How Learning English Facilitates Integration for Adult Migrants: The Jarrah Language Centre Experience. Occasional Paper

Autor/in	Leith, Meaghan
Institution	National Centre for Vocational Education Research
Titel	How Learning English Facilitates Integration for Adult Migrants: The Jarrah Language Centre Experience. Occasional Paper
Quelle	(2012), (38 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-9219-5588-4
Schlagwörter	Employment; Second Language Programs; Doctoral Degrees; Scholarships; Vocational Education; Immigrants; English (Second Language); Second Language Learning; Social Integration; Adults; Foreign Countries; Surveys; Second Language Instruction; Student Attitudes; Educational Attainment; Employment Potential; Masters Degrees; Interviews; Outcomes of Education; Profiles; Australia + Suchen Sie Ihr Suchwort? Dienstverhältnis; Doctoral degree; Doktorgrad; Scholarship; Stipendium; Ausbildung; Berufsbildung; Immigrant; Immigrantin; Immigranten; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Soziale Integration; Ausland; Survey; Umfrage; Befragung; Fremdsprachenunterricht; Schülerverhalten; Bildungsabschluss; Bildungsgut; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Interviewing; Interviewtechnik; Lernleistung; Schulerfolg; Charakterisierung; Profilanalyse; Australien
Abstract	Building the research capacity of the vocational education and training (VET) sector is a key concern for the National Centre for Vocational Education Research (NCVER). To assist with this objective, NCVER supported an academic scholarship program, whereby VET practitioners are sponsored to undertake university study at honours, master's, or doctorate level. NCVER then published a snapshot of their research. The author received an academic scholarship in 2009 to assist with her doctoral studies at the University of Melbourne. The author is an English as a second language teacher of adult migrants and international students at Holmesglen in Melbourne. Her research explores how studying English as a second language can help adult migrants to integrate into Australian society. A survey was distributed to migrants at the commencement of their English studies at the Jarrah Language Centre to gather demographic data. Fourteen were selected from this group to be interviewed four times over a period of approximately two years to garner a sense of their post-course experiences, their level of integration and any changes to their circumstances during that time. Findings include: (1) Not being competent and confident in using English was seen by migrants and language centre teachers and staff as the biggest barrier to integration; (2) Most migrants undertook English as a second language classes to improve their spoken English and valued the speaking opportunities provided in their classes, but they would like more opportunities to speak everyday English in class; (3) Migrants found undertaking English language classes valuable in helping them to move into mainstream study and employment. By the time of the last interview, most migrants were either in full- or part-time work or were continuing with mainstream study; and (4) English as a second language programs, on their own, are not enough to ensure gaining permanent employment. Instead, they are a pathway to further study or low-level jobs. Having a language centre located in a TAFE institute also encourages movement into further study. Appended are: (1) Surveyed migrants' countries of birth; (2) Surveyed migrants' highest completed level of schooling; (3) Interviewed migrant profile, July 2007; and (4) Interviewed migrants' post-2007 English as a second language course goals and outcomes, mid-2008 and January 2010. (Contains 8 tables and 15 footnotes.) (ERIC).
Anmerkungen	National Centre for Vocational Education Research Ltd. P.O. Box 8288, Stational Arcade, Adelaide, SA 5000, Australia. Tel: +61-8-230-8400; Fax: +61-8-212-3436; e-mail: ncver@ncver.edu.au; Web site: http://www.ncver.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10