Background of China, Anticipated Employment Outcomes, Linkages to Further Education
China has been the second largest trading partner of Canada for many years. China is Canada’s largest export destination in Asia and third-largest in the world, behind the United States and the United Kingdom. China is also Canada’s largest source of imports in Asia and the second-largest source of imports worldwide. In March of 2015, China and Canada have reached an agreement on granting visas to each other’s citizens, with the validity period of up to 10 years. In April of 2016, the Tourism Industry Association of Canada (TIAC) and Destination Canada (DC) have announced a new plan in April to tap the potential of the growing Chinese market. At the provincial level, Alberta and British Columbia are the largest exporters to China, followed by Ontario and Saskatchewan. In June of 2016, Hainan Airlines in China will launch a new Beijing-Calgary trans-Pacific route. In addition, China has become the third-largest destination for agricultural products worldwide and is expected to become the world’s largest agricultural importer by 2020. China will be crucial to Canada’s economic future over the next 50 years. Unlike many of Canada’s trading partners, exports to China have been climbing steadily and did not fall during the global economic crisis. Students graduated from Management with some Chinese language ability will have more access to enter the business field with China.
There are hundreds of Canadian accredited international schools in China (for example, there are over 17,500 students registered in 46 BC offshore schools in China. There are also Alberta, Nova Scotia offshore schools in China). Students graduated from Education with some Chinese language ability will feel more confident to start teaching career in a Canadian accredited school.
Language is the tool of thinking and the carrier of culture. Language Teaching is always based on cultural elements. Confucius said, Learning without thinking is vain; thinking without learning is confusion. Language teaching without cultural reflection or critical thinking is absurd. Cultural elements and civilization will be reflected in a language class. Language learning is the study of language, skills and strategies to interact effectively and appropriately across cultures within various contexts. Chinese language learning is communicating through meaningful, authentic, and genuine interactions in Chinese language and culture within a variety of familiar contexts. Language competencies can be divided into linguistic skills, linguistic knowledge, strategies and cultural competence. These four components are relatively independent, interrelated and interpenetrating. A language teacher is a manager, professional and acculturator (Farrell, 2011). Chinese language learning is entering into the experiences of Chinese people through language by viewing, listening, and reading the variety of forms of expression. This includes stories, essays, poetry, drama, visual arts, and music. It is also exploring, shaping, and refining thoughts, emotions and experiences through understanding, interacting, and creatively expressing in Chinese language and culture (World-Readiness Standards for Learning Languages by ACTFL). Students graduated from art and science with Chinese language and culture competency will find themselves better at intercultural competency and problem solving strategies.
With Chinese language and culture competency, students will have at the capability to continue their education in Chinese teaching, business, philosophy, management etc. Even our CUE MISSM and MISAM students would have opportunity to explore the information technology market in China with Chinese language ability. China has developed a distinct Internet culture complete with its own major platforms and services. Out of a total population nearly 1.4 billion people, We Are Social estimates there were 668 million active Internet users in China as of August 2015. Nearly all of these Chinese netizens – 659 million – are also active social media users, a total which surpasses the user base of the US and Europe combined. The 2016 Social Admissions Report: China Edition finds that nearly 70% of prospective Chinese students use a smart phone as their primary tool for researching study abroad options. The top search or research activities among these users include:
- 85% checked school information online (e.g., ranking, programmes available, costs);
- 38% watched a video from an institution or school;
- 28% posted a question to a school representative on social media;
- 27% participated in a live chat.
 Please refer to Asian Pacific Foundation in Canada for more details.
 Although Canadian agri-food exports to China are dominated by canola products, China is also an important market for Canadian pork, beef, wheat and barley. —- Canadian Agri-food Trade Alliance
 Farrell, T.S.C. (2011). Exploring the professional role identities of experienced ESL teachers through reflective practice. System, 39, 54-62.