WELCOME TO CANADA
FOR INTERNATIONAL STUDENTS, IT IS OFTEN A CHALLENGE TO UNDERSTAND THAT GETTING AN A ON A TEST IS NOT ENOUGH. — TOM STEEL, FULFORD ACADEMY HEAD OF SCHOOL
A year ago Ramtin Mellati left his home and family in Iran to follow his dreams. Mellati is a talented artist and hopes one day to become an animator for North America’s blockbuster movies. First, though, he had to complete his grade 12 education and gain the post-secondary credentials necessary to move forward in his chosen pursuit. As a starting point, for his 12th grade year, Mellati’s parents chose Brockville, Ont.’s Fulford Academy from a long list of suitable international schools in Canada.
Mellati is an outgoing teen with a good command of English. “Before attending Fulford Academy, I had never taken an English class. I learned the language at home from Youtube,” he says. His conversational English, while good, initially left Mellati at a deficit, however.
“Understanding the language as it relates to complex math equations and in different circumstances can be challenging for many international students where English is not their first language,” says Fulford’s head of school, Tom Steel. “That’s why all of our teachers are trained in ESL ( English as a second language). We use that training to enrich the curriculum and differentiate language, with all its nuances, in the classroom.”
During his time at the school Mellati did well. He completed grade 12, prepared a portfolio for review by the Ontario College of Art and Design University ( OCAD), and was ultimately accepted to the program. “It was very good news for me and my family,” says Mellati, who has now taken another step along the path toward success.
Helping international students successfully transition to post-secondary education is the primary focus of Fulford and schools like it. Fulford hosts students from 15 countries including Turkey, Japan, Korea, Taiwan, Kazakhstan, Italy, Iran, Nigeria, South Africa, Brazil and England.
Prior to arriving at the school, grade 11 and 12 students are advised to attend four weeks of summer orientation. “Marks in these two grades matter for university,” says Steel. “We want them to become familiar with the vocabulary and how to communicate in different courses.”
However, learning in a new language is not the only challenge that international students face. Fitting in and making friends can be difficult.
At Markham, Ont.’ s Princeton Academy of Canada, 10 different countries are represented. In additional to ESL programs, Princeton has a new student buddy system. Here, new arrivals are partnered, one-on-one, with existing students who show them the school and amenities, help them determine which clubs to join, and introduce them to their teachers. “The buddy systems lasts for a full four- month semester. New students can choose either a local buddy or one from their own country — whichever will help them feel more comfortable,” says Sharon Kaitlyn, the school’s administrator.
“A pre- arrival assessment helps determine the proficiency of each student. This allows us to develop a study plan for each individual student and ensures they are placed at the right learning level,” she adds. “Princeton’s home-stay students also have the opportunity to choose a boarding location depending on whether they wish to be with other students or alone.”
Fulford has a leadership program that not only helps new students get acclimated to the environment while presenting positive role models, it offers mentoring and growth opportunities for existing students.
In addition, games are integrated with competition and STEM activities, and bring team-building into the equation.
“During February, our six school ‘ houses’ compete in building snow forts. Teams must work together to design, build and strengthen these emergency shelters based on specific criteria. In September, they build a trebuchet (catapults). Here, the students compete for accuracy, distance, aesthetics and more. Over the course of the year, points are gained with the goal of winning an end-ofyear cup,” says Steel. “These activities also help enhance language, solidify friendships, and teach collaboration skills.”
“For international students, it is often a challenge to understand that getting an A on a test is not enough — they have to demonstrate the process of learning and how that learning relates to the world around them. These things go together in the Ontario curriculum process,” notes Steel. “It is a big part of the learning process for students from other cultures where exams are the primary focus. Our goal is to help them realize that success comes from being able to shine in this type of environment.”