Relevant bibliographies by topics / Adult Migrant English Service Program

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Reports

Academic literature on the topic 'Adult Migrant English Service Program'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Adult Migrant English Service Program"

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Burns, Anne. "Collaborative Research and Curriculum Change in the Australian Adult Migrant English Program." TESOL Quarterly 30, no. 3 (1996): 591. http://dx.doi.org/10.2307/3587701.

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Dallimore, Clare. "Improving Adult Migrant English Program (AMEP) outcomes for the Afghan community in South Australia." International Journal of Training Research 16, no. 2 (May 4, 2018): 182–91. http://dx.doi.org/10.1080/14480220.2018.1501891.

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Tang, Dan, and Jiwen Wang. "Basic Public Health Service Utilization by Internal Older Adult Migrants in China." International Journal of Environmental Research and Public Health 18, no. 1 (January 1, 2021): 270. http://dx.doi.org/10.3390/ijerph18010270.

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Since 2009, the Chinese government has launched a basic public health services (BPHS) equalization program to provide the same BPHS to all the citizens. However, utilization of BPHS among older migrants is still low. The purpose of this paper was to explore the determinant individual and contextual factors of older migrants’ utilization of BPHS, and to provide suggestion for the government to improve BPHS utilization. Based on Andersen’s model of health services use, data from the China’s Regional Economic Statistics Yearbook 2014 and National Health and Family Planning Dynamic Monitoring Survey on Migrant Population 2015 were analyzed using a hierarchical random intercept model for binary outcomes. Results showed that the percentage of migrant older adults receiving free physical examinations, which is an important item of BPHS, was 36.2%. Predisposing (education, hukou, living duration in the host city, and scope of migration), enabling (health insurance and social networks), and need (self-rated health and chronic conditions) factors of individuals’ characteristics had significant impact on the use of BPHS. The proportions of both migrant children enrolled in public schools and people with established health records had a positive impact on an individual’s chance of receiving free physical examinations. These findings suggest that economic development and improvement at the level of the city’s health resources cannot effectively improve access to BPHS by older adult migrants. Instead, the driving force appears to be supportive policies for the migrant population.
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Young Ki Jun and Eun-Soo Choi. "The Australia's Immigration Policies and Its Migrants Settlement Programs for Social Integration - A Case of the Adult Migrant English Program." Journal of Lifelong Education and HRD 10, no. 2 (October 2014): 51–75. http://dx.doi.org/10.35637/klehrd.2014.10.2.002.

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Oh, Jihye, Sangmin Sim, and Mihyang Lee. "Developing KIIP Textbooks for Immigration and Social Integration Education - The Case Study of AMEP (Adult Migrant English Program) in Australia -." Korean Language Education 164 (February 28, 2019): 227–62. http://dx.doi.org/10.29401/kle.164.8.

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Taylor-Leech, Kerry, and Lynda Yates. "Strategies for building social connection through English." Australian Review of Applied Linguistics 35, no. 2 (January 1, 2012): 138–55. http://dx.doi.org/10.1075/aral.35.2.01tay.

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This article draws on ethnographic data from a longitudinal study of newly-arrived immigrants of non English-speaking background in the Australian Adult Migrant English Program to investigate their opportunities for using English and the language learning strategies (LLS) they used to make the most of these opportunities. Analysis of their reports of spoken interactions in and beyond the classroom suggests that many participants had little awareness of the strategies they could use to increase their opportunities to interact with other English speakers. Most participants did not use any LLS and those they did use were largely social in nature and motivation. With a particular focus on social strategies, we consider participants’ use of LLS to improve their English. We identify some constraints on their use of social strategies and some ways in which contextual and individual factors interacted for learners at different levels of proficiency. We conclude with some practical implications for LLS instruction in English language programs for new arrivals. The findings suggest that explicit instruction particularly in social talk and interaction could help learners increase their contact with Englishspeakers. Families and communities could also benefit from information to promote understanding of the communication challenges facing newly arrived immigrants of non English-speaking background.
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Peköz, Bayram. "Beyond Questionnaires." ITL - International Journal of Applied Linguistics 143-144 (January 1, 2004): 89–107. http://dx.doi.org/10.2143/itl.143.0.504647.

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Abstract The aim of this study was to investigate language learning motivation within an educational approach. Within this framework, the present study investigated learners’ actual classroom motivation as opposed to GARDNER’s (1985) self-report motivation. Two AMES (Adult Migrant English Service) classes were observed for 11 weeks each, totalling 72 hours altogether. The observations were carried out through an observation scale designed to rate learners’ motivation. A questionnaire which was based on GARDNER’s (1985) ‘Attitude and Motivation Index’ was also administered to test Gardner’s socio-psychological approach to second language (SL) motivation. The study confirmed the hypotheses, which had predicted that there was no relationship between a) attitudes towards the target language commulllty and actual classroom motivation; and b) self-report motivation and observed classroom motivation.
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Smith, Laura, Ha Hoang, Tamara Reynish, Kim McLeod, Chona Hannah, Stuart Auckland, Shameran Slewa-Younan, and Jonathan Mond. "Factors Shaping the Lived Experience of Resettlement for Former Refugees in Regional Australia." International Journal of Environmental Research and Public Health 17, no. 2 (January 13, 2020): 501. http://dx.doi.org/10.3390/ijerph17020501.

