Dissertations / Theses on the topic 'Non-English speaking background (NESB)'

In Australia, communities who speak minority languages are referred to as ‘NESB’ (non-English speaking background) or CALD (culturally and linguistically diverse). In the 1980s Australian immigration experienced a sharp turn in preference towards skilled migrants. Among those skilled migrants, a huge number of intakes consisted of professionals from non-English speaking backgrounds (Colic-Peisker, 2009). Like other skilled professionals, more teachers began arriving from non-English speaking countries, and by 1992-93 they comprised 87% of teacher arrivals (Inglis & Philps, 1995). NESB teachers are an important community, especially in a culturally diverse country such as Australia where the workforce should also be reflecting that diversity. Inclusion of NESB teachers in the Australian workforce is particularly important in mathematics and science areas which are experiencing a shortage of teachers from the local market. I am a NESB high school science teacher who migrated to Australia from Pakistan in early 2006 and experienced many barriers to resuming and continuing teaching in the new country. Based in large part on my personal experiences, in this study I investigate problems faced by NESB teachers in Australian schools that have hindered them from being successful and integrating into the Australian education system. I also explore the strengths and behaviours of NESB teachers who have been successful in their journey, with the aim of seeking solutions and making recommendations for achieving better integration. For this research, I combine the paradigms of interpretivism, criticalism and post-modernism. A powerful hybrid epistemology emerges from this integration that enables me to explore key problems experienced by NESB teachers and to seek solutions. An auto-ethnographic writing methodology frames the inquiry, and critical reflections, focused interviews and narratives provide me with the necessary research tools. The quality of the research is governed by the qualitative criteria of trustworthiness, authenticity, emergence, pedagogical thoughtfulness, critical reflexivity and verisimilitude. Due consideration is given to ethical issues to protect everyone associated with this study, including myself. In the thesis, I present the rich contexts of my own learning and teaching journey in the largely collectivist society of Pakistan in which I evolved as a teacher. Then, I present a clear comparison with my teaching experiences as an NESB teacher in the largely individualistic society of Australia, identifying the major obstacles to resuming my teaching practice. Voices of other NESB teachers in similar situations highlight that lack of information, language difficulties, lack of cultural understanding, covert racism, lack of permanent employment, little collegial support and personal efficacy are major obstacles for NESB teachers. Next, from the perspective of Katz’s (1972) developmental stages of teaching, I present narrative accounts of the lived experiences of NESB teachers who appear to have successfully integrated into the Australian education system. I explore the strengths that enabled them to survive and thrive as ‘culturally different others’ in markedly different classroom/school environments. The key strengths I uncover are: good English language skills (not accent), existing network to help initiate entry into the teaching profession, good classroom management skills, better communication with colleagues and parents, collegial support, constant learning/training, excellent interpersonal skills, and workplace resilience. Next, I discuss the role of ‘cultural transition’ in NESB teachers’ success, in particular, and in migrants’ lives, in general. From my own perspective, at first, I experienced a sense of loss, dislocation, alienation and isolation, which led to a process of acculturation (Bhugra, 2004). Then, slowly and gradually, I started moving from acculturation to integration. It appears to be important that when individuals attempt to move from a collectivistic society to an individualistic society they face a significant challenge to achieving cultural transition. The transition can be divided into stages of honeymoon, cultural shock, recovery and adaptation. Some NESB individuals seem to be more capable than others at reaching the adaptation stage, which significantly contributes to success in their personal and professional lives in the new culture. I reveal how I came to understand that cultural integration, which is very different to cultural assimilation, is critical for the success of NESB teachers. It is a process of cultural exchange in which one group assumes the beliefs, practices and rituals of another group without sacrificing the characteristics of its own culture. I explore how extended exposure in the classroom, developing cultural intelligence and the courage to be assertive, and length of stay in Australia can positively increase chances of integration. Our native colleagues and the second generation of migrants can be of immense help to us (i.e., first-generation migrants) in this process. Cultural integration also appears to be closely linked to an individual’s sense of cultural identity, which is better understood as fluid rather than static. This understanding leads me to realise that, by embracing the concept of fluid identity, the process of cultural integration can become far less demanding. I conclude that, as a result of this auto-ethnographic inquiry, I have achieved growth in my personal and professional competencies. Both my personal reflections and my participants’ experiences helped me to develop professional skills to survive and thrive. While exploring the issue of cultural transition I grew as a migrant in an unfamiliar land. I didn’t just learn a new set of values; I also learned how to reconcile them with my older set of values, thereby paving the way to my own cultural integration. This study proved to be a medium of therapeutic catharsis that helped me to heal from previously unidentified pain, setting me free from possible intergenerational trauma. I also benefitted by growing as a ‘writer’; I learned the art of looking in the mirror and describing what I see and reflecting on how it can help to assess myself and my way of thinking and functioning. The findings of this study have the potential to help my fellow NESB teachers to grow in their personal, professional and cultural lives, leading the Australian education system towards better retention of NESB teachers, thereby avoiding essential skill wastage.

