ABSTRACT
This chapter describes Canadian policies and practices concerning the education of recent immigrants that is those who are foreign born. It addresses the educational achievement of ethnic groups, especially at the post-secondary level. The chapter looks at the educational aspirations of the children of each of the few categories of parents, it is quite clear that in general immigrant children were at no disadvantage, particularly if they were boys. It systematizes the evolving Canadian situation for multicultural education policies and practices, from the analytic framework of Contingency Theory. The chapter considers in the early phases of analysis that Alberta fit the second type because it had English-as-second language (ESL) policy; many of the services offered have a linguistic orientation, but not a policy on multicultural education. It indicates that most provinces have a policy on multicultural education or are formulating one.