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Refugees experience traumatic life events with impacts amplified in regional and rural areas due to barriers accessing services. This study examined the factors influencing the lived experience of resettlement for former refugees in regional Launceston, Australia, including environmental, social, and health-related factors. Qualitative interviews and focus groups were conducted with adult and youth community members from Burma, Bhutan, Sierra Leone, Afghanistan, Iran, and Sudan, and essential service providers (n = 31). Thematic analysis revealed four factors as primarily influencing resettlement: English language proficiency; employment, education and housing environments and opportunities; health status and service access; and broader social factors and experiences. Participants suggested strategies to overcome barriers associated with these factors and improve overall quality of life throughout resettlement. These included flexible English language program delivery and employment support, including industry-specific language courses; the provision of interpreters; community events fostering cultural sharing, inclusivity and promoting well-being; and routine inclusion of nondiscriminatory, culturally sensitive, trauma-informed practices throughout a former refugee’s environment, including within education, employment, housing and service settings.
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Park, Heebon. "Student perceptions of the benefits of drama projects in university EFL." English Teaching: Practice & Critique 14, no. 3 (December 7, 2015): 314–34. http://dx.doi.org/10.1108/etpc-06-2015-0047.

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Purpose – The purpose of this study is to address the situation that although the theoretical benefits of using drama projects in the Teaching of English as a Foreign Language (TEFL) have been described in a number of studies, researchers have identified a lack of literature on their practical use, particularly in terms of different institutional settings, teaching styles, learning styles and proficiency levels. This paper therefore describes three case studies in universities in Korea, showing that the use of drama projects can be successfully used in different teaching situations and is an effective means of promoting meaningful language learning in students often demotivated by traditional methods and the test-driven classroom. Design/methodology/approach – In these adult-learner EFL settings, a process approach to drama projects aimed to promote meaningful language acquisition and holistic learning in students of different proficiencies and majors. Drama projects were used as: syllabus supplementation by an individual teacher in a Korean-mediated English program (Case Study 1); core content on an English-mediated pre-service teacher training course (Case Study 2); and syllabus content on a Freshman English program taught by 25 native-speaking instructors (Case Study 3). Data were collected from pre/post-course questionnaires, semi-structured interviews and students’ evaluations. These were then triangulated to identify trends in participant perceptions. Findings – Results indicated positive attitude change and promotion of cognition, positive affect and social skills in all three case studies, confirming earlier research findings and showing that the drama project is a viable and effective educational tool for the foreign language teacher, from individual syllabus supplementation to incorporation into a language program curriculum. Rather than resisting the innovation presented by drama projects, the adult learners involved welcomed the opportunities for creativity, autonomy, group work and performance. Originality/value – The practical confirmation of the theoretical benefits of EFL drama projects across individual and institutional settings indicates the potential value of including them in university language programs and teacher-training EFL curricula, enabling and encouraging language teachers to promote holistic, meaningful language learning.
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Brookes, Isabel, and Collette Tayler. "Effects of an Evidence-based Intervention on the Australian English Language Development of a Vulnerable Group of young Aboriginal Children." Australasian Journal of Early Childhood 41, no. 4 (December 2016): 4–15. http://dx.doi.org/10.1177/183693911604100402.

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LEARNING IN BOTH INFORMAL and formal settings is vital to each child's sense of wellbeing and achievement, particularly for children identified as experiencing high levels of disadvantage and having markedly increased risk of poor educational attainment, health and development. National data indicates that Aboriginal children are especially vulnerable to low levels of engagement with education systems, including preschool. Recent reforms in early childhood education and care provision draw attention to focused educational strategies to promote early learning, since high-quality early learning experiences help to ameliorate early disadvantage. This paper describes an experimental study designed to assess the effect of an evidence-based early learning intervention that targets both toddler language development and their capacity to attend to tasks with an adult (in this study, an early childhood educator and/or allied health professional). Aboriginal children aged 23 to 36 months participated in this intervention that was implemented by the educators at an Aboriginal long day care service over four months. The children were assessed pre-, post- and three-months following the intervention. The significant increase in their expressive and receptive language, and their initiation of joint attention behaviours, illustrates the potential of this intervention to change the language growth trajectories of very young children who live in similar circumstances. The study findings provide direction for program improvement across the centre, and set the scene for achieving practice change that may close gaps in development and achievement for children experiencing high levels of disadvantage early—long before school. Further research on the effectiveness of a larger-scale program improvement strategy is underway.
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Dissertations / Theses on the topic "Adult Migrant English Service Program"

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Fiedeldy, John, and n/a. "Learning strategies of a group of English as a second language adult male students." University of Canberra. Languages & International Education, 2000. http://erl.canberra.edu.au./public/adt-AUC20060710.110402.

