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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 Linguisticsloy.lising@mq.edu.au

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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?