Description
Using interviews with adult migrants over a period of two years, the authors look at how undertaking an English as a second language (ESL) class helps to facilitate integration into Australian society. Overall, not being competent and confident in speaking English was seen by all (migrants and ESL teachers) as the biggest barrier to integration. If migrants were confident in speaking English they were able to find employment, move into mainstream study and engage more in social activities. This paper was funded through an academic scholarship as part of NCVER's Building Researcher Capacity Program.
Summary
About the research
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.
Meaghan Leith received an academic scholarship in 2009 to assist with her doctoral studies at the University of Melbourne. Meaghan 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.
Key messages
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Not being competent and confident in using English was seen by migrants and language centre teachers and staff as the biggest barrier to integration.
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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.
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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.
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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.
Tom Karmel
Managing Director, NCVER