The Impact of Language and Skills Training on Immigrants's Lives

Wong, Ping Man; Duff, Patricia A.; Early, Margaret

doi:10.18806/tesl.v18i2.908

Cited by 16 publications

(11 citation statements)

References 18 publications

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“…There are obvious affective and integrative benefits to the learner of this type of experience. Wong, Duff, and Early (2001) found that a program that combined ESL and occupational skills training helped newcomers acquire the confidence and motivation to seek out opportunities to speak English, rather than relying on a more isolated social network of individuals who shared their first language. The participants also found that they were better able to fulfill parental duties in meetings with teachers and with health care professionals.…”

Section: Classroom and Real-world Interactionmentioning

confidence: 99%

Interacting inside and outside of the language classroom

Springer

Collins

2008

Language Teaching Research

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To extend the reach of the second language (L2) classroom, learners may be given opportunities to interact with native speakers through contact assignments or volunteer work organized through their L2 program. An underlying assumption of these practices is that 'real-world' and classroom experience offer different but complementary opportunities for oral interaction. The nature of the difference is not well documented, however, which makes it difficult to assess the relative contributions that interaction in the two environments may make to the language learning process. In this study, we compared selected aspects of oral interaction experienced by two advanced adult L2 speakers of English in two contexts: one where they were students in a nine-week communicative ESL class and another where they were volunteer tutors in a three-week summer program for academically at-risk English-speaking children. The findings revealed differences in the types and quantities of activities during which oral interaction occurred, the frequency with which they were completed, and the degree of attention that the participants paid to language during communication. Overall, these differences reflected the different roles the L2 speakers assumed in the two contexts: that of language 'learner' in the classroom and of language 'user' outside the classroom.

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Section: Classroom and Real-world Interactionmentioning

confidence: 99%

Interacting inside and outside of the language classroom

Springer

Collins

2008

Language Teaching Research

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“…Due to gender discrimination and racism in receiving societies and their lack of employability and economic need, female immigrants have historically been a disadvantaged group (Wong et al, 2001). Vocational learning has been considered as the key to empower female immigrants in both their social and domestic lives (Wu, 2014).…”

Section: Introductionmentioning

confidence: 99%

“…Though the Taiwanese government has emphasized the effectiveness of vocational training, most evaluations of vocational training have focused on the limited and superficial outcomes of vocational training measures and programs, such as the employment rate and wages of immigrant women (Wang & Wu, ). This focus fails to reflect all of the benefits that immigrant women experience during the vocational training process and even is potentially misleading for the future development of vocational training (Wong et al , ). In contemporary society, which is characterized by continuous change and new career models that transcend the traditional idea of a long‐life job, an imperative goal for individual career development is to maintain and facilitate employability in the labor market.…”

Section: Introductionmentioning

confidence: 99%

“…A small number of recent studies have focused on vocational training only for immigrant women in Canada and Australia. These investigations have revealed that the essential goal for female immigrants attending training is to facilitate their employment and the obstacles to undertake the vocational training are their family responsibilities and lack of receiving country language skills (Shan, ; Stephens & Bertone, ; Wong et al , ). In addition, existing studies have considered career development only for immigrant women in North America, Australia and Europe and have paid little attention to the issue of Asian women moving to other Asian nations through international marriages (e.g.…”

Section: Introductionmentioning

confidence: 99%

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Examining self‐perceived employability among immigrant women participating in vocational training in Taiwan

2019

Int J Training Development

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This study aimed to test the proposed model of self‐perceived employability (SPE) of immigrant women participating in vocational training in Taiwan by utilizing the developmental‐contextual model of career development as a framework. We examined the relationships among a distal contextual variable social welfare resources (SWRs), proximal contextual variables (vocational training experiences comprising the curriculum and instruction of vocational training, interpersonal relationships of vocational training and certificate examination guidance of vocational training), an individual‐level variable employment attitudes (EAs) and SPE using the model. Data were collected via a questionnaire survey of 699 immigrant women attending vocational training in Taiwan and analyzed using structural equation modeling. The findings empirically supported the proposed model, which explained 63.5 per cent of the variance in SPE. This study found that SWRs influenced all vocational training experiences, which in turn, directly and indirectly influenced SPE vis‐à‐vis their effects on EAs. In turn, EAs influenced SPE.

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“…For female immigrants, participation in learning in host countries is associated with possibilities for upward social mobility and economic advancement through participation in the labor market (Wong, Duff, & Early, 2001).…”

Section: Introductionmentioning

confidence: 99%

Higher Education Learning Experiences Among Vietnamese Immigrant Women in Taiwan

2015

Adult Education Quarterly

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Based on a sociocultural approach to adult learning and poststructural feminist theories, this study draws on interviews with 11 married Vietnamese women to explore the higher education learning experiences of Vietnamese immigrant women in Taiwan. On the basis of their husbands' permission and support, Vietnamese immigrant women embraced the instrumental value of education and pursued higher education to play their expected motherhood roles. During the higher education learning process, the women persevered in learning with resilience, negotiated their voices and cultural identity, and fulfilled multiple roles. Participating in and even completing higher education in Taiwan empowered these women through learning based on their bicultural competence.

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The Impact of Language and Skills Training on Immigrants's Lives

Cited by 16 publications

References 18 publications

Interacting inside and outside of the language classroom

Interacting inside and outside of the language classroom

Examining self‐perceived employability among immigrant women participating in vocational training in Taiwan

Higher Education Learning Experiences Among Vietnamese Immigrant Women in Taiwan

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