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Learning English with CBC Listening Lessons for Intermediate Students Based on CBC Manitoba Radio Broadcasts December 11, 2009 Lesson 52: Teacher’s Edition Level: Benchmark 5 and up Topic: Once a Refugee, Always a Refugee? Language Skills and Functions: Listening – listening to a short interview for main ideas and question intonation Speaking – expressing opinions Reading – scanning a chart; reading a text Writing – writing sentences; writing paragraphs Language Competencies: Language Tasks: Vocabulary, Pronunciation, Listening and Speaking Strategies, Socio-cultural/sociolinguistic Competence Discussing the use of labels like refugee, newcomer and immigrant Expanding vocabulary through idioms with the word "bug" Listening for main ideas in a radio interview with Fiaza Hargaaya on the use of the word refugee to describe someone Writing sentences to express strong feelings or resentment Scanning a chart reporting immigration numbers and answering questions Reading paragraphs about the Lost Boys of Sudan and matching paragraphs with their closing sentence Reading about post-traumatic stress disorder and writing a paragraph summarizing the text Reading/listening to ads on the internet that are intended to raise awareness of refugee issues; expressing opinions on the ads Essential Skills: Worksheets1: Reading text, working with others, numeracy, computer skills, thinking skills, oral communication, writing 1. Idioms that Might "Bug" You 2. Listen for the Main Ideas 3. Using Language to Express Strong Feelings 4. Who is Immigrating to Manitoba? 5. Think of a Paragraph like a Present 6. Refugees and Post-traumatic Stress Disorder 7. A Different Kind of Advertising Appendices: Transcript of the podcast Manitoba 2007 Immigration Levels 1 Answers to worksheets are in the self-study version of the lesson plan. Manitoba Memo Canada defines a refugee as a person who leaves or flees his or her country and does not want to return because of a well-founded fear they may be treated cruelly or unfairly. This treatment may be due to race, religion, nationality, political opinion or because they belong to a particular social group. Refugees are also defined as people in need of protection. If they return to their country, they could be tortured, their life could be at risk, or they could be subject to cruel or unusual treatment or punishment. Canada is one of 140 countries around the world that accepts and re-settles refugees. The Immigration and Refugee Board (IRB) reviews all refugee claims and decides who is entitled to protection in Canada. The decisions of the IRB are not always easy. Many factors must be considered and it can be difficult to separate facts from opinion. Sometimes, there are different views on whether a refugee would be at risk or threatened if they returned to their home country. Non-governmental organizations (NGO's), faith communities, community groups and individuals work with the federal and provincial governments to provide settlement services for refugees. They welcome refugees to the community, provide shelter and help refugees access the services they need. These organizations also lobby on the behalf of refugees to ensure they receive fair treatment from government. In 2007, approximately ten percent of the immigrants coming to Manitoba were refugees. Almost all settled in Winnipeg. Over the last two decades, Winnipeg has received significant refugee populations from such countries as Bosnia-Hercegovnia, Ethiopia, Sudan, Afghanistan, Somalia, Eritrea, the Congo, Iraq, Yugoslavia, Croatia, Sierra Leone and Iran. Refugees face numerous challenges. Many have had to deal with violence and have lived in refugee camps without adequate food or hygiene. Some have witnessed torture or rape. They must deal with these challenges in addition to more traditional settlement issues such as learning English, adapting to a new country and culture, furthering their education, earning a living and finding housing. Once a Refugee, Always a Refugee? Learning English with CBC Page 2 of 21 Pre-listening activities 1. Discuss these questions as a class What does the word "newcomer" mean to you? Do you like being called a newcomer? Why or why not? Is being called a newcomer different than being called an immigrant? How is it different? Do you have a preference? Do you think there's a point where you will no longer be called a newcomer or an immigrant? When? How do you think someone should describe a newcomer or immigrant who has Canadian citizenship and has lived in Manitoba for many years? How would you introduce this person to your classmates? What does the word "refugee" mean to you? Once refugees arrive in a new country, what kinds of challenges do you think they face? Are these challenges similar or different to those faced by other immigrants? Can you think of some examples? Once a Refugee, Always a Refugee? Learning English with CBC Page 3 of 21 Vocabulary Elicit or present key vocabulary that students need to understand prior to listening to the podcast (see suggested vocabulary and explanations which follow). You can write the words on the board and elicit possible meanings from the class or break students into groups and give each group a few words to review. Groups can then present the vocabulary to the rest of the class. You can also ask students to mark the syllables and stress for each word, identify