scholarly journals Placing Migrants in Employment: Recruitment Consultants' Experiences

1970 ◽  
Author(s):  
Jacqui Campbell ◽  
Mingsheng Li
Keyword(s):  
New Zealand ◽  
Focus Groups ◽  
Labour Market ◽  
Communication Skills ◽  
Oral Communication ◽  
Competitive Market ◽  
Good Position ◽  
Standard Process ◽  
Positive Experiences ◽  
English Speaking

The purpose of this paper is to discuss the issues that recruitment consultants face when trying to place non-native English speaking professional migrants in employment in New Zealand. Five recruitment consultants participated in two focus groups as part o f a wider study conducted in 2007. The consultants in this study worked in the permanent and temporary markets covering a range of professions. Theirs is a highly competitive market, aiming to match candidates with employers to the satisfaction of both. Essentially, the role is a sales one, volume driven and time pressured. Consultants follow the same standard process for all applicants: assessing skills, including communication skills, and preparing three candidates to present to the employer for interview. The perceived differences between migrants and local candidates include difficulties in oral communication; limited knowledge of New Zealand culture, and lack of experience with behavioural interviews. Consultants adopted an educative role towards some highly prejudiced employers. Employers with previous positive experiences with migrants tended to be more receptive. Consultants considered that migrants needed to be more realistic in their job expectations; be prepared to accept contract positions and accept lower level roles initially. They should familiarise themselves with the New Zealand culture, humour and workplace expectations.  Current labour market shortages place migrants in a very; good position for accessing employment.

Competences in US and Spain

2020 ◽  
pp. 302-337
Author(s):  
Bianca Vitalaru
Keyword(s):  
Communication Skills ◽  
21St Century ◽  
Teaching Strategies ◽  
North American ◽  
Oral Communication ◽  
The Other ◽  
American Education ◽  
Education Systems ◽  
English Speaking

This chapter analyzes teaching strategies that English-speaking Language Assistants (LAs) enrolled as students in the ‘Teach and Learn in Spain' Program at Instituto Franklin-Universidad de Alcalá, considering their curriculum designs developed as Master's Theses between 2014 and 2017. It is based on the assumption that they focus on the aspects they perceive as essential for developing Spanish students' oral communication skills in English in the context of their relationship with other types of skills that are specific for the 21st century in particular. Specifically, after describing the basic context for developing competences in the Spanish and North American education systems, the chapter analyzes several aspects: the teaching strategies their academic papers focus on, the proposal of guides and guidelines as a strategy to solve difficulties, and some of the other types of solutions they provide to motivate the students and improve specific skills.

Specific Oral Communication Skills Desired in New Accountancy Graduates

2010 ◽  
Vol 73 (1) ◽  
pp. 40-67 ◽  
Author(s):  
F. Elizabeth Gray
Keyword(s):  
New Zealand ◽  
Communication Skills ◽  
Empirical Data ◽  
International Research ◽  
Oral Communication ◽  
Anecdotal Evidence ◽  
Research Project ◽  
New Graduates ◽  
Research Findings ◽  
Study Offer

International research findings and anecdotal evidence alike suggest that new accountancy graduates often begin their careers with inadequate oral communication skills. However, there is a lack of well-grounded empirical data concerning precisely what accountancy employers mean by “oral communication” and what specific skills they value most highly. This article describes a research project investigating the importance of 27 oral communication skills for students intending to begin an accountancy career in New Zealand, as perceived by chartered accountancy professionals. It also examines how frequently accountancy employers are finding these desired skills in new graduates. The findings reported in this study offer important guidance concerning the oral communication skills that new graduates will find most useful in the New Zealand accountancy workplace and suggest useful directions for accountancy students internationally.

