Letter to J. Bradley from B.C.A. Gogy

Letter to J. Bradley from B.C.A. Gogy in the Office of the Adjutant General of Militia, Montreal (1 page, printed) regarding Bradley’s desire to obtain commission as a captain in the Quebec Artillery, Aug. 25, 1845

Letter to J.P. Bradley from B.C.A. Gogy

Letter to J.P. Bradley from B.C.A. Gogy in the Office of the Adjutant General of Militia, Montreal regarding procedures for applying for a captain’s commission in the militia (2 ½ pages, handwritten), Dec. 23, 1845.

President Chosen

A special meeting of several Founders Committee members took place at Arthur A. Schmon's House in Niagara on the Lake immediately after the announcement in September of 1963 that Dr. James Alexander Gibson would be the first president of Brock University as of January 1964. Pictured here from left to right are: Mr. W. B. C. Burgoyne, Mr. D. G. Willmot, Dr. J. A. Gibson, Dr. A. A. Schmon, Mr. E. J. Barbeau, Dr. S. H. Deeks, and Mr. C. W. Morehead.

Letter to F.B. Day [from S.D. Woodruff]

Letter to F.B. Day (3 pages, unsigned) [from S.D. Woodruff] in which he says he is enclosing the $36.00 owed to him, Nov. 5, 1878.

Accommodating College ESL Learner Communication Needs: Perceptions, Policies, and Practices

The purpose of this qualitative inquiry was to determine how the Practical Nursing and Pharmacy Technician programs in one southern Ontario community college could more effectively accommodate ESL learners' communication needs. The literature review examined (a) linguistic issues, such as language testing and second-language learning theories, (b) organizational matters, such as ESL curriculum and teacher training, and (c) affective issues, such as motivation for second-language learning, learning styles, and the student-teacher relationship. I gathered perceptual data from the programs' administrators, faculty members, and ESL learners. Eleven participants took part in individual interviews or a focus group session. The results suggest that ESL learners need assistance with discipline-specific vocabulary and cultural nuances. College ESL learners' weak communicative competence, together with misleading acceptance standards for ESL learners and limited support available to faculty members and to students, decrease opportunities for successful completion of the programs. The results point to re-assessment of the college's admission policies and procedures, program evaluation practices that consider the needs of ESL learners, discipline-specific language support, and strategies to enhance the ESL student-teacher relationship. The study highlights theory relating to ESL learners' self-perception and engagement, as well as the importance of including the voice of college ESL learners in educational research. The results suggest that despite ESL learners' perseverance in completing their studies, power imbalances remain. The college has yet to implement organizational strategies such as discipline-specific communications and ESL courses and extended language support that could meet the communication needs of ESL learners in the two programs.