Obstetric Profiles of Immigrant Women from Non-English Speaking Countries in South Australia, 1981–1983

1988 ◽  
Vol 28 (2) ◽  
pp. 90-95 ◽  
Author(s):  
Annabelle Chan ◽  
David Roder ◽  
Tony Macharper
Keyword(s):  
Immigrant Women ◽  
South Australia ◽  
English Speaking

scholarly journals The Use of Human Capital and Limitations of Social Capital in Advancing Economic Security among Immigrant Women Living in Central Alberta, Canada

2018 ◽  
Vol 7 (11) ◽  
pp. 220 ◽  
Author(s):  
Choon-Lee Chai ◽  
Kayla Ueland ◽  
Tabitha Phiri
Keyword(s):  
Social Capital ◽  
Human Capital ◽  
Labor Market ◽  
Immigrant Women ◽  
Economic Security ◽  
Economic Resources ◽  
Bonding Social Capital ◽  
Initial Stage ◽  
English Speaking ◽  
Alternative Resource

In this research, the challenges of using human capital and the effectiveness of social capital as an alternative resource used by immigrant women from non-English-speaking countries living in Central Alberta for them to attain economic security are studied. Evidence indicates heavy use of bonding social capital by immigrant women—primarily through family, ethnic, and religious networks—as a “survival” resource at the initial stage of settlement. The bonding social capital is relatively easy to access; nevertheless, in the case of visible minority immigrant women living in Central Alberta, bonding social capital has limited capacity in helping them to obtain economic security because their family and friends themselves often lack economic resources. As a result, these immigrant women are expected to compete in the labor market using their human capital to obtain higher-paying jobs. The challenge among immigrant women remains in seeking recognition of non-Canadian credentials, and/or successful acquisition and deployment of Canadian credentials in the primary labor market.

A Critical State: Theatre Reviewing in Australia

1986 ◽  
Vol 2 (5) ◽  
pp. 94-96
Author(s):  
Michael Morley
Keyword(s):  
Critical State ◽  
South Australia ◽  
Critical Reception ◽  
English Speaking

As in most English-speaking nations, the success or otherwise of a production in Australia is heavily dependent upon its critical reception: yet, argues Michael Morley, much Australian reviewing is both ill-equipped and ill-informed for such a responsibility. Michael Morley is himself currently theatre critic of The National Times, and has also written for The Advertiser, Theatre Australia, and the Sydney Morning Herald. A Brecht-Weill scholar, who has worked as musical director on a number of productions in Sydney and Adelaide, Michael Morley is Professor of Drama at Flinders University in South Australia.

Bilingual Education—What can We Learn from the Past?

1988 ◽  
Vol 32 (1) ◽  
pp. 95-114 ◽  
Author(s):  
Michael Clyne
Keyword(s):  
Second Language Acquisition ◽  
Bilingual Education ◽  
Primary Schools ◽  
South Australia ◽  
Time Of Day ◽  
Day Schools ◽  
Language Programs ◽  
Part Time ◽  
English Speaking ◽  
The 19Th Century

This paper shows that bilingual education has a long tradition in Australia. In the 19th century, primary and secondary schools operating German-English, French-English or Gaelic-English programs, or ones with a Hebrew component, existed in different parts of Australia. The most common bilingual schools were Lutheran rural day schools but there were also many private schools. They believed in the universal value of bilingualism, and some attracted children from English-speaking backgrounds. Bilingual education was for language maintenance, ethno-religious continuity or second language acquisition. The languages were usually divided according to subject and time of day or teacher. The programs were strongest in Melbourne, Adelaide and rural South Australia and Victoria. In Queensland, attitudes and settlement patterns led to the earlier demise of bilingual education. The education acts led to a decline in bilingual education except in elitist girls or rural primary schools and an increase in part-time language programs. Bilingual education was stopped by wartime legislation. It is intended that bilingualism can flourish unless monolingualism is given special preference.

scholarly journals Podcasting of health sciences lectures: Benefits for students from a non-English speaking background

2010 ◽  
Vol 26 (7) ◽  
Author(s):  
Karma Pearce ◽  
Sheila Scutter
Keyword(s):  
Undergraduate Students ◽  
South Australia ◽  
Health Sciences ◽  
Health Science ◽  
Limited Effect ◽  
Face To Face ◽  
Digital Format ◽  
Audio Recordings ◽  
English Speaking ◽  
The University

<span>Podcasting in higher education is the presentation of study material in digital format that can be downloaded as audio or video files onto a MP3 player or computer. These files can then be accessed anywhere and at any time students choose. The use of podcasting is now widespread amongst undergraduate students, yet their application to the specific needs of students with a non English speaking background (NESB) is largely unknown. The findings of this study are based on a survey of 404 NESB and 708 native English speaking Health Science undergraduate students at the University of South Australia. Ninety percent of NESB students accessed podcasts of undergraduate lectures, with the majority listening to more than 15 podcasts during each semester. The availability of podcasts had limited effect on attendance at lectures. M-learning (mobile learning) was not popular amongst NESB students compared to other students. They preferred to listen to audio recordings of the whole lecture from a computer in conjunction with the </span><em>PowerPoint</em><span> presentation. This study suggests the use of podcasts as a revision tool has obvious benefits as perceived by undergraduate NESB students in terms of their learning in face to face classes and when reviewing and revising complex material.</span>

