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Dear Visa Officer,

I am writing to express my deep disappointment and request a reconsideration of my recent Study Permit application refusal. I believe that the reasons provided, stating that I do not have significant family ties outside Canada and that the purpose of my visit is not consistent with a temporary stay, are unfounded. In this personal statement, I will provide evidence of my substantial family ties in China and explain how the purpose of my visit to Canada is indeed consistent with a temporary stay.

Firstly, the visa officer stated that I do not have significant family ties outside Canada. However, I would like to emphasize that my family ties in China are indeed substantial. As the only child of my parents, I am their main source of emotional support. They have invested in my future by purchasing properties on the two campuses of Xinjiang Normal University. These properties are intended to support our shared future in China, with one (House-2) being for their own living and the other (House-3) as a marriage asset for my future. Additionally, my parents own a property (House-1) in a highly sought-after school district, which they intend for my future children to attend. Furthermore, we have a villa (House-4) in a scenic area where we can spend quality time together during holidays. These investments clearly demonstrate my family’s commitment to each other and our shared future in China.

Furthermore, my intention of coming to Canada is solely for temporary stay. With this in mind, I will provide detailed explanations on why I chose to pursue a M.Ed. program, why I specifically chose Canada and the University of Windsor, as well as my career and life plans after completing the Med.-SLACS at the University of Windsor. I kindly request the esteemed visa officer to carefully read and fully understand my statement, in order to grasp the purpose of my temporary stay.

Why study a M.Ed.-Second Language Acquisition in Culture & Society program in this critical period
My mother is a university professor who studied abroad in Japan and obtained a doctoral degree. My father, on the other hand, is a doctor who also had the opportunity to be a visiting scholar in Japan. They both completed their studies and returned to China to work hard and live passionately, which had a great impact on me. When I was very young, I remember being an inquisitive child who often asked many “why” questions to my elders. Every time, I received convincing answers from my mother. At that time, I believed that teachers were the most knowledgeable people in the world, and from a young age, I was full of yearning and admiration for the teaching profession. As for my ambition to become an English teacher, it developed after I entered university. I was fortunate enough to be admitted to Zhejiang University, a prestigious university in China. I realized that many of my classmates came from developed coastal provinces and had received good English education in primary and secondary schools. However, as someone from Xinjiang, I had very limited exposure to English education during my own primary and secondary school years. This resulted in a significant disparity in my English proficiency compared to my classmates. Therefore, I made up for this gap through self-study and worked hard to catch up with my peers. Since then, I have been thinking about how to improve the English proficiency of minority students in Xinjiang and bridge the gap between them and students from developed provinces. Gradually, I developed the initial idea of becoming an English teacher in the future.

Later, due to my own social practice needs, I had the opportunity to participate in a short-term social practice (internship) at Xinjiang Normal University. Through interacting with the faculty and students there, I learned that the university offers basic English courses in all departments. The English teachers in the School of Foreign Languages not only teach professional English courses but also provide basic English education for other 22 departments in the university. The school is in desperate need of English teachers and highly welcomes individuals with overseas study experience, especially in English-speaking countries, to join as English teachers. The students here also have strong desires for English learning as they have goals of pursuing postgraduate studies domestically (where the postgraduate entrance exam has English proficiency requirements) or studying abroad to broaden their horizons. However, there is a significant mismatch between the students’ learning needs and the availability of English teachers at the university. I later learned that other higher education institutions in Xinjiang also face a shortage of English teachers to varying degrees. This reality deepened my strong desire to return to my hometown as an English teacher, especially to Xinjiang Normal University, where my mother works. I grew up in the staff housing area of Xinjiang Normal University and am familiar with the environment here, so I have a deep love for this place.

