Issues impacting adult immigrants in Australia and New Zealand Denise E. Murray National Centre for English Language Teaching and Research Macquarie University

Comparative immigration data Country Total Population 2001 Total Population 2000 Number of Immigrants 2000 Number of Refugees 2000 Number of Asylum Seekers 2000 Australia 19,386,700 19,169,083 92,272 59,700 12,510 Canada 31,592,805 31,281,092 252,088 123,300 24,730 New Zealand 3,864,129 3,819,762 44,598 4,800 3,030 United Kingdom 59,647,790 59,511,464 125,090 137,000 128,600 United States 278,058,881 275,562,673 849,807 513,900 580,900

Adult ESOL in Australia National program (Adult Migrant English Program—AMEP) National curriculum framework Competency-based Text-based syllabus Learning outcomes assessed by tasks Service delivery result of competitive tender process – public and private providers in all states and territories (including regional and rural) Citizenship course Youth-specific course in development

The need for English? Non-proficiency – 10% reduction in earnings (Aust) Higher levels of host country language proficiency (Aust) Higher participation in labor force Important for highly skilled occupations Literacy needed for promotion and advanced levels of work Language difficulties serious issue for social interaction, accessing services & confidence (Aust, NZ)

Adult ESOL in Australia Clients Three streams Refugees and humanitarian (22%) Family (62%) Skill (13%) Around 35,000 learners 142+ language backgrounds Major source countries: China, Vietnam, Iraq, Lebanon, Sudan

Adult ESOL in Australia National program (Adult Migrant English Program—AMEP) National curriculum framework Competency-based Text-based syllabus Learning outcomes assessed by tasks Scaffolding Service delivery result of competitive tender process – public and private providers in all states and territories (including regional and rural) Citizenship course

Adult ESOL in Australia Delivery modes Full-time classes Part-time classes Distance learning Home tutor scheme Independent learning centres Bilingual classes Bilingual aides Support: counselors, childcare, speakers (often multilingual)

Adult ESOL in Australia National Research Centre Research Professional development Publications Resources http://www.nceltr.mq.edu.au

Professional Connections website Feature spot Conferences Professional links Professional reading Teaching resources Citizenship website Assessment task bank

Program Evaluation: Australia Date/type Goals 1978 Galbally 1985 Campbell 2000 Reach & retention 2000 & 2006 client satisfaction survey Longitudinal study of migrants (1993/4, 1999/2000) Other Research Galbally – review Campbell – appropriateness of curriculum model Reach & retention Client satisfaction Improvement of delivery & services

Program Evaluation: New Zealand Date/type Goals 2002 Research study Learners’ English language learning experiences Formal Informal

Findings/Recommendations - Galbally Focus on access: Establishment of wide range of post-arrival services Extension of full-time and range of advanced course More workplace and Home Tutor Scheme Stable triennial funding through AMEP Increased job security

Findings/Recommendations - Campbell Focus on quality of program delivery: Teachers supported learner-centered, learner-negotiated curriculum Teachers found too much demand on time and expertise Perceived lack of continuity in program Recommendation to develop curriculum guidelines with clear learner pathways

Findings/Recommendations – Retention 28% clients left program – no 510 hours or functional English Largest withdrawals – Family Migration Young women – Vietnamese & Arabic communities Older adults in Chinese groups Young adults from former Yugoslavia Young adult Arabic speaking males Reasons for withdrawal Gaining employment Family/childcare responsibilities Fast pace of class Discouraged by slow pace of progress Wanting single-sex class Lack of understanding of entitlement

Findings/Recommendations – Reach Reasons for not beginning classes Priority given to meeting other needs (eg, finding employment) Misunderstanding of regulations No culturally appropriate childcare Lack of confidence in ability to cope with formal learning

Findings/Recommendations – Client Satisfaction Survey Overall students satisfied with services provided 79% - AMEP helpful to feel more confident living in Australia Some students less comfortable in mixed classes Some students less happy with outcomes in writing in English

Findings/Recommendations – Longitudinal Study An optimistic story Migrants come for positive reasons, mainly related to family and quality of life Recent migrants (especially Cohort 2) are very highly educated, mostly have good English, are healthy, if stressed, have quickly found jobs and suitable housing and mostly have adequate incomes Many are well supported by family and friends on arrival, including the sharing of housing for those with lower incomes.

Findings/Recommendations – Longitudinal Study The hard bits Some migrants are having a difficult time Hard to find good housing, a job, struggling on a low income and suffering quite high levels of psychological distress Initially, life is much harder for Humanitarian migrants, but they are still very happy to be here.

Findings/Recommendations – New Zealand 61.7% joined in first year in NZ Learners wanted more English language support Own community Government Wider Kiwi community Learners saw own responsibility Providers Learners diverse Learners need flexible learning arrangements Non-participation because of Lack of confidence Family attitudes Religious belief Larger role for government – free ESL provision Call for national policy

Research findings Age Gender Speaking Vs literacy Use of L1 Perception of age Memory Responsibilities Mixed ages Influence of prior learning and experiences Preferences: e.g. younger learners enjoy computer based learning - the older ones don’t Gender Speaking Vs literacy Use of L1

Research findings Youth African refugees/humanitarian learners Unaccompanied minors School or AMEP? African refugees/humanitarian learners Diverse communities—highly educated, minimal schooling Unrealistic expectations Survivors of torture and trauma AMEP teachers friendly and supportive - learners rated teachers positively - cf ‘strictness’ of teachers in previous education Not always sure of the ‘seriousness’ of learning in AMEP classes

Changes based on Research Pre-CSWE Less focus on literacy for all SPP – additional 100 hours Youth SPP – additional 400 hours Bilingual provision Pre-vocational and vocational courses First aid Driver education IT Youth-specific curriculum

Issues Ideology Literacy or ESL? Provision Assessment assimilationist or settlement cheap labour or reaching individual potential Literacy or ESL? conflation Provision 510 hours de-professionalised field Assessment formative - progress summative - high stakes pathways