scholarly journals Constructivism and ICTs to Improve Language Skills

LETRAS ◽  
2008 ◽  
pp. 167-176
Author(s):  
Sonia Rodríguez Salazar
Keyword(s):  
Information And Communication Technologies ◽  
Communication Skills ◽  
Language Skills ◽  
Oral Communication ◽  
Communication Technologies ◽  
Information And Communication ◽  
English Speaking ◽  
Speaking Skills

Se examina la experiencia de los estudiantes y los profesores de dos grupos de un curso de Elocución con el uso de las Tecnologías de la Información y la Comunicación (TICs), para mejorar sus habilidades de expresión oral en inglés. Se presenta el diseño del curso y la metodología en la cual se fundamentó, así como las apreciaciones de los trabajos de estos a lumnos a la hora de mejorar las habilidades comunicativas orales por medio del enfoque constructivista. Se incluyen recomendaciones para poner en práctica esta metodología.A description is provided here of the experience of the students and teachers of two Elocution courses in which Information and Communication Technologies (ICTs) were used to improve oral communication skills in English. Reference is made to the design of the course and the methodology it is based on, together with some insights of the assignments that students did to improve their English speaking skills through the constructivism approach. Recommendations are also provided for others interested in using this type of methodology.

scholarly journals Professional Communication Skills in English for Non-native English Speaking Engineers: Challenges and a Proposed Teaching Framework

2019 ◽  
Vol 8 (2S10) ◽  
pp. 595-599
Keyword(s):  
Communication Skills ◽  
English Language ◽  
Engineering Students ◽  
Mother Tongue ◽  
First Language ◽  
Oral Communication ◽  
Professional Communication ◽  
Undergraduate Engineering ◽  
Written Form ◽  
English Speaking

Communicating effectively in English does not come naturally to undergraduate engineering students in India and presumably everywhere where English is not the first language or the mother tongue. In India, English is used as official language in most of the states. It is also the medium of instruction in most educational institutes. Teaching methods and objectives to be achieved while imparting knowledge of English language mainly focus on ability of students to reproduce the learned facts in written form in the examination. Focus on the oral communication and development of English as a medium to share and express original ideas is not really observed at school or university level. Employers worldwide have acknowledged that the conventional engineering curriculum that is focused on imparting technical knowledge has proved to be inadequate in equipping engineers with the adequate employability skills. The objective of this paper is to present a framework for design, teaching and evaluation of a course on communication skills/professional communication for engineering students. A proposed pedagogical framework has been discussed and illustrated as appendices. Guidelines regarding improving communication skills have been made keeping in mind that rather than emphasizing upon incorporating a course on communication skills in the engineering education, communication should be made an integral part of the curriculum

scholarly journals Language shift and host society attitudes: Dutch migrants who arrived in New Zealand between 1950 and 1965

2012 ◽  
Vol 16 (4) ◽  
pp. 528-540 ◽  
Author(s):  
Ineke Crezee
Keyword(s):  
Second Language ◽  
New Zealand ◽  
Home Environment ◽  
Language Use ◽  
First Language ◽  
Language Shift ◽  
Life Questionnaire ◽  
Good Position ◽  
Host Society ◽  
English Speaking

A study published in 2010 reported on past and current language use of a group of older Dutch migrants in New Zealand. Dutch migrants were chosen because the researcher was herself a bilingual Dutch–English-speaking migrant and hence in a good position to understand respondents’ background and assess their language use in both English and Dutch. Respondents interviewed for the study consisted of 30 retired Dutch migrants, all of whom had arrived in New Zealand between 1950 and 1965 when they were aged between 18 and 35 years. All respondents were living in the Greater Auckland area and were aged between 65 and 92 years at the time of the interview. All respondents were asked questions based on a sociolinguistic life questionnaire and asked about their language use and experiences since migration. Interviews were recorded, and information from interviews and questionnaires was supplemented by data collected from participants’ adult children. This article will focus on respondents’ comments in relation to their motivation to either maintain their first language (L1) Dutch or shift to their second language (L2) English in the home environment. It appears that external societal attitudes affected respondents’ language use in a number of domains.

