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This article aims to describe Canada’s linguistic policy, its policy pertaining to multiculturalism and their application through the official language and heritage language education. What can Korea learn from this experience.In 1969, Canada adopted its official language act providing an official status to English and French language. This law gave to all citizens the right to receive services from the Federal Government in both languages. Regarding the official language education, we look at English as a second language for allophones and French as a second language for Anglophones in the province of Ontario. The English program is divided between ESL and ELD. The reason for this division is the influence that the first language literacy has on the second language.In 1971, the Trudeau government recognized multiculturalism as component of Canadian society ; and in 1988 the Multiculturalism Act was passed which gave allophones the right to preserve and develop their culture. Except for English, French and aboriginal languages, all languages spoken in Canada are considered as heritage language. Those languages are an important tool of communication within families. They are influenced by second languages (the official languages). Those heritage languages are recognized as important assets for the society. The school boards of the province of Ontario provide heritage language education once a week for two hours and half. Teaching rooms, teachers’ salaries and professional development resources are paid by the government.Finally, Korea can learn three main lessons from the Canadian experience. First, to prepare for a multicultural society it is necessary to develop a linguistic policy. Also, Korean as a second language for immigrant children should be managed from the viewpoint of bilingualism. Third, children’s mother tongue should be taken into account by the education system.