“Angels in the Marble”: Voices of immigrant youth on Prince Edward Island

This qualitative case study examined the lived experiences of 4 secondary English as Additional Language (EAL) students in Prince Edward Island schools and communities. More specifically, participants shared their perspectives on their unique and sometimes painful experiences in PEI secondary schools and communities. The following 2 research questions guided this research:  What factors do EAL students say contribute to their successes in the PEI school system and community?  What barriers do EAL students say inhibit their successes in the PEI school system and community? Students participated in 2 in-depth research conversations of approximately 60 minutes each. Data were collected, analysed, compared and contrasted, using qualitative data collection and analysis techniques in order to respond to research questions which ultimately examined the contributing factors to the participants’ successes as well as barriers to successes in the PEI school system and community. The second research conversation included the 4 participants’ photographs they took and described as representations of their experiences in PEI secondary schools and communities. These representations were often symbolic objects (e.g., a letter, artwork, instrument, ethnic food) that had particular significance for each of the participants. Similarities and differences among the responses were assessed and compared while taking account of students’ English language levels, socio-economic status, educational and personal experiences, and length of time in Canada. Emerging themes, which examined the contributing factors to their successes and barriers, included: loneliness; isolation; English language level as a barrier; social networking; communication; engagement and disengagement; motivation for moving; and, the loss of identity, culture and language. The data further revealed that 3 out of the 4 participants noted their biggest successes as making friends and doing well in school in at least one or more subjects. In contrast, all 4 participants noted their low or lower English language level was a significant barrier which ultimately affected their ability to communicate. As a result, they experienced loneliness and isolation and did not feel they made meaningful Canadian friendships. Marginalization and exclusion occurred in the 2 secondary schools the EAL participants attended. Moreover, participants cited their low English level as having a direct impact on their ability to participate in classes and comprehend the teacher and the material. They attributed lower grades, especially in English classes, as a result of their lower English language proficiency level. Practical implications are discussed in relation to current research literature and previous studies. Specific recommendations to create more successes for secondary EAL students and to eliminate identified barriers to their successes are included.