word families and practise pronouncing the words. You may want to ask students to think of sentences that use the new vocabulary. If your students keep a vocabulary journal, they can copy the vocabulary into their journal. Vocabulary refugee Someone who is forced to leave their country because of war, or due to fear of religious or political prosecution. newcomer Someone who has recently arrived. Immigrants to a new country are often referred to as newcomers. immigrant Someone who enters another country and plans to live there permanently. to be loaded with To be full of something, or to have a lot of something. For example: "Marcel came to the meeting loaded with new ideas." connotations Things or ideas you think of when you hear a word that goes beyond the word's basic meaning. Words are often referred to as having negative or positive connotations, connections or thoughts associated with them. (what) bugs (you) An informal idiom that describes what bothers or annoys you about something. to be persecuted To be treated cruelly or unfairly over a period of time, often because of one’s religious or political beliefs. to flee To leave somewhere quickly to avoid danger. to be on level ground To be on the same or similar ground as someone else. To be in a place where no-one has special advantages. fluent If you are able to speak a language very well, you are described as fluent in that language. a challenged place A polite way to describe a country which faces many political, economic and/or social difficulties or challenges. classically If you are classically trained in something, it means you learn by a traditional set of ideas. These ideas have been around for a long time. to seek asylum To leave your country because you are in danger and then ask another country to protect you. Once a Refugee, Always a Refugee? Learning English with CBC Page 4 of 21 3. Vocabulary expansion using idioms with the word "bug" Hand out and review Worksheet 1. Ask students to work with a partner to complete it. Take up the answers as a class. 4. Predict what the podcast is about In this interview, Terry Macleod interviews Fiaza Hargaaya. Fiaza came to Manitoba as a refugee when she was four. Twenty years later, she has written a poem about how she feels when people still refer to her as a refugee. What are some of the things Terry might ask Fiaza to get a sense of her feelings about still being referred to as a "refugee"? He might ask ...about her own family's experience. He could ask… why she has such a strong opinion of the word refugee. He could also ask…whether she thinks her feelings are shared by other refugees. I don’t have any idea what he'll ask. While-listening activities 1. Introduce the podcast Tell students that in this podcast, they will hear three speakers. They will hear: Marcy Markusa – host Terry Macleod - interviewer Fiaza Hargaaya – poet Play the podcast for the first time. 2. Listen for the main ideas Hand out Worksheet 2. Ask students to work in small groups to complete it. Discuss the answers as a class. 3. Listen for question intonation Tell students that the way a question ends provides the listener with information on what kind of question it is. In this story, Terry asks several “wh” questions (where, who, when, what). These are questions that require information in the answer and cannot be answered with a simple yes or no. “Wh” questions usually end with falling intonation. Once a Refugee, Always a Refugee? Learning English with CBC Page 5 of 21 Here are two examples from the podcast. Write them on the board and practice saying them out loud as a class. What is it about the word refugee that bugs you so much? (lines 10/11) What was the point in your life where you stopped being a refugee? (lines 50/51) Terry also asks a question where the expected answer is yes or no. These questions generally end with rising intonation. For example: Now you came to Canada from what, from Ethiopia, right? (line 22) You may also want to note that yes/no questions often end with a tag, in this case, right. The presence of the tag often shows that the person asking the question is looking to confirm information. That's what makes a yes/no answer sufficient. Other examples of tags are: isn't that right? yes? correct? Play the audio again and ask students to listen for the intonation in Terry's questions. Now ask students to work with a partner. Their task is to write additional questions Terry could ask his guest. Ask students to write two questions that would lead to a yes or no answer and two information questions. Have students read the questions they have written out loud with the correct intonation. After-listening activities 1. Review pre-listening predictions Review what kinds of things students thought Terry would ask Fiaza. How close were their predictions? 2. Using language to express strong feelings Hand out and review Worksheet 3. Students can work in pairs, but each student should write their own sentences. Extension activities 1. Scan a chart on immigration levels and answer detail questions Hand out Appendix 2 and Worksheet 4. Review the information with the class. Ask students to work with a partner to answer the questions. Take up the answers as a class. Once a Refugee, Always a Refugee? Learning English with CBC Page 6 of 21 2. Read about the Lost Boys of Sudan and match paragraphs with their closing sentence Review Worksheet 5 and the information about writing paragraphs with students. Ask students to work with a partner to match each paragraph with the correct closing sentence. Take up the answers and discuss the bonus question as a class. 