10 things to know about studying in Canada

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Have you considered studying abroad? Moving to Canada to study? With more than 100 world-class universities across the country, there’s good reason to. From coast to coast to coast, it offers many international students a safe and supportive learning environment and the opportunity to work after graduation.

Want to learn more? In this guide, we cover ten things you should know about studying in Canada:

things you need to know about studying in Canada
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1. Canada is incredibly diverse

More than one in five Canadians were born outside the country – making Canada one of the most multicultural places in the world. According to, nearly half of the people born outside Canada are from Asia, about 28% of the people are from Europe, and 8.5% are from Africa. Even more, 37.5% of children in Canada were either born abroad or have a foreign-born parent.

A large number of students at Canadian universities and colleges also come from abroad – which is a big draw for many international students. In fact, international students areacross Canada!

2. The country has two official languages

Canada has two official languages: English and French. The English-speaking part of the population is called anglophone, while the French-speaking part of the population is called francophone. Aboutin Canada have French as their first language, and the majority of them live in the province of Quebec. There are also more than 100 French-speaking universities and colleges across Canada.

It’s important to note that federal government institutions are all bilingual. This means you can submit your student visa documents in either English or French. When you enter Canada at the border, you’ll also notice the officer will greet you by saying “bonjour, hello” (or vice versa)

In addition to English and French, there are alsospoken in Canada.

3. Tuition costs can be more reasonable

International student tuition fees in Canada are usually lower than in places like the US and UK. However, they are still a big expense., tuition ranges between $1,800 CAD – $20,000 CAD per year for an undergraduate university degree. Colleges are sometimes less expensive; however, tuition can still reach $18,000 CAD per year.

4. There are scholarships available

Good news: there are lots of. Many scholarships, called entrance scholarships, are offered to students by institutions upon acceptance based on academic performance. So, you don’t have to apply for them.

Others are offered by the government. For example, if you’re studying in the province of Ontario, theOntario Graduate Scholarship Programoffers masters and doctoral students up to $15,000. To learn more about scholarships and awards for international students,is a good resource.

5. Institutions provide lots of support

Universities and colleges in Canada want their international students to succeed. Your institution will have an international student office that should provide services like visa and health insurance support, upskilling workshops, and advice on how to adjust to life in Canada. There will also be campus-wide support services. These include:

  • mentorship programs
  • mental health services
  • academic accommodations
  • language workshops
  • housing support
  • employment support.

6. On-campus housing is a community hub

The majority of institutions in Canada offer on-campus housing. Sometimes, student residences are reserved for first-year students. But many universities and colleges will also offer on-campus housing to students coming from abroad.

Residences can consist of dorm rooms, private studio apartments or shared houses, and often come with a meal plan. Living on campus is a great way to meet new people from around the world and make lifelong friends – and for many students, residences become a real community hub.

But, you can still have a student housing experience off-campus. In most cities, student housing options aren’t affiliated with any particular institutions, but still offer a similar experience with the same amenities – things like cafeterias, study spaces, and entertainment areas.

7. You might be able to work while you study

As an international student in Canada, you can only work if you’re enrolled full-time at a. If so, you’ll be able to work for 20 hours per week off-campus, and full-time during scheduled semester breaks. Your study permit should have your work conditions printed on it.

However before you begin work, you’ll need to apply for a. This is free and only takes a few minutes to do online.

How much you make will depend on where you live. The minimum wage in Canada varies by province and territory. So checking this is a good idea to ensure you can budget your living expenses appropriately if you plan to work in Canada.

8. Travel can be expensive – but there are some cheaper options

Did you know Canada is the second-largest country in the world? It has a landmass of 9.1 million square kilometers! This is one reason traveling in Canada is expensive. There are also high airport taxes and a lack of competition in the aviation industry, so. For example, a 1-hour flight between Toronto and Montreal can cost up to $300 CAD.

However, if you want to explore the country – and travel is deemed safe by government authorities this year to do so – there are some cheaper ways to see Canada. For example, the country’s train serviceoffers discounts to students and riders under 25. Alternatively,is a discount bus service that offers routes throughout Canada and the U.S.

9. Canada offers post-study visas

Want to settle in Canada after you graduate? You’re not alone. Three in 10 international students who came to Canada after 2000.

Canada offers a few ways for students to work in the country after graduation. For example, if you are eligible, thecould allow you to stay in Canada for up to three years after studying. You could also apply for a.

10. Canadians value a global perspective

Having international experience in Canada is viewed as a big advantage. Nearly every university in the country offers their students the opportunity to study or work abroad. Better yet,say it makes their business better.

Most students must take an English language proficiency test to meet the requirements to study in Canada.PTE Academicis accepted by more than 200 Canadian institutions – and is the best choice to help you get accepted.

