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Transcript of 1 In the quest for greener pastures: Converting linguistic capital into economic capital 11th...
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In the quest for greener pastures: Converting linguistic capital into
economic capital
11th International Pragmatics ConferenceMelbourne, Australia
12-17 July 2009
Loy LisingDepartment of [email protected]
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The Adult Migrant English Program
national settlement program language tuition for functional English 510 hours Certificate in Spoken and Written English
“can do outcomes”
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AMEP Participation
Migration stream
2004-05 2005-06 2006-07
Humanitarian 83% 88% 87%
Family 66% 67% 73%
Skill 62% 63% 59%
National 71% 71% 73%
http://www.immi.gov.au/living-in-australia/help-with-english/amep/
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English Proficiency and Settlement
Cherry: Because the Australia speak English. Uhmhm. I I have no choice. I must to speak
English. So that I can settlementing here. Hmm.
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English Proficiency and Workplace Readiness
“Functional English assists migrants to settle successfully in Australia and provides the basic language skills necessary to deal with everyday
social and some work situations in English.”
http://www.immi.gov.au/living-in-australia/help-with-english/amep/facts-figures/amep-overview.htm
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English Proficiency and Social Inclusion
Imaan: Sometime when I go to the park. I speak English.With people yeah. Ahh in ahh in summer? I
go to regular in the park and ahm meet people and speak English.
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Language training and settlement success: are they related?
DIAC-funded longitudinal study 152 participants across CSWE levels 112 females and 40 males 11 AMEP centres across Australia Multi-site ethnography
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Data categories
Profile Quarterly interviews Significant other interactions Out-of-campus interactions Out-of-class interactions Class observations Teaching materials Assessment portfolio
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Research Questions
What language trajectories do these participants have and how do they construct and position themselves in their new community?
In what way do they think their English language learning experiences (in the AMEP) equip them for successful settlement?
What are the implications of these experiences on the current form of delivery of the AMEP?
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Guiding principles“language is viewed as aform of symbolic capital”(Bourdieu, 1991)
“learner invest in a second language, they do so with the understanding that they will acquire a wider range of symbolic and material resources, which will in turn increase the value of theircultural capital” (Peirce, 1995)
“investment in the targetlanguage is also an investment in a learner’s own social identity… whichis constantly changing across time and space”(Peirce, 1995)
“employment is an important pathway to social inclusion…”(Tilbury & Colic-Peisker, 2007)
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Participants’ Profile CSWE level II average length of stay in Australia: 9 months
months (min: 1; max: 28) AMEP centre in a multicultural middle-class
neighbourhood in the Sydney metropolitan region
60% of the population of around 145,000 were born overseas
a young population concentration of 20-39
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Participants’ language trajectories
Participants Profession L1
Lia Veterinary Medicine Bahasa
Johnny Chemical Engineer Mandarin
Lily C Traditional dance Mandarin
Cherry C Traditional music Mandarin
Revaka Bachelor Arts Punjabi
Hogan Structural Engineer Mandarin
Kristina Tourism Lithuanian
Maryam High School Persian
Vinny Diploma in Educ Punjabi
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In what way do they think their English language learning experiences (in the
AMEP) equip them for successful settlement?
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5 modules in Speaking and Listening
understanding of spoken information text short casual conversation on general topics negotiate a spoken transaction for
goods/services short conversation involving a recount short interaction involving explanation
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7 modules in Reading and Writing
read a procedural text complete a formatted text write a recount read an informal letter read a narrative text write a formal letter involving explanation write a short opinion text
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Symbolic and material gains attached to English learning (AMEP)
social network (inclusion) workplace readiness access to services goals and aspirations validation of their English-speaking “selves”
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Social network (inclusion)
Lia: Now? About the uhm English ahh language. And , I have many friends now. Yeah. Uhm before I just ahm ahm s- at home? Alone?
When my husband ahh go to work. And then <>@@<> stay at home. And maybe sometime I go out- outside.
Linguistic capital Social capital
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Workplace readiness
Lily: Hm I think no because <>@@@<> I think no. That’s why I finish this term I prepare ahm going
to TAFE to keep study English. Continue study English.
So maybe first ahh ahh finished one co- one term? If I feel my English is good. Maybe I try to found a job? Maybe I keep studying some course
in TAFE but is anothers be- ano- another course is ahh uhm , is about some like the customer service.
Linguistic capital Economic capital
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Access to services
Revaka: Yes, before sometime I I went to shopping centre, I I feel hesitate, I ... I can’t ... I ... I can’t ask some how much this one, how much this
one. Before ... before ... after the AMEP, I feel better, yes. And when I go to some ... somewhere in
shopping centre like a medical centre and bank.Yes, I can speak English very well and ...I don’t need any help in a bank, medical
centre, shopping centre.
Linguistic capital Participation
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Goals and aspirations
Lia: No I- I have a dream! <>@@@@<>Uhm. I want to have like a big ahm
pet shop?Ahm. Maybe ahh I improve my language
first. <>@@@@<>Revaka: And and the five years is because to improve
my English first before I can have a business.
Linguistic capital Economic capital
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Validation of their English-speaking “selves”
Kristina: Everything has changed, because now I'm feel more comfortable in Australia. I can do everything (chuckle). I can call to the appointment, everything ... I can speak
everyone and I ... I ... I don’t ... how to say? I'm not a ... afraid like in first time.
Linguistic capital Empowerment
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Benchmarks for social inclusion
Linguistic & Social capital ability to stay connected ability to negotiate the day to day independently having empowered selves and a validation of their
English-speaking identities
Economic capital ability to find work ability to plan for the future
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What are the implications of these experiences on the current form of delivery of the
AMEP?
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Social network
Johnny:Yes. I think ... I think when I ... when I was in ... in the class, it’s ... my English is better than now.
Loss of social network Loss of linguistic capital
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Workplace readiness
Kristina: I want to work in tourism. <>@@<>Though my language is not good so-I need to wait. <>@<>Whe- I think when I
improve my language I can go to work.
Continued access to a TL community is essential in constructing and maintaining their English speaking selves & imagined participation in the ‘hostland.’
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Participants’ language trajectories
Participants Profession L1
Lia Veterinary Medicine Bahasa
Johnny Chemical Engineer Mandarin
Lily C Traditional dance Mandarin
Cherry C Traditional music Mandarin
Revaka Bachelor Arts Punjabi
Hogan Structural Engineer Mandarin
Kristina Tourism Lithuanian
Maryam High School Persian
Vinny Diploma in Educ Punjabi
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Role of AMEP towards social inclusion
AMEP provides access for TL social network validation of their participation & their English-
speaking identities
Implications more hours learning English English language learning spread over a longer
period of time
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Kristina: Maybe because that ... I feel more comfortable because of my English and I found new friends here and I have a job, not very good, but still it’s enough for me. And I have my future plans here and ... because last time I didn’t know what to do. Like maybe to do that, maybe to do that, or ... I don’t know. Maybe I will stay here, maybe I will go back, I like ... like that, but now I'm (chuckles) ...
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Any questions?