Teacher’s Study Guide for Becoming Ourselves: How Immigrant Women Transformed Their World

2017 ◽  
Vol 4 (1) ◽  
Author(s):  
Asian Immigrant Women Advocates
Keyword(s):  
Women Workers ◽  
Ethnic Studies ◽  
Immigrant Women ◽  
Student Centered ◽  
Staff Members ◽  
Bay Area ◽  
Education Organization ◽  
Limited English Speaking ◽  
History Of ◽  
English Speaking

Becoming Ourselves: How Immigrant Women Transformed Their World is a film directed by Gary Delgado. It explores how the Community Transformational Organizing Strategy (CTOS) of Asian Immigrant Women Advocates (AIWA), a community-based labor organization in Oakland, California, enables low-wage, limited-English-speaking, immigrant women workers to redefine the meaning of leadership and to deepen our society’s capacity for democracy. AIWA has been an inspiration to hundreds of workers in the garment, electronics, restaurant, nail care, and home care industries of the Bay Area, and the organization’s CTOS method has been an influential model for many activist organizations. The film features testimony from rank-and-file workers active in AIWA as well as from present and former staff members speaking about the organization’s history of education, organization, and mobilization. This guide is designed to help teachers incorporate Becoming Ourselves into college courses in ethnic studies, women’s studies, sociology, and politics. It is meant to promote interactive, student-centered engagement so that the film becomes a learning tool and not merely a spectacle.

Perceptions of food risk and trust in non-English speaking Greek and Vietnamese immigrants in South Australia

2014 ◽  
Vol 71 (4) ◽  
pp. 245-251 ◽  
Author(s):  
Elizabeth House ◽  
John Coveney ◽  
Mariastella Pulvirenti ◽  
George Tsourtos ◽  
Paul Aylward ◽  
...  
Keyword(s):  
South Australia ◽  
Vietnamese Immigrants ◽  
English Speaking

scholarly journals Gendered ESL : accommodating immigrant women's cultural diversity in ESL classes

2021 ◽  
Author(s):  
Jennifer Kathleen Landsborough
Keyword(s):  
English Language ◽  
Immigrant Women ◽  
Language Instruction ◽  
Study Program ◽  
Language Program ◽  
Home Study ◽  
Spanish Speaking ◽  
Female Immigrants ◽  
English Speaking ◽  
Gender Based

Research indicates that immigrant women have lower levels of English than men in English speaking regions including Canada. In Canada, Language Instruction for Newcomers to Canada (LINC) is a government-funded language program which assists immigrants in improving their language levels. However, immigrant women face a number of barriers to accessing this program. These barriers suggest that LINC does not successfully accommodate immigrant women's diverse gender-based roles. This study examines the barriers that exist including the barriers reported by four Spanish speaking female immigrants. With the help of LINC key informants, this study suggests that the LINC Home Study program, a distance study program, any assist women who are unable to use the in-class LINC course to improve their English language level.

Interdisciplinary Perceptions

2015 ◽  
pp. 323-346
Author(s):  
Donna M. Velliaris
Keyword(s):  
Critical Thinking ◽  
Academic Staff ◽  
South Australia ◽  
Small Scale ◽  
First Year ◽  
Qualitative Survey ◽  
Business Information ◽  
Academic Practices ◽  
English Speaking ◽  
The University

This chapter explicates a small-scale action research study that utilised qualitative survey data derived from academic lecturers at the Eynesbury Institute of Business and Technology (EIBT) into their perceptions of ‘critical thinking'. EIBT offers pre-university pathways in the form of diploma programs identical to the first-year of a Bachelor of Business, Information Technology, or Engineering at the partner institution. Interest was in the potential consistencies/inconsistencies in understanding(s) of critical thinking among academics and the ways in which they have/are incorporating related pedagogical activit(ies) into the delivery of pathway courses to an exclusively international and non-native English speaking student population. The findings reveal that EIBT academic staff share similar definitions and insights in relation to critical thinking and are implementing many and varied techniques to enable successful acculturation of EIBT students to Western academic practices prior to them transitioning to either The University of Adelaide or the University of South Australia.

scholarly journals The ‘white worrier’ in South Australia

2004 ◽  
Vol 40 (4) ◽  
pp. 341-361 ◽  
Author(s):  
Chilla Bulbeck
Keyword(s):  
Young People ◽  
Working Class ◽  
Aboriginal People ◽  
South Australia ◽  
The Other ◽  
University Education ◽  
English Speaking ◽  
White Working Class

In his analysis of ‘paranoid nationalism’, Hage (2003: xii, 2) coins the figure of the ‘white worrier’ to identify how white Australians marginalized by the inequalities of economic rationalism and globalization displace their anxieties onto even weaker ‘others’, Aboriginal people and migrants, particularly refugees. Hage’s ideas are applied to the discourses used by young South Australians when they discuss Australian multiculturalism, immigration and reconciliation. Hage’s suggestion that white worrying is the response of the white working class male to his economic and ideological marginalization is only partially supported in this sample of young people. While those from non-English speaking and Indigenous backgrounds are much less likely to be ‘paranoid nationalists’, fear and loathing of the other are expressed across the socio-economic spectrum of young ‘white’ Australians, with exposure to a university education, either on the part of respondents or their parents, being the main antidote to hostile attitudes to the ‘other’.

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