Through my undergraduate studies, I have developed a unique philosophical thinking pattern that allows me to analyze and understand students’ psychological needs for knowledge from a broader perspective. I can establish a closer psychological distance with students and teach them the knowledge they need in the most acceptable way. However, to become a qualified English teacher, I need to receive professional training in second language acquisition and education in English. In order to leverage my aforementioned advantages and achieve the goal of becoming an English teacher at Xinjiang Normal University, I have decided to pursue a Master’s degree in Education at the University of Windsor in Canada. This will provide me with more competitive advantages in my teaching career and enhance my qualifications for working at Xinjiang Normal University. Therefore, I carefully selected the MED-Course in Second Language Acquisition in Culture and Society at the University of Windsor as my graduate program, and I believe it is a very correct decision.

Why choose Canada and the University of Windsor?

My decision to study in Canada, specifically at the University of Windsor, was made after careful consideration. Initially, I considered countries such as the UK, Canada, and the US as options. Although the UK is well-known for its education system, its one-year master’s degree is often viewed as less reliable in the Chinese labor market. Taking into account factors such as tuition fees, cost of living, and Canada’s prioritization of education’s international reputation, Canada became the ideal choice.

The University of Windsor’s commitment to the international student experience and its multicultural environment deeply attracted me. It will provide valuable opportunities for me to develop a global perspective and enhance my cultural and language responsiveness. Additionally, a two-year graduate program abroad receives more recognition and acceptance in the Chinese labor market. The University of Windsor’s Master of Education in Second Language Acquisition in Culture and Society (MED-SLACS) program aligns with this time frame. The innovative courses, respected professors, emphasis on second language learning, and reasonable two-year duration at the University of Windsor are sufficient to provide me with the necessary skills and knowledge that align with my career goals. Therefore, the University of Windsor became my first choice. Currently, I have successfully completed the English Language Improvement Program (ELIP) with a score of 83%, which demonstrates my commitment and preparation for this program.

Career and Life Goals after completing the MED-SLACS program at the University of Windsor
Upon completion of the MED-SLACS program at the University of Windsor, I will immediately return to China to achieve my career and life goals in Xinjiang as soon as possible. On one hand, I will strive to become a university English teacher in Xinjiang and contribute to English education in higher education institutions. I want to help address the shortage of English teachers in institutions like Xinjiang Normal University and assist Xinjiang students in overcoming the challenges of passing the English section of their graduate entrance exams. Additionally, I aim to help university students here broaden their horizons and fulfill their desire to explore the world. Returning to my hometown after completing my studies in Canada allows me to fully showcase my talents and realize my own value. Canada is a developed country with many highly educated individuals, and it is possible that I may be insignificant there. However, by improving my English skills and acquiring sufficient knowledge of second language acquisition in Canada and then returning to Xinjiang, I will become a towering tree serving the schools and students here. It is meaningful for me to go back to my homeland and hometown. My parents studied in Japan, and after completing their education, they both chose to return to China on schedule to pursue their careers. In Xinjiang, my parents’ careers have flourished. My mother has nurtured numerous talented individuals in the region, while my father has treated countless patients and gained much respect. I will follow in my parents’ footsteps and achieve my career goals in Xinjiang. On the other hand, as the only child in my family, after completing my education and achieving my career goals in China, I want to start a family as soon as possible in my hometown. I want to accompany my future family members and be there for my parents as a way to repay their support in my development. Here, in addition to my parents, we have a matrimonial home prepared for my future spouse, and a carefully selected school district for my future children to receive primary and secondary education. We also have a mountain retreat for leisure time. Living here, we will be happy and achieve my life goals.

In summary, choosing to study for a Master’s degree in Education at the University of Windsor in Canada is an extremely important part of my life plan. I am grateful that UW has admitted me to the MED-SLACS program and has given me the opportunity to defer my enrollment due to visa reasons. I highly believe that the refusal of my study permit application is based on inaccurate assumptions about my family relationships and the temporary nature of my visit to Canada. The evidence of my significant family relationships in China and the consistency between my purpose of studying and temporarily staying in Canada demonstrate my commitment to family and society. I sincerely request a reevaluation of my application and the opportunity to study in Canada. I would greatly appreciate a favorable decision and I assure you that I will work hard, abide by all terms and conditions set by the Canadian government.

Thank you for your time and attention.

Yours sincerely,

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