The increasing number of non-English speaking background (NESB) students (from both Australia and overseas) has led to concerns about the appropriateness of English as a Second Language (ESL) courses at upper secondary level as a preparation for tertiary study. These concerns have been voiced at both upper secondary and tertiary levels. It appears that NESB students' English language levels at Year 12 are a critical factor in determining whether or not they will succeed at tertiary study. On the other hand, they at times achieve high levels of competence in mainstream subject areas which are not reflected in their ESL results. Several other factors may also affect NESB students' tertiary success rates e.g. language and cultural background, and length of time in Australia. In addition, the responses of tertiary institutions to such students and their needs may be of importance. This study surveys the backgrounds and success rates of NESB students from an ACT secondary college who moved into tertiary study programs. It investigates their results in their Year 12 Certificates and traces them through three years of tertiary study. In doing so, the study identifies certain factors which appear to impact upon the students' success rates. Results obtained may prove beneficial to ESL service providers at upper secondary level. Furthermore, tertiary institutions may find such an analysis helpful in assisting them to develop appropriate approaches to meet the needs of this particular group of students.

Limited English proficiency (LEP) amongst non-English-speaking background (NESB) employees is a major concern for the Government, employers and unions in Australia. Due to their low levels of English proficiency, NESB employees are often unable to carry out effectively the required workplace tasks. In the current climate of rapid change in workplaces, as a result of Award Restructuring, NESB employees may also lack the communication skills necessary to undertake skill-based training and, therefore, be further disadvantaged. In light of these concerns, this study investigated the English learning needs of a group of NESB non-academic staff at the University of Canberra (UC). It established that there was a gap between their present levels of English proficiency and the levels required in their current positions. As a result, these employees are unable to engage effectively in all communication tasks required in the workplace. Following a detailed analysis of the current literature on the provision of workplace English training it is recommended that an English in the Workplace (EWP) program be provided at the UC for NESB non-academic employees. Specific recommendations are made regarding the design and implementation of the learning program.

The study investigates the nature and extent of provision of English as a Second Language (ESL) programs and services for students of non-English speaking background (NESB) in government school systems in the six Australian states and two territories and the interrelationship of state/territorial education authority provision and levels of commonwealth funding. The study further examines perceptions of state/territorial service providers of where the onus of responsibility for ESL provision lies. The study is limited to examination of ESL provision at the school level in government education systems only and does not address services for adult NESB learners or provision in the non-government sector. The study is set in the context of the impact of commonwealth immigration policies on the nature of Australia's multicultural society and on the evolution of provision of appropriate programs and services for NESB students in Australian government schools. The major findings to emerge from this study which bear on the issues identified in the literature and which are of significance for the future of ESL service delivery are: · the existence of overall commonality of definition of NESB students and identification of such students for ESL programs on the basis of need, but a degree of variation in procedures used by state and territorial systems which falls short of standard practice and renders comparative measurement of perceived shortfalls in provision difficult; · variation in definition of intensive programs which renders comparison of provision difficult; · strong commonality in overall provision of both programs and services across all schooling sectors, with limited local variation in service delivery; an increasing commitment in all systems to the mainstreaming of ESL provision through language across the curriculum programs aimed at complementing specialist ESL provision by enabling mainstream teachers to accept responsibility for the language needs of NESB learners; · variation in degrees of dependence on commonwealth funding for provision of programs and services ranging from almost total dependence on commonwealth funding in two systems to significant local education authority provision in four systems; · commonality of opinion among local service providers of the commonwealth's responsibility for some degree of funding of ESL provision, but variations in perceptions of the extent of the commonwealth's responsibility in this area; · commonality of experience of initial identification of need at the local level, but dependence on commonwealth intervention to approach adequate provision to meet identified need; · a degree of tension between on the one hand, recognition of individual differences among systems and the concomitant need, or desire, for state/territorial autonomy in service delivery; and on the other hand, recognition of commonality of purpose and provision and the concomitant need for some standardisation of practice in the interests of efficiency and accountability of service delivery. The study concludes with an examination of the implications of these findings for policy for future ESL service delivery.