3. Read about post traumatic stress disorder and write a summary paragraph Hand out and review Worksheet 6. Ask students to work in pairs. Ask students to read the information about post-traumatic stress disorder with their partner and use the outline to write a paragraph to summarize what they have learned about this topic. Remind students to review the basic steps to writing a paragraph (from the previous exercise). Ask each student to write their own paragraph and then ask the partners to read each other's paragraphs and make suggestions to improve grammar, clarity etc. 4. Read/listen to ads on the internet to raise awareness of refugee issues Hand out and review Worksheet 7. Ask students to work in groups. Ask the groups to report back on the ads they reviewed and on their opinions of the effectiveness of the ad campaign. Once a Refugee, Always a Refugee? Learning English with CBC Page 7 of 21 Want to know more… For information on Canada's refugee processes and policies, go to: http://www.cic.gc.ca/english/refugees/inside/apply-who.asp For information on immigrating to Canada, go to: http://www.cic.gc.ca/english/immigrate/index.asp For information on immigrating to Manitoba and on settlement services, go to: http://www2.immigratemanitoba.com/browse More information on post-traumatic stress disorder can be found on these sites: http://www.camh.net/About_Addiction_Mental_Health/Mental_Health_Information/ptsd_re fugees_brochure.html http://www.canadianimmigrant.ca/health/psychology/article/798 For background on Winnipeg's refugee community, go to: http://www.wrha.mb.ca/community/commdev/files/Diversity_RefugeeHealth_05.pdf For a statistical profile of Manitoba's immigrant community, go to: http://www2.immigratemanitoba.com/asset_library/en/resources/pdf/mif07.pdf Winnipeg organizations that assist with refugee settlement include: http://www.miic.ca/ http://www.needsinc.ca/about-us/index.html The United Nations High Commission for Refugees web site in Canada is: http://www.unhcr.ca/default.htm Note: CBC does not endorse and is not responsible for the content of external websites Once a Refugee, Always a Refugee? Learning English with CBC Page 8 of 21 Worksheet 1: Idioms that Might "Bug" You The English language uses many idioms, including idioms with the word "bug". You may hear the expressions in the sentences below in the media, in the workplace or in casual conversation. When you read the sentences below, think about how bugs/ insects, and their reputation as pests or annoyances, have inspired these idioms. Can you match the idiom from the sentence with its meaning? Watch for context clues. The first one is completed for you. Sentence It really bugs me when someone introduces me as a refugee, especially since I've been living in Canada for twenty years! This computer program doesn't seem to be working properly. There must be a bug in the software. I love my new winter coat. I'm as snug as a bug in a rug when I'm wearing it. Please stop bugging your sister. She needs to be able to finish her homework without being interrupted. I really want a new cell phone for Christmas. Can you put a bug in Mom's ear for me to make sure that she remembers to get one for me? I didn't think I'd enjoy watching soccer on TV. But when my home country's team ended up in the semi-finals, I caught the bug. I couldn't stop watching the games. Do you think it's safe to talk privately in this room? I don't want anyone to hear what I'm about to say. Are you sure it's not bugged? I'm feeling a bit ill. I think I got the flu bug that was going around the office. 1 2 3 4 5 6 7 8 meaning d Meanings a. b. c. d. e. f. g. h. to stop pestering or bothering someone to keep or continue doing something to mention something to someone or to remind them about something to be irritated by something someone says to get a virus or illness that spreads easily from one person to another to be equipped with secret recording equipment a design fault in a computer system to be warm and cozy Think about idioms in your language. Are there any idioms about bugs or insects that would be similar to these? Once a Refugee, Always a Refugee? Learning English with CBC Page 9 of 21 Worksheet 2: Listen for the Main Ideas Sometimes when we listen, we are listening for very specific details. Other times, we are listening for the main ideas. What is the story about? What information do we take away after listening? When you listen this time, listen for the main ideas. Then answer the following questions with your group. Use complete sentences to answer questions 1, 2 and 3. 1. Why does the word "refugee" bug Fiaza? 2. How does Fiaza think we should introduce someone who has sought asylum in Canada as a refugee? 3. When does Fiaza think we should stop referring to someone as a refugee? Do you agree or disagree with her? Why? Discuss questions 4 and 5 with your group. 