Perfecting Communication Skills of the Students

2017 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Dr. Neeta Sharma
Keyword(s):  
Language Learning ◽  
Communication Skills ◽  
Oral Communication ◽  
Effective Communication ◽  
Major Elements ◽  
Communication Process ◽  
Listening Skills ◽  
Student Centered ◽  
Effective Use ◽  
Listening And Speaking

Abstract Communication is a process of sharing information through speech, writing, gestures or symbols between two or more people. The focus of the present paper is oral communication and the language under consideration is English. The teacher should adopt a student centered approach. The learners should be encouraged to do things in the class which result in developing their communication skills. The trainer has to focus on both the linguistic and paralinguistic features of the communication process while enhancing learners’ communication skills. These features involve the effective use of words, forming grammatically intelligible sentences and an appropriate use of voice and intonation. The teacher should encourage and train his students to use positive body language while listening and speaking. In order to hone the communication skills of the learners, it is very important to make the learners comfortable with the language they have to communicate in. Shedding their inhibitions is also one of the pivotal areas of concerns. This paper explores different techniques that could be useful while training students in communication skills. Communication is a process of sharing information through speech, writing, gestures or symbols between two or more people. The focus of the present paper is oral communication and the language under consideration is English. The major elements of a communication process are sender, receiver, message and feedback. Effective communication is a two way process. It involves both expressive (speaking) skills and receptive (listening) skills. It entails receiver’s understanding of the message sent by the sender and his feedback to the sender. Listening plays a very important role in the language learning process. It is the most primary of the four basic skills of any language i.e. Listening, Speaking, Reading and Writing. Listening paves way for speaking. One can never be a good speaker if one is not a good listener. An effective communicator is first a good listener and then a good speaker. According to Tickoo ( 2003 ), ‘Good listening skills not only lay the foundations of good speech, but they grow best through effective communication’.

Research and Teaching: Think Before (and After) You Speak: Practice and Self-Reflection Bolster Oral Communication Skills

2016 ◽  
Vol 045 (06) ◽  
Author(s):  
Eleanor Sterling ◽  
Adriana Bravo ◽  
Ana Luz Porzecanski ◽  
Romi Burks ◽  
Joshua Linder ◽  
...  
Keyword(s):  
Communication Skills ◽  
Oral Communication ◽  
Self Reflection ◽  
Research And Teaching ◽  
Before And After

Information-seeking to Support Personal and Community Wellbeing: Report of a study of New Zealand Men Using Focus Groups

2016 ◽  
Author(s):  
Peta Wellstead
Keyword(s):  
New Zealand ◽  
Focus Groups ◽  
Support Services ◽  
Information Seeking ◽  
Service Providers ◽  
Structural Constraints ◽  
Health And Wellbeing ◽  
Study Results ◽  
Groupes De Discussion

This paper reports part of an ongoing study exploring the information behaviour of New Zealand men during periods of diminished health and wellbeing. Focus groups were used for this iteration of the study. Results indicate that New Zealand men face both personal and structural constraints to their information-seeking during periods when their health and wellbeing may be compromised. This study highlights that service providers need to develop more effective information delivery mechanisms and support services for men. These services need to be appealing to men and reflect men’s information seeking preferences. The role of LIS professionals in supporting this endeavour is discussed. Cet article présente une étude en cours explorant le comportement informationnel d’ hommes néo-zélandais durant des périodes où leur état de santé et de bien-être est amoindri. Des groupes de discussion ont été utilisés pour cette itération de l'étude. Les résultats indiquent que les hommes en Nouvelle-Zélande font face à des contraintes à la fois  personnelles et structurelles dans leur recherche d'information pendant les périodes où leur santé et leur bien-être peuvent être affaiblis. Cette étude met en évidence le besoin pour les fournisseurs de services de développer des mécanismes de diffusion de l'information plus efficaces et des services de soutien pour les hommes. Ces services doivent être attrayants et refléter les préférences des hommes dans leurs recherches d’information. Le rôle des professionnels de l'information dans le soutien à cette entreprise est discuté.