Australia is home for immigrants from more than a hundred countries and in total almost a quarter of all Australians are overseas-born. A high proportion of immigrants in a society raises question about socioeconomic equality. The purpose of the thesis is to study the differences in socioeconomic attainments between immigrants and native-born workers. Using data collected from the Issues in Multicultural Australia Survey, conducted in 1988, and the ABS Census of Population and Housing, 1986 and 1991, the study finds that human capital variables such as education, language proficiency and experience largely explain the socioeconomic attainments of Australian-born workers. Among immigrant workers, however, these human capital variables have little or no effect on status attainments. The data also show that the lower socioeconomic status of immigrants may not be due only to the lower investment in human capital. Even second generation NESB immigrants are unable to obtain comparable rewards compared to longer established Australians with similar education and skills. The study indicates that there may be barriers in the Australian labour market operating against NESB immigrants. The study concludes that there are birthplace variations in workers??? socioeconomic attainments. When employers can hire Australian-born workers from a large pool of unemployed workers, immigrant workers will be excluded from employment. Immigrant workers will only be hired if the rewards for these workers are lower compared to Australian-born workers. In situations of high unemployment, especially, immigrant workers will find it difficult to be treated equally in the labour market.

This study examines the migration experiences of non-English speaking background children. The research was conducted at the Southside Primary Introductory English Centre in the A.C.T. An ethnographic approach was employed enabling the researcher to participate in the setting in order to develop an in depth understanding of the children's experiences. The data was collected using observation and key informant interviewing. The participants were encouraged to freely reflect on their past and present experiences to enable them to make a comparative analysis of their experiences in Australia and in their country of origin. The data has been faithfully recorded to represent the children's point of view. The data was then organised into taxonomies. These were used as a basis for the analysis of the data in relation to the pertinent literature. The three major categories examined were culture, interaction and feelings. This analysis has been used to draw implications for the education of migrant children in the A.C.T.

The purpose of this study is to define and delineate the factors which influence the decision by non-English speaking background migrant Muslim women to access or not access their eligibility for English language tuition, as set out by current policies governing the eligibility of migrants to participate in Adult Migrant Education programs. As such, the study is of particular interest to both key informants: teachers, community workers, coordinators, and to the target population themselves-Migrant Muslim women. It is also of benefit to those who are concerned with implementing language programs as it will provide them with an understanding of the issues facing Muslim women that may prevent them from accessing such classes. It is also of particular interest because it delves into and explores an• area where much speculation has taken place, but where little research of significance has been directed. The target population is defined as adult (over age 16) Muslim women from a non-English speaking background who are currently residing in the Perth metropolitan area. Two groups within this target population have been included in the study, the first being those women who have accessed migrant language tuition in a formal class setting (excluding those who have accessed the home tutor scheme). The second being those women who have not, with the objective of drawing a typology of the kind of Muslim women accessing classes-age, country of birth, family, socio-economic status, perceived need to learn English, level of education and aspirations and other relevant variables that were brought to light through the research process. Data was collected using both quantitative and qualitative research methods which involved the analysis of figures pertaining to the numbers of women from Muslim countries of birth who have accessed English language classes through the Adult Migrant Education Program in order to arrive at conclusions about the relative absence of Muslim women in these programs. Qualitative data was collected using a structured interview with twenty three women from the target population as well as interviews with three key informants. The purpose of the key informant interviews was to gain an understanding of the external factors accessibility, availability of information and practical considerations such as child care transport and provision of special arrangements that may affect the decision or the ability of Muslim women to attend classes.

The introductory chapter of this thesis presents the central premise of the study - that classroom learning is constructed through talk - and states the primary aims. These are to provide an ethnographic account of the process of learning in a mainstream classroom, and to apply to this account a specific theoretical framework with a view to refining its central constructs. The thesis proceeds with a discussion of the methodological basis of the investigation - ethnographic case study - and the procedures used for data collection and analysis. This is followed by a discussion of the theoretical orientation of the study, which explains the complexity of the learning context of isolated bilingual schoolchildren and the rationale for a sociocultural approach to explore it. The neo-Vygotskian constructs central to this study - the zone of proximal development, scaffolding and appropriation - are introduced and explained, as are supporting concepts. Each of the three following chapters of the thesis is divided into three parts. The first examines in detail one of these constructs, and also related concepts, with a view to their potential relevance to the specific context of learning. The second part in each chapter comprises a detailed ethnographic description, micro genetic analysis and interpretation of the context and continuity of the learning discourse. The third part in each chapter comments on the implications for the constructs at issue. These three chapters constitute a narrative of the way that classroom learning is constructed through talk over a school year. The thesis concludes with a review of the pedagogical and theoretical implications arising from the investigation, and considers the utility of a neo-Vygotskian framework for further research into classroom learning.

Although there has been an increasing incidence of breast cancer among Non-English speaking background (NESB) women in many developed countries, existing screening services are being underused by these women. Studies show that the barriers to the accessibility of breast cancer screening by NESB women include their lack of awareness, low level of education, low self-efficacy and lack of social interaction with other women. This study aimed to investigate the knowledge relating to breast cancer and mammography, self-efficacy and barriers to mammography use among NESB women in an Australian regional city before and after their attendance at a health education session. This health education session aimed to increase the awareness and use of mammography among these NESB women. Two widely used behaviour theories, ‘Health belief model’ and ‘Social Cognitive Theory,’ were applied as the theoretical framework for this study. A quasi-experimental study was conducted in which the health education session was used as an intervention. Pre-test and post-test questionnaires were completed by study participants before and after the health education session. Their knowledge of breast cancer and mammography was assessed. In addition, their self-efficacy and barriers to the use of mammography were also analysed. Results indicated that informal recruitment strategies were more effective with these NESB women. Initially 49 women were recruited. Of these, 23 women (47%) attended the health education session. As data showed tertiary educated and employed women who already had mammogram/s were more likely to attend the session. After attending the health education session, the women’s knowledge relating to breast cancer and mammography was improved and the perceived barriers to the use of mammography were reduced. During a three month follow-up period, there was no change of mammogram use by the women. However, the results showed a trend of increased intention to use the mammogram over a period of two years (41.7%) compared to six months (25.0%). Based on these results, further studies are recommended to explore the beneficial outcomes of health promotion programs targeting NESB women who are not in the workforce or have a low level of education.

The dramatic increase of foreign fee-paying students benefits our community on one hand, but on the other visible problems of teenage pregnancy, racism, drugs , abuse, indifference as well as invisible problems of loneliness and helplessness arise. The researcher noticed many sad cases through her work experience as a language teacher and as an interpreter for government agencies such as the courts, police, immigration and health over the last 20 years in Christchurch. Local residents lack a realistic understanding of the difficulties encountered by foreign students in adjusting to a new environment, a different culture and a new language. This study is an investigation of living situations of Non-English-Speaking Background (NESB) Asian secondary full fee-paying students (SFFPS) boarding with host families in Christchurch. Research was conducted by interviews and questionnaires with secondary school students in Christchurch. Aspects of Asian SFFPS living situations with host families that were investigated include the students' country of origin, age, size of host families, age group of host families' children, attitudes of the host families, host families' leisure life with students, students' social life, meals with host families and host families level of support. On the whole, the research suggests that Asian SFFPS boarding with host families lack supervision and support. Interactions between Asian SFFPS and their host families, local students and the local-community are infrequent. Many international students lack a congenial learning environment, a decent living environment, a proper provision of welfare support and a good relationship with the host culture and its people. Interactions are important to develop greater communicative competence and more confidence in the use of the English language in order to achieve wellbeing and multicultural linkage with New Zealand society as a foundation for later friendships. The study concludes with a list of recommendations that might improve the Asian SFFPS living situations. Interventionist strategies for intercultural interaction would I need to be introduced to promote more and better intercultural activities . Monitoring and supporting systems by schools, agents, guardians and host families are necessary.

This thesis explores how teachers develop working theories and practices for small numbers of non-English speaking background (NESB) students in mainstream classes. The investigation included eight class teachers and four different school settings. A pilot phase was conducted in one school at the end of 2000. The major phase of the study was carried out in 2002. In each of the four terms that year, a different school became the context for the study and the focus was placed on a year 1-2 class teacher and a year 5-6 class teacher in that school. The study employed a qualitative ethnographic approach. Information was collected about each class teacher's experience, knowledge, confidence, teaching strategies, the degree of stress experienced when teaching NESB students in various class groupings, and the way in which individual and class needs were balanced. An initial intensive interview with each class teacher was followed by in-class observations. These observations were interspersed by two reflective discussions which took place in the middle and at the end of the school term. Discussions took a reflective problem-solving approach that made use of a write-down, think-aloud technique, and focused on critical learning and teaching episodes from the class. In addition, a reflective journal was kept, and semi-structured interviews were carried out with teachers responsible for the English for Speakers of Other Languages programme in the school. The results of the inquiry led to the development of a theoretical model which illustrated how the evolution of teachers' praxis was influenced by dynamic interactions within and across three contextual layers: the educational community, the classroom, and the reflective practitioner. Each teacher's professional knowledge was informed by a unique background of experience and the nature of the collaboration that occurred with colleagues and parents. In turn, these factors impacted on the formation of pedagogic beliefs, perceived efficacy, and the evolution, selection and implementation of particular teaching roles and strategies. The study culminated with a number of recommendations being made for the enhancement of professional development initiatives, as well as for school and educational policies. In particular, these recommendations highlight the need for taking a broad ecological approach to addressing the professional needs of class teachers working with small numbers of NESB students.

This study investigates information literacy and scholarly communication within the processes of doctoral research and supervision at a distance. Both doctoral candidates and supervisors acknowledge information literacy deficiencies and it is suggested that disintermediation and the proliferation of information may contribute to those deficiencies. Further to this, the influence of pedagogic continuity—particularly in relation to the information seeking behaviour of candidates—is investigated, as is the concomitant aspect of how doctoral researchers practise scholarly communication. The well-documented and enduring problem for candidates of isolation from the research cultures of their universities is also scrutinised. The contentious issue of more formally involving librarians in the doctoral process is also considered, from the perspective of candidates and supervisors. Superimposed upon these topical and timely issues is the theoretical framework of adult learning theory, in particular the tenets of andragogy. The pedagogical-andragogical orientation of candidates and supervisors is established, demonstrating both the differences and similarities between candidates and supervisors, as are a number of independent variables, including a comparison of on-campus and off-campus candidates. Other independent variables include age, gender, DETYA (Department of Education, Training & Youth Affairs) category, enrolment type, stage of candidature, employment and status, type of doctorate, and English/non-English speaking background. The research methodology uses qualitative and quantitative techniques encompassing both data and methodological triangulation. The study uses two sets of questionnaires and a series of in-depth interviews with a sample of on-campus and off-campus doctoral candidates and supervisors from four Australian universities. Major findings include NESB candidates being more pedagogical than their ESB counterparts, and candidates and supervisors from the Sciences are more pedagogical than those from Arts, Humanities and Social Sciences, or Education. Candidates make a transition from a more dependent and pedagogically oriented approach to learning towards more of an independent and andragogical orientation over the duration of their candidature. However, over tune both on-campus and off-campus candidates become more isolated from the research cultures of their universities, and less happy with support received from their supervisors in relation to their literature reviews. Ill The study found large discrepancies in perception between the support supervisors believed they gave to candidates in relation to the literature review, and the support candidates believed they received. Information seeking becomes easier over time, but candidates face a dilemma with the proliferation of information, suggesting that disintermediation has exacerbated the challenges of evaluation and organisation of information. The concept of pedagogic continuity was recognised by supervisors and especially candidates, both negative and positive influences. The findings are critically analysed and synthesised using the metaphor of a scholarly 'Club' of which obtaining a doctorate is a rite of passage. Recommendations are made for changes in professional practice, and topics that may warrant further research are suggested.

"Although there has been an increasing incidence of breast cancer among Non-English speaking background (NESB) women in many developed countries, existing screening services are being underused by these women. Studies show that the barriers to the accessibility of breast cancer screening by NESB women include their lack of awareness, low level of education, low self-efficacy and lack of social interaction with other women. This study aimed to investigate the knowledge relating to breast cancer and mammography, self-efficacy and barriers to mammography use among NESB women in an Australian regional city before and after their attendance at a health education session. This health education session aimed to increase the awareness and use of mammography among these NESB women. Two widely used behaviour theories, Health belief model and Social Cognitive Theory, were applied as the theoretical framework for this study. A quasi-experimental study was conducted in which the health education session was used as an intervention. Pre-test and post-test questionnaires were completed by study participants before and after the health education session. Their knowledge of breast cancer and mammography was assessed. In addition, their self-efficacy and barriers to the use of mammography were also analysed. Results indicated that informal recruitment strategies were more effective with these NESB women. Initially 49 women were recruited. Of these, 23 women (47%) attended the health education session. As data showed tertiary educated and employed women who already had mammogram/s were more likely to attend the session. After attending the health education session, the womens knowledge relating to breast cancer and mammography was improved and the perceived barriers to the use of mammography were reduced. During a three month follow-up period, there was no change of mammogram use by the women. However, the results showed a trend of increased intention to use the mammogram over a period of two years (41.7%) compared to six months (25.0%). Based on these results, further studies are recommended to explore the beneficial outcomes of health promotion programs targeting NESB women who are not in the workforce or have a low level of education." -- abstract.

This thesis arose from a series of questions about a group of retrenched non-English speaking background (NESB) workers whom 1 interviewed in 1994-95 and again in 2002. NESB workers lost jobs in large numbers in the 1990-92 recession, but in the recovery period and as employment improved over the 1990s, the employment figures for particular groups remained comparatively poor. Yet there was little public and policy debate about the fate of these people as a group. The reason, I argue, lies in a discursive transformation that has occurred since the 1980s through the formation and implementation of policy in the areas of work; education and training; English language and literacy, race and ethnicity; and the role of the state. Through dominant .discourses that shape what it is possible to say, do and even think, NESB workers as a group have been constructed as 'other' and thereby marginalised and problematised. Through this process their exclusion from social citizenship - entitlements to employment, education and welfare - has been normalised.

Naturalistic inquiry was the method used in this qualitative study, examining the experience of the menopause and climacteric of women in Australia from a non-English speaking background. Women form over one-half of the Australian population, with 12% of this number being from a non-English speaking background country, and 14% of these women speaking a language other than English (LOTE) in the family home. These women seek health-care in a care system which was established and is maintained in the Anglo-Celtic tradition. As these women approach the menopause and the climacteric years, how culturally appropriate is our health-care service for these women? The study was conducted in the Western suburbs of Melbourne which has a higher percentage of people born overseas (34.6%) than the national or Victorian percentage of 22%. Data was collected by in-depth interviews with 33 women from the countries of Vietnam, the Philippines, China, Malta, Italy, Greece and Lebanon. Issues explored and contained in the data included the women's difficulties with their own health at the time of menopause, the significant beliefs and practices about menopause in their countries of origin, availability of culturally relevant information and treatment in the health care system. Findings included negative attitudes to menopause and usage of hormone replacement therapy, cultural overtones in the women's beliefs about menopause, religion being a determinant in acceptance and coping with menopause and the climacteric, inadequate information provided by health-care professionals, and the unavailibility of printed information in the appropriate language. The provision of Medicare was an important factor in the women's ability to access health care. As Australia is a multicultural country, it would appear from this study that the health-care system needs to address the issue of culturally congruent care.

The influx of Black pupils seeking admission to Indian schools began in 1990 after the Democratic Movement's "all schools for all people" campaign was announced. The medium of instruction in Indian schools is English which is also the mother tongue. Therefore Black pupils who come on transfer from schools in the KwaZulu township are immediately faced with a language problem as they are taught in the mother tongue untii standard three, when they switch to English. This research project arose as a result of the researcher's experience with Black pupils, whom he - felt were severely linguistically underprepared for academic study in the senior primary phase. Furthermore, most present day teachers were trained for monocultural schools and have little or no experience of multicultural education. The main problem that this research focuses on includes the learning problems encountered by Black pupils in Indian primary schools and the concomitant teaching problems their teachers experience.
Educational Studies
M. Ed. (Didactics)