, and employment. There are, however, additional challenges and advantages to living and learning English in rural Canada:

• Accessing language training: Language classes are usually in urban centres and learners may have to commute a considerable distance to reach them. These challenges can be compounded by winter weather, lack of access to vehicles, or poverty. There may be no public transportation so learners must have a vehicle or rely on others to get around. Online and or hybrid classes can mitigate some of the challenges of access in rural areas, as long as learners have access to high-speed internet, a digital device, and basic digital skills. The LINC Home Study program provides CLB 3-8 language training for rural learners. 
• Multi-level classes: In rural areas, there are fewer learners, which makes it more difficult to build classes for each benchmark and to address additional needs, such as EAL literacy. It is common in rural areas to have multi-level classes and to have EAL literacy learners placed in mainstream classes. This places extra strain on the instructor to differentiate instruction and meet the varied needs of the learners. However, because there are fewer learners in rural areas, class sizes tend to be small, and there is the opportunity for more individualized attention.
• Internet speed: Some rural parts of Canada do not have consistent high-speed internet which can impact online learning. For example, learners may not have bandwidth to keep video cameras on throughout class or attendance may be impacted by internet outages, which are more common in rural communities.
• Accessing community supports and services: 
  • There are fewer community supports and resources dedicated specifically to immigrants and refugees, and learners are less likely to have a community from their own culture to support them. 
  • Learners who face additional barriers to learning, such as EAL literacy, trauma or poverty, may find that there are fewer supports available. 
  • Learners who are 2SLGBTQIA+, have disabilities or are neurodivergent may find there are fewer resources available. However, in many rural areas this is shifting.
  • Learners may have less access to employment-related resources such as employment centres or employment counsellors. Instructors can mitigate this by researching and directing learners to available online resources.

     

As instructors, be aware of the varied services in the community and surrounding communities. Incorporate learning about these services into your instruction.

• Many of the challenges facing rural LINC classes also apply to instructors. Instructors can face difficulties commuting and there are fewer resources and supports for them as well. However, with the increase of online PD opportunities, this is changing.

   

There are advantages to living and learning English in rural Canada. Because there are fewer learners, class sizes tend to be small and there is the opportunity for more individualized attention. Rural communities can also be very welcoming and this can mean greater connection with the community.