English Language Provision in Australia - Essay Example

Information Based Report: English Language Provision in Australia (Student Name) (University Name) (Date) Introduction The world today is slowly turning into a global village. People are moving from one continent to another with in hours, information is transmitted from one place to another with in seconds; goods are produced in one point of the world and are used in another different point. It is out of globalization that English language has become a global language with non-English speaking individuals preferring to learn English as their second language. In the year 2000, the British council reported that there were 750 million English speakers who speak English as a foreign language while there were 375 million people who spoke English as their second language (Beare, 2010). The big number of English speakers can be attributed to many factors such as use of English to communicate in workplace and in business, use of English language for pleasure and social purposes, and many others. Different people are learning English language in the current context in order to fit into the current globalization where English language has become more or less a global language. To provide evidence for this, different authors and writers have used different terms to refer to the use of English language, such as, ‘English as an international Language’, ‘English as a global language’, ‘English as a world language’ and ‘World English’. All these terms can be summarized as ELF (English as a lingua franca) which means use of English language for communication between individuals with different first language (Seidlhofer, 2005). Learning how to speak and use English language has become a common thing with online English tutors for hire becoming increasingly popular in many parts of the world. One of the reason or rather purpose for learning English language is the need to learn English for study (To Learn English, 2010). The number of students moving to foreign nations such as United States, Britain, Australia and others to seek further studies is growing exorbitantly every year. Most of these nations are English speaking nations where English language is used as a native language and the best learning institutions for higher learning which are internationally recognized are located in these countries. Therefore, it becomes necessary to learn English language for one to qualify admission in these institutions and with the current rate of globalization, academic qualifications obtained from these institutions are internationally recognized. Other people learn English language for the purpose of their jobs (To Learn English, 2010). With globalization, many international organizations/firms/companies have branches and subsidiaries in many parts of the world and many of them rely on imported skilled workforce and capital. For the employees in such organization to able to communicate with each other and also with the customers of the organizations, learning English language becomes essential as it is the most used business language (Beare, 2010). One of the positive effect of globalization is that has resulted into opening up of new economic opportunities for many countries with Australia being a good example as it emerged as a modern nation out of economic globalization. The ability of making available goods and services being produced in a different part of the world to another different part of the world has been increased by the current rate of globalization. For businesses to be able to reap great from this globalization, they is a need to communicate with the customers in the different parts of the world. Therefore, other people learn English language for the purpose of business where by they are able to communicate with their customers in the different parts of the world. Other reasons why people learn English language in the current context of globalization are; learning English language for pleasure as it is seen as a beautiful language and has a nice accent, learning English language for the purpose of socializing and interacting with other people in the rest of the world (commonly influenced by the increasing online social networks and groupings), and for the purpose of gaining an upper hand job hunting, and for the purpose of easing communication for holiday makers, footballers and other individuals with constant international travel, just to mention but a few. Australia is one of the modern economies which grew out of the 20th century globalization (Moran, 2005, p. 206). Australia depends on importation of skilled workforce and foreign capital as a resource to drive its growing economy. It therefore experiences a lot of skilled migrant or workers moving through temporary or permanent basis who work in its globalized industries and businesses and many of these workers come from non-English speaking. According to Brennan and Castles (2002, p.89) Again, Australia has for many years been referred to as a nation of immigrants where by just like many other countries of the world, has experienced large intakes of settlers from other parts of the world. Further to that, Australia has also been experiencing huge number of foreign students who move to the country to further their studies in Australian institutes of higher learning which have been ranked among the best worldwide. Due to all these occurrences, over the past 50 years Australia has