4. Fiaza has written a poem expressing her feelings about the word refugee. Do you think this is a good topic for a poem? Why or why not? 5. Fiaza says she prefers to be called a newcomer. Do you think this word describes her better than refugee? Why or why not? Once a Refugee, Always a Refugee? Learning English with CBC Page 10 of 21 Worksheet 3: Using Language to Express Strong Feelings We often need language to express strong feelings about a topic. The chart that follows contains several examples of one way to talk about strong feelings. I resent (or similar phrase) + present participle of verb Sentence beginning I resent I resent I resent I resent Present participle being being hearing (not) being Sentence ending referred to as a refugee. called a refugee. my family referred to as refugees. called a Canadian. Now it's your turn. What do you feel strongly about? What kinds of things do you resent? What kinds of things offend you? Write three sentences where you express strong feelings about a topic. If you need ideas for topics to write about, check out the idea list below. 1. I resent ____________________________________________________________ _________________________________________________________________ 2. _________________________________________________________________ _________________________________________________________________ 3. _________________________________________________________________ _________________________________________________________________ Idea List (things you might have strong feelings about) someone assumes that I am uneducated because I have trouble with English someone assumes that everyone who comes from my country has had the same experiences employers do not recognize my credentials salespersons do not even try to understand what I'm asking them Other ways to express strong feelings include: I take offence with people who call me a refugee. I find it offensive being/to be called a refugee.” Once a Refugee, Always a Refugee? Learning English with CBC Page 11 of 21 Worksheet 4: Who Is Immigrating to Manitoba? Reading or scanning a chart or graph to find information is an important skill we use at work, at school and at home. Appendix 2 provides a breakdown of the immigrant and refugee population in Manitoba in 2007 by category. Scan the chart with your partner. Can you find information on the chart to answer the following questions? 1. How many newcomers came to Manitoba in total? _________ 2. How many refugees came to Manitoba in total? __________ 3. What program accounts for 70 percent of all of the newcomers to Manitoba? _______ 4. Which one of the following three immigrant groups is the largest? a) all family class immigrants (including dependants) b) all refugees (including dependants) c) all skilled workers (including dependants) 5. How many more privately sponsored refugees arrived in the province than government assisted refugees? a) More than 60 b) Exactly 60 Once a Refugee, Always a Refugee? Learning English with CBC Page 12 of 21 Worksheet 5: Think of a Paragraph Like a Present 2 For work, school or personal reasons, it's important to know how to write a good paragraph. You can think of a good paragraph as being like a present or a box! Here's why: The topic or first sentence is the box. Just like the size and shape of the box gives you an idea of what might be inside it, the first sentence tells you what is likely to be in the paragraph. It gives you a general sense of what the paragraph will be about. The sentences in the middle are like the present inside the box. They provide details and supporting information. The concluding or closing sentence is like the bow. It ties the sentences in the paragraph together. Other paragraph writing tips: Remember to capitalize the first word of your sentences and use proper punctuation! In traditional, formal written work, paragraphs were always indented. But language changes over time. Now, you will find texts where the first paragraph is indented and the following paragraphs are not indented. You will also find texts, especially on the computer, where there is no paragraph indentation at all. Your Task Working with your partner, read the following paragraphs. Each paragraph is missing its closing sentence. Can you match the correct closing sentence from the list below? The first one is completed for you as an example. 2 For more information on how a paragraph is like a present, go to: http://www.tustin.k12.ca.us/cyberseminar/paragraph.htm Once a Refugee, Always a Refugee? Learning English with CBC Page 13 of 21 Paragraph 1 Do you know the story of the Lost Boys of Sudan?3 More than 25,000 young boys became orphaned during the Sudan war. For over a decade it seemed as though they were forgotten by everyone. They wandered throughout their country for years, seeking food, safety and shelter. (Closing sentence: C) The young boys became known to the world as the Lost Boys of Sudan. Paragraph 2 For several years, human rights agencies were not able to help them. The severity of the war made it difficult for these organizations to come into Sudan. As a result, many boys died from starvation and disease. Others were killed by soldiers or by wildlife. (Closing sentence:___) Paragraph 3 In 2000, a decision by the United Nations High Commission for Human Rights changed the boys' lives. The Commission arranged to send thousands of Lost Boys overseas to start a new life. Over 600 came to Canada. More than 200 moved to Winnipeg. (Closing sentence:___) Paragraph 4 After they arrived in Canada, the Lost Boys faced many challenges. Many did not know how to speak English. Some were attending school for the first time. They felt they needed to work to earn income. (Closing sentence:___) Closing Sentences: Chose the