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Abstract

Canada prides itself as a nation whose strength lies in its diversity and advancement thereof – giving all Canadians a fair and equal chance of success. However, in educational contexts, such as in English language education, many learners who are new to Canada often encounter unfamiliar classroom practices and pedagogies which produce tensions that may become barriers to successful learning outcomes. Based on a review of the contemporary literature about East Asian English language learners' perspectives, this conceptual research paper makes some important pedagogical observations for those tasked with teaching English to the adult East Asian learner in Canada. As such, it provides a bridge between the East Asian and Canadian philosophical and pedagogical contexts, enhancing both teaching and learning. As supported by an analysis of the literature, important pedagogical implications are drawn which might be adapted and employed by educators in situ, so as to provide a bridge in the form of important understandings between the East Asian and Canadian philosophical and pedagogical contexts to the betterment of teaching and learning.