Perfil da Linguagem em Pacientes com Acidente Vascular Encefálico Atendidos pelo Serviço Assistencial Domiciliar Multidisciplinar em Porto Velho – Rondônia

REVISTA FIMCA ◽  
2018 ◽  
Vol 5 (1) ◽  
pp. 34-42
Author(s):  
Amanda Leite Silva Cabral ◽  
Flávia Peres Lima ◽  
Jéssica Iara Costa Bessa Paraguassú
Keyword(s):  
Communication Skills ◽  
Oral Language ◽  
Care Service ◽  
Oral Communication ◽  
Etiologic Factor ◽  
Test Protocol ◽  
Cross Sectional ◽  
One Year ◽  
The City ◽  
Porto Velho

Introdução: A afasia é uma das sequelas mais importantes que ocorrem após lesão cerebral de acidente vascular encefálico (AVE). Objetivos: Identificar o perfil da linguagem oral de pacientes com AVE, atendidos pelo Serviço Assistencial Multidisciplinar Domiciliar (SAMD) na cidade de Porto Velho – RO. Materiais e Métodos: Trata-se de um estudo transversal e quantitativo, realizado na residência dos pacientes que estavam sendo atendidos pelo SAMD. Onde foi utilizado o protocolo de Teste de Reabilitação das Afasias composto inicialmente de um questionário que foi aplicados com os familiares dos pacientes para coletar dados quanto ao AVE e os Testes de Comunicação Oral para avaliar dos pacientes. Resultados: Foram avaliados 11 sujeitos com AVE e oito sujeitos apresentaram afasia emissiva do tipo Broca (100%) com presença de agramatismo e anomia (87,5%), e déficit na organização da comunicação e na memória (100%). Referente à etiologia do AVE, verificou-se que 62,5% dos sujeitos apresentaram etiologia decorrente de hipertensão, com tempo de sequelas com tempo entre um ano menos e a três anos (37,5%). Todos os sujeitos (100%) eram muito falantes antes do AVE, porem 50% continuaram muito falantes após o AVE e os outros 50% se tornaram pouco falantes. Conclusão: Os resultados evidenciam que a maioria dos sujeitos apresentaram afasia emissiva do tipo Broca, em decorrência de Acidente Vascular Encefálico Isquêmico tendo como fator etiológico a hipertensão. Desencadeando alterações de linguagem como anomia e agramatismo, afetando ainda suas habilidades de comunicação como a memória e a organização da linguagem. Introduction: Aphasia is one of the most important sequels that occur after brain injury from stroke. Objectives: To identify the oral language profile of patients with stroke, assisted by the Multidisciplinary Home Care Service (SAMD) in the city of Porto Velho - RO. Materials and Methods: This was a cross-sectional and quantitative study carried out at the residence of the patients who were being treated by the SAMD. Where the Aphasia Rehabilitation Test protocol was used, composed initially of a questionnaire that was applied with the relatives of the patients to collect data regarding the AVE and the Oral Communication Tests to evaluate the patients. Results: Eleven subjects with EVA were evaluated, and eight subjects presented Embryonic Emphasis of Broca type (100%) with presence of agramatism and anomia (87.5%), and deficits in the organization of communication and memory (100%). Regarding the etiology of the AVE, 62.5% of the subjects presented etiology due to hypertension, with sequelae time between one year less and three years (37.5%). All subjects (100%) were very talented before the AVE, but 50% remained very talented after the AVE and the other 50% became less talkative. Conclusion: The results show that most of the subjects presented Embryonic Emphasis of the Broca type, due to Ischemic Stroke, having as etiologic factor hypertension. Unleashing language changes such as anomie and agramatism, still affecting his communication skills as memory and the organization of language.

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