Who is BC TEAL?
The Association of British Columbia Teachers of English as an Additional Language (BC TEAL), established in 1967, is an organization of educators dedicated to the growth and development of the profession of English language teaching. The role of the BC TEAL Association is to help educators better serve English language learners in realizing their goals. As EAL professionals, we reach thousands of learners each year, and it is through our collective efforts that our work continues to progress. We currently have approximately 565 active members.
What We Do
BC TEAL leads activities across the province to raise awareness and advocate for EAL teachers and Learners. We provide professional development activities at zero or low cost for EAL professionals, establishing a lifelong network for educators to connect with each other. Our yearly supports for EAL professionals include:
- A province wide annual conference, attracting 300–400 attendees each year
- Regional conferences, attracting upwards of 100 attendees each event
- Local professional development opportunities and networking events
- Online professional development opportunities, including webinars and networking events
- Publication opportunities, including a scholarly peer-review journal, a monthly e-newsletter, and social media posts
- Participation in larger organizations, such as national and international associations
- Job boards for employers and prospective employees
- Communities of practice for EAL professionals
- Advocacy activities at local, regional, provincial, and national levels on behalf of EAL professionals; ex. letter writing, meetings with government officials, etc
Impact of Recent Cuts to Settlement Language Funding
We raise concerns with the recent cuts to immigration settlement funding, particularly the planned cessation of funding for Canadian Language Benchmark (CLB) levels 5 and higher after September 2026.
As a language educators, we see firsthand how these programs are essential to helping newcomers succeed in Canada. Language education is a cornerstone of successful settlement and economic participation. These programs:
- Provide newcomers with the language skills needed to secure meaningful employment and fill labor shortages.
- Help immigrants navigate essential services such as healthcare, education, and legal support.
- Support community integration, financial literacy, and mental well-being.
- Ensure parents can support their children's education and actively participate in school and community life.
The funding reductions also put significant strain on language educators, who play a crucial role in supporting newcomer success. Many dedicated professionals may be forced to leave the field, taking with them their expertise and the vital support networks they provide to students.
We urge the federal government to:
- Restore funding for CLB 5+ language training to ensure newcomers can build the skills needed for professional careers;
- Increase settlement service funding to address growing waitlists and ensure programs can meet community needs; and
- Recognize language education as a critical investment in Canada’s workforce, economy, and long-term prosperity.
Impact of Recent Reductions in International Student Numbers
International students are essential to Canada’s post-secondary system, supporting institutional finances, program quality, local economies, and long-term workforce needs. While we recognize the government’s goal of easing pressure on housing and public services, the pace and scale of recent cuts are placing serious strain on colleges and universities.
Study permit caps, reduced approval targets, and changes to Post-Graduation Work Permit eligibility have led to sharp enrolment declines at both private and public post-secondary institutions, resulting in revenue losses, program suspensions, layoffs, and reduced student services — with smaller and regional institutions hardest hit.
The impacts extend beyond campuses. International students contribute significantly to local economies and help address labour shortages after graduation. Ongoing declines risk weakening these benefits and damaging Canada’s global reputation as a destination for high-quality education, as students turn to more predictable alternatives.
We urge the federal government to pursue a more balanced approach through federal-provincial collaboration, targeted transition support for institutions, and policy adjustments that prioritize quality and sustainability over broad caps.
Schools Are Being Forced into Immigration Advisory Roles
Because of increased complexity and risk in visa and Post-Graduation Work Permit (PGWP) decisions, institutions are now:
- Advising students on immigration eligibility
- Interpreting Provincial Attestation Letters (PALs), financial documentation, and program eligibility rules
- Coaching students on pathways to avoid refusal
- Legally and ethically risky position
- Role outside their educational mandate
- Situation that exposes them to compliance and reputational risks
Student Choice Is Being Distorted
Students are increasingly choosing programs based on:
- Immigration eligibility rather than academic or career fit
- PGWP duration rather than educational quality
- Higher dropout and failure rise
- Reduced skill development
- Weaker long-term workforce integration
Request from BC TEAL
To help address the challenges facing EAL instructors outlined above, BC TEAL is applying for a Canada Summer Jobs Grant to support the hiring of a student who will assist with outreach, communications, and member engagement. This role will help ensure EAL teachers across British Columbia can access timely professional supports, advocacy resources, and networking opportunities during a period of significant change and uncertainty in the sector. We kindly request your support for our application.