embarked on provision of second-language programs that have been funded nationally and highly influenced by Australian Government policies in labor-market development, immigration, competitive tendering and language (Seidlhofer, 2005). Main English Language Sectors in Australia 1. International Student Sector One of the English language sectors in Australia is the International Student Sector which is commonly known as Australia’s English Language Intensive Courses for Overseas Students (ELICOS). ELICOS provides English language learning and other relevant services for all students from all over the world who visit Australia to seek further studies. ELICOS is the only program under the International Student Sector. Providers of this program include colleges, universities which admit international/overseas students, TAFEs and privately owned and operated schools. ELICOS is a self funded program. Those interested in furthering their studies in Australia must choose a course offered under ELICOS program depending on their need or level of understanding the English language. They then have to cater for the tuition fees for the course(s) taken under this program (Proactive Migration, 2010). The types of clients for ELICOS program is purely overseas students who move to Australia to further their studies and their origin is from non-English speaking countries or they do not speak English as a first language (Proactive Migration, 2010). Under ELICOS, the courses provided are general English, English for academic course, exam preparation course, direct entry course, study tour course and high school preparation course. The curriculum model under the International Students sector is undertaken depending on the level of understanding of English language by the overseas students. A student may either start from the entry level if he posses very little knowledge of the language and gradually move to the intermediary level to the final level which is the advanced level. For a student with relatively good knowledge of English language, he/she may start from the intermediary or final/advanced level depending on their intended study purpose (Proactive Migration, 2010). Courses are offered in different levels to cater for the needs of beginner students and advanced students. Some of the courses under this program include; General English which focuses on learning communication skills especially listening and speaking, English for Academic Purpose course which teaches writing, presentation, reading and analysis skill, Exam Preparation Program designed to prepare those who want to sit for international English language exams like TOEFL, IELTS, TOEIC and Cambridge Certificate. Others include Direct Entry Course and High School Preparation courses. The credentials for ELICOS program is a certificate on completion of each course taken under the program (Proactive Migration, 2010). This sector was set up for the purpose of meeting the needs of individuals who want to further their studies, individual career and personal development purposes and for the purpose of living, studying and travelling in Australia. Assessments are done through administration of practical exams at the end of every course taken (Proactive Migration, 2010). Under the International Students Sector, the regulating body is the Ministry of Education which requires the provider of the program to follow the ‘Australia’s language: The Australian language and literacy policy’ in teaching the English language (Burns and Joyce, 2007). 2. Newly Arrived Migrant and Refugees Sector The other sector is the Newly Arrived Migrant and Refugees Sector which is established under the department of Immigration and Citizenship. Migrant Education Program (AMEP) is a program offered under the Newly Arrived Migrant and Refugees Sector in Australia. AMEP aid eligible adult migrants and refugees settle in Australia by providing English training on how to speak and write in English, and also learn about the culture and customs of Australia. Free English tuition is offered to AMEP clients at beginners and intermediate levels with both temporary and permanent visas (TAFE NSW OTEN, 2010). For AMEP program, the funding depends on the provider of the program. Under the community colleges and AMES, AMEP is funded by the Federal Government of Australia under the departments of NSW, DIMA and DET. The funding for AMEP under these providers is not regulated at all. On the other hand, where AMEP is provided through TAFE with in the states and territory of Australian Government, the funding is a shared responsibility between the federal government and the states’ governments. This system of funding was initiated in 1998, where instead of direct funding to each state and territory in Australia, tenders were given out on competitive basis and contracts were awarded to NSW, TAFE and other private providers. Under the private providers, the funding is partial and the rest of the costs are catered by the learners themselves at subsidized amounts (TAFE NSW OTEN, 2010). AMEP clients are migrants and refugees who are resettled in Australia on permanent basis as part of the Australian Government initiative to provide home and citizenship to people affected by civil wars, political wars and war crimes in their countries and end up being refugees in other countries. Therefore, individuals with entry the country as skilled or business immigrants do not qualify for this program. The origin