This problem is also observed in English education. Considering the fact that in English education, it is very important to decide what teaching materials are used, the English teachers have to face with the issue of whether the publications, books, magazines, radio programs and movies used in their classes were “Made in America” or “Made in Canada”. Media literacy in Canada was born and developed in these circumstances in Ontario. One of the issues is the language of travelers. Focusing on the notion that in the past those people who travelled abroad to learn English were interested in general English or exam preparation courses for an average period of six months, nowadays language study travelers have more specific aims, tend to be more results-driven and enroll in shorter courses, so language programmes have a more practical orientation (Smith, 2011). The learning focus, classroom activities, resources and assessment are other key features related to the educational input I this view(a thorough explanation of all these variables is provided in Iglesias, 2015). Pedagogic innovation is a relevant issue, particularly in the junior market, where contextualized dynamic, entertaining and varied learning activities that constitute a break from traditional school teaching are required and in this sense, the incorporation of new technologies is more and more valued, so many overseas language schools are now fitted with interactive whiteboards and Wi-Fi (Smith, 2011). Language education in Canada is prepared in such a complicated and deliberate way that it is difficult for those living in other countries to comprehend. For example, in English education, aside from the usual curriculums which aim to develop literacy skills and reading comprehension skills of literature, there are other multiple curriculums as well. One of the most well-known programs is an English as a Second Language (ESL) program. It is a program designed to provide English language classes for Canadian citizens whose native language is not English, especially newcomers,15 and it aims to enable them to make their living in Canada with acquired English communication skills (MOE, 1999). Also, for those who are not native speakers of English but able to speak the language a little better, there is an English Literacy Development (ELD) program (MOE, 1999) Why has English language education been considered so important? There are two reasons. The first reason is a practical one: English is the only socially integrated tool for communication in the multi-ethnic nation of Canada. In other words, English is a tool that the Government can use to integrate Canadian citizens. In addition, it should not to be overlooked that English is the language spoken by the majority, the social and economic center of Canada, and is the tool used to pass their cultural heritage on to following generations. Media literacy, which was adopted in English education, must take a part of the important role of integrating Canada. Media literacy was adopted because it can fulfill that responsibility. In fact, media literacy has the substance to live up to this expectation. The textbook Media Literacy has a chapter entitled “Canadian identity and ownership” in which the identity of Canadian citizens and the impact of the media on it, are discussed. The following is clearly written in that chapter as an objective.It is reported in MOE (1989) that “Through a comparative study of media texts, students can be motivated to evaluate the Canadian sense of identity.” (p. 211). It can be seen from the series of questions given in the example below, that in discussing the identity of Canadians, the impact of American culture is one of the main factors to be focused in class. The Government of Canada plays an indirect role in education. It provides financial support for post-secondary education, labor market training, and the teaching of the two official languages – especially second-language training. In addition, it is responsible for the education of Aboriginal peoples, armed forces personnel and their dependents, and inmates of federal correctional facilities. In general, Canadian children attend kindergarten for one or two years at the age of four or five on a voluntary basis. All children begin Grade One at about six years of age. Like in the U.S., grades are typically organized into elementary, middle and high schools. Secondary schools go up to Grades 11, 12 or 13, depending on the province. Education is free and all children are obligated to attend school until the age of 18.Canada as a whole is at the high end in spending on elementary and secondary education in the industrialized world, spending about 7 percent of its GDP on education. About 58 percent of the public funds spent on education go toward Canada’s elementary and secondary schools. The remaining 42 percent are spent on the students attending Canada’s community colleges and universities (1999). Assessment Issue All provinces except Quebec and Newfoundland stopped provincial examinations in the 1970s as Canada moved to increase the local control and more and more educators claimed the examinations were damaging to instruction and learning. In most provinces, each school now sets, conducts and grades their own examinations. However, in response to public concerns about the decaysion of educational standards and demands for increased accountability, Alberta, British Columbia and Quebec reintroduced examinations in key subjects the 1980s. Studies this topic show that the provinces with curriculum-based exams at the end of secondary schools outperform students in other provinces. In this way, tests are typically tied to each provincial curriculum and measure the degree to which learners have achieved specified provincial standards set by teachers, subject-area specialists, and provincial education officials. Assessments cover broad subject areas and monitor the overall education system.