best closing sentence for each paragraph A. Although it took a long time, human rights agencies eventually found food and shelter for the Lost Boys in Kenyan refugee camps. B. While many challenges remain today, the Lost Boys are beginning to feel that they have finally been found. C. The young boys became known to the world as the Lost Boys of Sudan. D. The United Nations decision provided an opportunity for the Lost Boys to embark on a new life in a new country. Bonus Question Some of the Lost Boys of Sudan no longer want to be referred to as "Lost Boys." Do you think Fiaza would understand their objection to this label? Why or why not? 3 Information from: http://www.cbc.ca/manitoba/features/sudan/ Once a Refugee, Always a Refugee? Learning English with CBC Page 14 of 21 Worksheet 6: Refugees and Post-traumatic Stress Disorder Read the following text with your partner. Can you summarize the main ideas in a paragraph using the outline provided? Remember what you have learned about writing a paragraph. Healing Refugees4 Canada accepts thousands of refugees each year. Unlike individuals who choose to immigrate to a new country, refugees have been forced to flee from their homes and seek protection in another country. Most refugees have been exposed to violence in their home country. Many have lived in refugee camps without adequate food or hygiene. Some have witnessed or experienced torture and rape. Given these terrible and frightening experiences, refugees face many re-settlement difficulties that are not experienced by other immigrants to Canada. In addition to obtaining housing, employment, and learning the language and customs of a new land, refugees must mourn the loss of their homeland, cope with haunting memories of their past experiences, and overcome feelings of fear, anger and shame. Upon re-settlement, many refugees may develop post-traumatic stress disorder (PTSD). PTSD is an anxiety disorder that affects people who have experienced extreme trauma. PTSD is characterized by both physical and psychological symptoms. Physical symptoms include breathing difficulties, problems with their digestive system, headaches, fatigue, nausea, loss of appetite, sexual dysfunction and insomnia. Psychological symptoms include such things as frequent memories of the trauma, nightmares, feelings of detachment from others, inability to express emotion, memory loss, irritability, and poor concentration. Individuals who are diagnosed with PTSD often suffer from depression and may abuse alcohol or other drugs. Given the far-reaching effects of PTSD on both the individual and the family, it is essential that individuals who suspect that they have PTSD talk to others about their symptoms and seek professional help. 4 Adapted from http://www.canadianimmigrant.ca/health/psychology/article/798 Once a Refugee, Always a Refugee? Learning English with CBC Page 15 of 21 Now write a paragraph summarizing the text. You can use the sentence beginnings suggested, or you can write your own. Topic sentence Most refugees face difficulties ... Detail sentences Many have had .... These experiences may cause.... Symptoms of PTSD include.... Individuals and families... Closing sentence Recognizing and getting help for the symptoms of PTSD is important because... Once a Refugee, Always a Refugee? Learning English with CBC Page 16 of 21 Worksheet 7: A Different Kind of Advertising The job of the United Nations High Commission for Refugees (UNHCR) is to lead and co-ordinate international action to protect refugees and resolve refugee problems worldwide. Its primary purpose is to safeguard the rights and well-being of refugees. To be able to do their job, the UNHCR appeals to the public for donations. In 2007, Canadian advertising company BBDO created an advertising campaign designed to make people aware of the challenges refugees face. The campaign uses shock tactics to raise awareness and persuade people to donate to the UNHCR. Working with your group, follow these steps to find out more about the campaign. 1. Find the website on the ad campaign. You may be able to link to it directly at http://www.unhcr.ca/help/ . To link, place your cursor or arrow on the website address, select the Ctrl key and click your mouse. If this isn't successful, type the website address into your browser. 2. Find the links to the ads. On the webpage, you will see information on the three print ads. If you click on "see full size ad" you can read these ads. On the right side of the web page, you will also see links to three radio ads, a TV ad and Eviction notices. 3. Decide which ads interest your group. Choose two ads to look at/listen to. Choose one print ad or eviction notice and a radio ad or the TV ad. (Note that the specific examples you are seeing are meant for people in Toronto. The information was adapted to fit other places.) 4. Complete the review form for each of the two ads your group selects. 