Read about the Student Direct Stream (SDS) pathway here, an efficient route to studying in Canada.

Learn more about PTE and our other tests

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    2.Lady and the Tramp(Level 3)

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    The best of both worlds?

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    • Providing students with common goals
    • Encouraging learners to follow an unfamiliar topic that then opens new doors of learning
    • The learning opportunities in peer-to-peer explanation

    When we talk about individualized teaching in the classroom, we want to exploit the benefits of learning together while also providing opportunities for more individualized development. So, how can you, as a teacher, combine the two approaches?

    1. Involve students in choosing your route

    All classroom groups are different and made up of people from different age groups with distinct needs and interests. Roadmap can help in two ways:

    1. There is a fast and slow track. The fast track focuses on language input and speaking. The slow track has additional skills lessons at the back of the book that are thematically linked to the corresponding fast track lesson.
    2. Each lesson has a clear goal and final task. For shorter courses, get each student to choose three tasks they would definitely like to do. Based on the results, you can prioritize those lessons.

    At the start of the course, make a point of asking about students' learning priorities and then plan accordingly. Once you've completed an input and speaking lesson, you can ask the students if they want to further explore the topic through the skills lesson.

    2. Make use of tasks

    Open tasks, where students exchange their own ideas in a meaningful way, are a key part of individualized lessons. In essence, they are self-differentiating because each student will attempt to complete the task using whatever language they are able to use. In Roadmap, each of the main lessons ends with a clear task connected to a Global Scale of English (GSE) can-do statement. However, there are also lots of other speaking opportunities without a 'speaking' label (under vocabulary or reading, etc.), as well as the conversation that typically occurs in any lesson, all of which can be treated as open tasks.

    3. Give individualized feedback and then share it

    In a group setting, it's impossible to give individual feedback on every single task. However, you can give individual attention to different people throughout the lesson. Make yourself available to give students the language they need as it arises during an activity. Then, when they've completed the task, write some of these examples on the board, but leave a gap for the keywords. Elicit these keywords from other members of the class. If they can't get it, ask the student(s) you helped to explain the missing language. You might then repeat the task, but this time, pay attention to a new group.

    4. Check what vocabulary students know

    All coursebook writers and teachers make choices about what vocabulary to introduce to students. In the case of Roadmap we are guided by the GSE and teachers might like to experiment themselves using the GSE Teacher Toolkit. However, all students will have their own lexicons. You can individualize learning better by asking students to rate the words you aim to cover in a unit according to whether they know them or not. For example, 1 = it's completely new, 2 = the meaning is familiar but I don't use it, 3 = this is part of my productive vocabulary.

    5. Get students to create their own word lists and cards

    This knowledge will enable you to encourage students to focus on their individual vocabulary needs. They can reinforce learning by developing a word list or making flashcards using a web tool such as Quizlet. For new words they may have a word/collocation with an L1 translation.

    With familiar vocabulary, they could have cards with a keyword on one side and varied collocations or common examples on the other (also in English). It's worth setting aside some time in class to do this at the start of a course. If your students are engaged and motivated, it can become a regular discipline for learning new vocabulary.

    6. Ask more open questions about usage, not just meaning

    When we do vocabulary tasks from the course material in class, we can use open questions to individualize learning with the following two techniques. Firstly, as you go through the answers, rather than going in order 1 to 8, you can nominate people to give the answer that they're most unsure of and want to check. Secondly, we can ask the rest of the class open questions which focus on how words are used. For example, take these questions from different vocabulary exercises in Roadmap B1+:

    • What (other) things might you spill?
    • Why might a character in a series be killed off?
    • What (else) can you describe as reliable?
    • What can someone do to stay calm?

    You could also ask questions such as, "What's the opposite of staying calm?" or "What might you say if you spilled something?"

    When you ask these questions, you are checking meaning, but more importantly, you are also pushing students to reveal how well they know a word. Do they know the collocations of spill and reliable? Do they have the other language they might need to talk about the aspects of a TV series or help someone who is in a panic? You can then encourage students to choose how much of this potentially new language they want to add to their word lists.

    7. Provide open homework tasks and make time to share the results

    Homework is another opportunity to individualize learning. Give students a wide choice of tasks based on the material of the course or beyond, for example:

    • Choose any number of exercises they want to do from workbook material
    • Find and read one article they are interested in (in L1 or L2)
    • Write five things they want to learn how to say in English (perhaps using Google Translate)
    • Write up an interesting conversation they had in English (the conversation could be originally in L1 or L2)

    Whatever task they choose, the key is to dedicate some classroom time to discussing which homework task they did and why. Encourage them to explain their answers and what they learned through the task, and whether or not they would choose to do a similar task again.

    For a more detailed introduction on how you can individualize your teaching, check out Andrew's webinar: