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Migrant students’ and employers’ perspectives on cooperative education in New Zealand: Implications for English language teaching

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dc.contributor.author Brown, T. Pascal
dc.contributor.author Ayres, Robert
dc.date.accessioned 2012-08-22T21:20:25Z
dc.date.available 2012-08-22T21:20:25Z
dc.date.issued 2006
dc.identifier.issn 1175-2882
dc.identifier.uri http://hdl.handle.net/10652/1927
dc.description.abstract New Zealand has at present a low unemployment rate and a shortage of skilled workers. There are also many immigrants from non-English speaking countries who are unemployed. These migrant New Zealanders often have no locally based work experience, know little about the culture of work and are lacking in English proficiency. Employers on the other hand can be reticent to employ a migrant for a variety of reasons; the main ones being the migrant’s English language skills and lack of NZ-based work experience. Ways to overcome these barriers for the migrants, both linguistic and sociolinguistic, can best be addressed in a TESOL course which includes a cooperative education module. Addressing employer attitudes is more difficult but there are examples of ‘good’ employers who welcome migrants. There are also benefits for employers in accepting migrants on unpaid work experience such as learning about diversity in the workplace and addressing their EEO principles. This paper summarizes data collected through employer and student interviews and questionnaires that investigated perceptions of both employers and employees on what migrants need in English language training courses to best prepare them for the workplace. The paper also gives examples of authentic spoken workplace texts (ASWTs) that can be used in the classroom to prepare migrant students for co-operative education. It is suggested that these texts can be used to lead students into discussing not only linguistic issues at work but also sociolinguistic situations and issues that they will come across. The paper also frames these ASWTs within a model of teaching entitled the ‘Authentic Independent Motivational teaching model’. en_NZ
dc.language.iso en en_NZ
dc.publisher New Zealand Association for Cooperative Education en_NZ
dc.relation.uri http://www.apjce.org/files/APJCE_07_2_16_23.pdf en_NZ
dc.subject TESOL en_NZ
dc.subject Students en_NZ
dc.subject Employer attitudes en_NZ
dc.subject EEO en_NZ
dc.subject New Zealand en_NZ
dc.title Migrant students’ and employers’ perspectives on cooperative education in New Zealand: Implications for English language teaching en_NZ
dc.type Journal Article en_NZ
dc.rights.holder Authors en_NZ
dc.subject.marsden 200303 English as a Second Language en_NZ
dc.identifier.bibliographicCitation Brown, T. P., & Ayres, R. (2006). Migrant students’ and employers’ perspectives on cooperative education in New Zealand: Implications for English language teaching. Asia-Pacific Journal of Cooperative Education, 7(2), 16-23. Available from http://www.apjce.org/files/APJCE_07_2_16_23.pdf en_NZ
unitec.institution Unitec Institute of Technology en_NZ
unitec.publication.spage 16 en_NZ
unitec.publication.lpage 23 en_NZ
unitec.publication.volume 7 en_NZ
unitec.publication.title Asia-Pacific Journal of Cooperative Education en_NZ
unitec.peerreviewed yes en_NZ
unitec.identifier.roms 44115


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