of these people is usually form African countries such as Sudan, Congo, Liberia, Sierra Leone and Ethiopia, Middle-East countries such as Iraq and Afghanistan, Asia Pacific countries and some European and Southern American countries. The curriculum model for AMEP is 510 tuition hours for the refugees and immigrants with an addition 100 hours to refugees who have suffered trauma and/or torture or who have barriers to learning by the time they were resettled to Australia. For refugees and immigrants between the ages of 16 to 24 years with less than 7 years of formal schooling, the curriculum provides an addition 400 tuition hours on top of the 510 basic hours. Since the implementation of AMEP in Australia, its curriculum history shows that it has been emphasized on teaching English language for social and work context outside the classroom. The curriculum has been revised many times though, with the current curriculum being the latest version of CSWE (Certificate in Spoken and Written English) which was implemented in 2008. This curriculum provides a pre-CSWE level for student with no literate background and 5-level structure – Certificates I, II, III, IV and V in spoken and written English. Upon completion of all the required modules both compulsory and elective, the students are awarded with certificates for all levels (Burns and Joyce, 2007). The purpose of this sector is to assist refugees who have been given Australian citizenship and new immigrants settle in Australia and be able to participate in Australian’s economy and society as soon as possible (TAFE NSW OTEN, 2010). The sector of Newly Arrived Refugees and Migrants is under the regulation of the Department of Immigration and Citizenship. There are regulating policies which were endorsed by the 2007 NTC AGM which clearly overarching principles that guide all AMEP providers in terms of rights of the students, rights of the teachers, guidance principles for tendering and others (AMES/AMEP, 2010). 3. Employment-related Sector The Employment-related Sector is yet another sector in Australia whose purpose is to cater for the needs of Australian labor force. Under the Employment-related Sector is the Language Literacy and Numeracy Program (LLNP) which provides trainings on speaking, reading, writing and basic mathematics skills. The trainings are aimed at improving the chances of the individuals in the labor force to get and keep jobs and assisting them in participating more effectively in the labor force. Such individuals are considered to have language, literacy and numeracy skills which are below the required level necessary to secure sustainable employment or pursue further education and training in their employment in Australia. Individuals who qualify for this program under the Department of Employment and Workplace Relations in Australia must meet certain criteria such as must hold a temporary humanitarian visa under the given subclasses, or must be a citizen of Australia whose first language is not English, or a holder of temporary visa under the specified subclasses, or a migrant subjected to 2 years waiting period, or any other condition as per the department’s requirement (Australian Government: Department of Education, Employment and Workplace Relations, 2010). Workplace Language and Literacy Program (WLLP) is yet another program under the Employment-related Sector and can also be referred to as Workplace English Language and Literacy Program. This program is under the Department of Education, Employment and Workplace Relations in Australian Government. The program was developed out of the need to close the socioeconomic gap created by non-indigenous population participation in the labor force. Under the WELL/WLLP both indigenous and non-indigenous employees are trained on how to develop their English language, literacy and communication skills for them to be able to meet the current employment demands and their future employment training and development needs (The Workplace English Language and Literacy Program, 2010). The LLNP and WLLP/WELL programs are wholly funded by the Australian Federal Government when they are offered under the community colleges and AMES while under TAFE, the programs are offered as a shared responsibility between the sates and the federal government. The federal government funds the programs partially through tenders and the states cover the other part. Under ACL and RTOs, LLNP and WLLP/WELL programs are self funded meaning individuals who take this programs under the given providers cater for the tuition fees themselves (AMES/AMEP, 2010). Under LLNP and WLLP/WELL, the clients are usually individuals in the Australian labor force who are either in Australia on temporary work visa and they originate from non-English speaking countries, skilled migrants with permanent visas, employees who are citizens or residents of Australia but do not speak English as first language, or individuals in the labor force who do not have the required language, literacy and numeracy skills deemed necessary to meet the demands of the current employers. These clients may originate from either Australia or other parts of the world but largely consists of skilled migrants from developing countries (Burns and Joyce, 2007). For LLNP and WLLP, the curriculum requires the students to attend and complete the assessments provided under the programs for 800 hours. The assessment is usually done inform of practical tests or examinations given to the learners and assessment in form of direct observation in the work place where they are supposed to practice the language, literacy and numeracy skills acquired. The regulating body in charge of the Employment-related Sector is the Department of Employment, Science and Training which is a department under the Australian Federal Government. 