5. Discuss the questions about the campaign as a group. Once a Refugee, Always a Refugee? Learning English with CBC Page 17 of 21 Ad 1: Review Form Name of ad: __________________________________________________________ Type of ad (circle one): Radio, TV, Print, Eviction Notice What do you think is the main message of the ad? We think the main message is _____________________________________________________________________ _____________________________________________________________________ What do you like about the ad? We like ___________________________________ _____________________________________________________________________ What do you dislike about the ad? We dislike _______________________________ _____________________________________________________________________ Ad 2: Review Form Name of ad: __________________________________________________________ Type of ad (circle one): Radio, TV, Print, Eviction Notice What do you think is the main message of the ad? We think the main message is _____________________________________________________________________ _____________________________________________________________________ What do you like about the ad? We like ___________________________________ _____________________________________________________________________ What do you dislike about the ad? We dislike _______________________________ _____________________________________________________________________ Discuss as a group: 1. What do you think of this campaign? 2. Do you think refugees might be offended by the campaign? Why or why not? 3. Do you think it is appropriate to try to shock people into donating money? Why or why not? 4. Do think it does a good job of raising awareness of refugee issues? Why or why not? Once a Refugee, Always a Refugee? Learning English with CBC Page 18 of 21 Appendix 1: Transcript November 30, 2009 (broadcast date) Speaker Podcast Line Marcy Hi I'm Marcy Markusa and you're listening to Learning English with CBC. Refugee, newcomer, immigrant, African, Canadian - all of these words could be used to describe one individual. But sometimes the words and labels we use have powerful connotations we haven't even thought about. 5 That's what Fiaza Hargaaya thinks. In fact, she's written a poem to protest a word that society often uses to describe her. In this interview, she explains her position to Terry Macleod. Terry Fiaza, what is it about the word refugee that bugs you so 10 much? Fiaza Ahm, I just think it comes um loaded with a lot of connotations um when people like what a refugee means is you come um leaving your country with nothing because of political prosecution or whatever but you come with nothing 15 and you flee um without your, it's not your decision. So if someone is to call someone a refugee then it sort of brings them back to the situation that they were in and it makes them feel, you know, less than you are living in Canada. Now that we're all here in Canada we should all sort of be 20 on level ground. Terry Now you came to Canada from what, from Ethiopia, right? Fiaza Ya Terry When you were four. Fiaza I was four. Once a Refugee, Always a Refugee? 25 Learning English with CBC Page 19 of 21 Terry How often does it come up that you, that you continue to be referred to as a refugee? Fiaza Um, not so much anymore because my English is um pretty fluent and it's my first language now. Um I've been here for twenty years now, so it doesn't come up too often but I am 30 referred to a newcomer, even though I've been here for twenty years, um which I would prefer, which I do prefer, um even though I am um a refugee because I came here um with refugee status, I would prefer not to be called that. Terry Now there are a lot of people who come from challenged 35 places to Winnipeg... Fiaza (agrees) Terry ah classically called refugees, Fiaza (agrees) Terry so what's a what's a better way to talk to people and about 40 people? Fiaza Well especially when you're, you're introducing someone, you shouldn't say um, "Oh, this is my friend, he's a refugee from here" y'know, it would be better if you just say, "This is my friend and he comes from this country," if you wanna 45 include that, or let them just sorta tell them um their story if they're comfortable but 'cause ta introduce them by the name refugee, you're almost telling them a story that they didn't really give you permission to tell. Terry What was the point in your life when you stopped being a refugee? Fiaza When I came to Canada. As soon as I got here, I was four, but I I was no longer seeking asylum, I was already here. Once a Refugee, Always a Refugee? Learning English with CBC Page 20 of 21 50 Appendix 2: Manitoba Immigration Levels Report The following chart is from Manitoba Immigration Facts - 2007 Statistical Report. Principal Applicants and Dependents Family Class Immediate Family Parents, Grandparents and Other Subtotal Number Percentage 957 386 1,343 8.7% 3.5% 12.3% Economic Class Skilled Workers - Principal Applicant Skilled Workers - Dependant Business - Principal Applicant Business - Dependant Provincial Nominees - Principal Applicant Provincial Nominees - Dependant Live-in Caregiver - Principal Applicant* Live-in Caregiver - Dependant Subtotal 222 337 6 15 2,745 4,944 43 18 8,330 2.0% 3.1% 0.1% 0.1% 25.1% 45.1% 0.4% 0.2% 76.0% Refugees Government Assisted Refugees Privately Sponsored Refugees Refugees Landed in Canada (Asylum) Dependants Abroad** Subtotal 517 577 46 30 1,170 4.7% 5.3% 0.4% 0.3% 10.7% 109 3 86 1.0% 0.0% 1.1% 10,955 100% Other Unknown Backlog/Missing Subtotal Total * A Live-In Caregiver is someone who comes to Canada to care for children, seniors or someone with a disability in a private household. Employees hired under this program can apply for permanent resident status after two years. ** Dependants of a refugee landed in Canada who lives abroad Once a Refugee, Always a Refugee? Learning English with CBC Page 21 of 21