4. Longer Term Migrant Sector The last sector is the Longer Term Migrant Sector whose purpose is to provide settlement assist to individuals seeking long term citizenship in Australia who include returned citizens or residents of Australia, skilled migrants and family unions. Programs offered under this sector include home tutor programs where the students are taught on how to read and write in English by the help of a home based tutor. Programs offered under Longer Term Migrant Sector are either funded by the government or by private organizations such as churches and charitable organizations. Charitable organization may include non-governmental organizations which deal with the plight of refugees in settlement and rehabilitation such as the UNHCR (AMES, 2010). Assessment is done in form of practical tests for the students and practical activities such as reading exercises. The Longer Term Migrants Sectors also follows the policies set by the Australian government concerning provision of English language in Australia (WELL, 2010). Programs offered under this sector are regulated by the body providing funds. Where the programs are offered by the government, one of the government departments say, DEEWR or DIMA, then they regulate the provision of the programs in this sector. The same applies where the programs are provided by private organizations. However, all the programs have to be provided according to the Australian’s language and literacy policies (Seidlhofer, 2005). Conclusion English language is one of the commonly spoken international languages in many parts of the world. English language has been referred by many as the global language, the international language while other refers to it as the business language. Learning English language has become a very common thing especially with the current use of internet where by many English learners are doing it online with the help of online English tutors for hire. Individuals who have learnt how to speak and write the English language have described English as a beautiful language with a nice accent and their experience as a wonderful and fun. Australia being one the countries with the highest numbers of refugees and immigrants has invested heavily on English language provision to these individuals in order to assist them participate in the economic and social life of Australia as soon as possible once they are resettled. This is good gesture for the Australian Government as it continues to fulfill its international responsibility in protecting refugees and providing them with a second language to ease their life in the country. Apart from English language provision through humanitarian program, Australia has also invested in English language provision to its workforce both local and foreign workforce and also in the international students. This can therefore be concluded as Australian’s commitment to bring economic, social and cultural equality to all in the current era of globalization. References Adult Migration English Service/Adult Migration English Program. (2010). AMES pp 1-5. AMES. (2010). English for Immigrants Retrieved October 18, 2010, from http://www.ames.net.au/english-for-migrants Australian Government: Department of Education, Employment and Workplace Relations. (2010). Language, Literacy and Numeracy Program. Retrieved October 18, 2010, from http://www.deewr.gov.au/Skills/Programs/LitandNum/LLNP/Pages/default.aspx Australian Government: Department of Immigration and Citizenship. (2009). Australia's Refugee and Humanitarian Program. Retrieved October 18, 2010, from: http://www.immi.gov.au/media/fact-sheets/60refugee.htm Beare, K. (2010). Englsih as 2nd Language. Retrieved October 18, 2010, from About.com: http://esl.about.com/od/englishlearningresources/f/f_eslmarket.htm Burnes and Joyce, H. (2007). Adults ESL Programs in Australia. Prospect.  Brennan, Geoffrey and Castles, Francis Geoffrey. (2002). Australia reshaped: 200 years of Institutional transformation. Cambridge: Cambridge University Press. Moran, Anthony. (2005). Australia: nation, belonging and globalization. New York: Routledge Publishers Proactive Migration. 2010. Australia's English Language Intensive Courses for Overseas Students. (2010). Retrieved October 18, 2010, from http://www.proactivemigration.com.au/entry/australia_s_english_language_intensive2 Seidlholfer, B. (2005). English as lingua franca. ELT Journal , 139-143. TAFE NSW OTEN. (2010). Adult Migration English Program. Retrieved October 18, 2010, from http://www.oten.edu.au/oten/core/showpage.htm?pg=ccmigamep The Workplace English Language and Literacy Program. (2010). The Learning Workshop Pty Ltd , 1-18. To Learn English. (2009). The purpose of learning English. Retrieved October 18, 2010, from http://www.tolearnenglish.com/forum/lire.php?num=6&msg=28938&titre=The+purpose+of+learning+English WELL. (2010). Retrieved October 18, 2010, from Australian Government: Department of Education, Employment and Workplace Relations: http://www.deewr.gov.au/Skills/Programs/LitandNum/WorkplaceEnglishLanguageandLiteracy/Pages/default.aspx Read More