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This study examines the ways in which adult male students approach learning English as a second language. A number of recent studies have indicated that many male learners experience considerable difficulty participating in language classes. In particular several studies have found that course failure rates of male language students were higher than those of females. The objectives of the present study, therefore, are to: describe the preferred strategies of a group of male students for approaching language learning; describe the strategies they use when interacting in class discussion; and to examine the relationship between learning strategies and ESL academic achievement. This broad subject has been narrowed down to a specific focus on how male ESL students develop oral and aural skills. The subjects are a small group of students of the Adult Migrant English Service Program, Canberra. Data have been obtained through questionnaires, interviews and observations in classroom settings. The questionnaires and interviews aim to reveal how frequently, and in what situations, certain learning strategies appear important to the male students' participation in language learning. These strategies include those of memory, cognition, compensation, meta-cognition, social communication and emotion. The observations examine patterns in interaction. Both the questionnaire and observations provide the basis for statistical analysis. Literature covering the role of strategies and styles in second language learning, the characteristics of adult learners; and gender differences in the range of strategies used by adult learners has been examined and used as a foundation for the present study. Strategies for listening and speaking are often used without conscious attention given to them. However, given the right learning environment, male students may develop a range of strategies that may assist them in ESL learning. This environment exists both informally, in the community, and in the ESL classroom. It was found that students who used ESL frequently in community life, such as in a workplace setting, had developed a "strategy awareness" and were able to call on a broad range of strategies to help them when interacting with other speakers. Within the classroom, it was observed that unstructured discussions using open-ended themes encouraged male students to use a variety of strategies, such as asking questions, asking for clarification and expanding ideas, to enable them to participate in the communication. The findings of this study suggest that an awareness of and ability to apply appropriate learning strategies have an important place in helping male students participate in selected language learning activities and to develop their ESL skills. An examination of Australian Second Language Proficiency Rating scores and the Certificate in Spoken and Written English III results revealed that students who were successful in these assessment measures, were those who were observed and who reported frequent awareness and utilisation of the above mentioned strategies. Finally, it can be suggested that because not all male students have equal opportunities to use ESL in community life, the English language teacher is in an ideal position to develop students' strategy awareness. For this to occur, the teacher also needs to create a learning environment whereby students are encouraged to select from these strategies and to utilise them in appropriate ways.
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Books on the topic "Adult Migrant English Service Program"

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Martin, Shirley. New life, new language: The history of the Adult Migrant English Program. Sydney: Published by the National Centre for English Language Teaching and Research, Macquarie University, on behalf of the Dept. of Immigration and Multicultural Affairs, 1998.

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2

Burton, Jill. "Planning for a professional program": Review of professional support and development in the AMEP. Adelaide, South Australia: Centre for Applied Linguistics in the University of South Australia, 1991.

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3

Wrigley, Heide Spruck. Sparks of excellence: Program realities and promising practices in adult ESL : a report on an investigation of English as a second language service for adults. Washington, DC: The Institute, 1993.

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4

Ontario Educational Research Council. Conference. [Papers presented at the 36th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1994]. [Toronto, ON: s.n.], 1994.

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Ontario Educational Research Council. Conference. [Papers presented at the 32nd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 7-8, 1990]. [Ontario: s.n.], 1990.

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Ontario Educational Research Council. Conference. [Papers presented at the 33rd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 6-7, 1991]. [Ontario: s.n.], 1991.

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Ontario Educational Research Council. Conference. [Papers presented at the 35th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 3-4, 1993]. [Toronto, Ont: s.n, 1993.

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Conference, Ontario Educational Research Council. [Papers presented at the 31st Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 8-9, 1989]. [Toronto, ON: s.n.], 1989.

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Conference, Ontario Educational Research Council. [Papers presented at the 30th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1988]. [Toronto, ON: s.n.], 1988.

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Ontario Educational Research Council. Conference. [Papers presented at the 28th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, Dec. 1986]. [Toronto, ON: s.n.]., 1986.

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Book chapters on the topic "Adult Migrant English Service Program"

1

"Washback in Classroom-Based Assessment: A Study of the Washback Effect in the Australian Adult Migrant English Program." In Washback in Language Testing, 135–50. Routledge, 2004. http://dx.doi.org/10.4324/9781410609731-16.

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Deyoe, Meghan Morris, Dianna L. Newman, and Kristie Asaro-Saddler. "Moving from Professional Development to Real-Time Use." In Adult and Continuing Education, 2043–67. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch119.

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This chapter demonstrates the importance of teacher training in the use of technology in literacy instruction by focusing on the need to update current teachers' skills and practice. In the setting described, the emphasis was on the transfer of Technological Pedagogical Content Knowledge (TPACK) strategies, learned via in-service professional development, to program classrooms supplied with twenty-first century technology in a high needs setting for at-risk students in grades 3-9. In addition to the general at-risk setting, specific literacy-related affective and cognitive learning outcomes are noted for students with disabilities and for English language learners. Program findings indicate the benefits of continuous professional development and embedded training along with embedded implementation of technology within pedagogical and content literacy instruction. Positive literacy-related cognitive results are noted for all students enrolled in the program classrooms; data for students with disabilities and English Language Learners (ELLs) also reveals potential benefits.
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Hewagodage, Vineetha. "Research and Reflective Practice in the Pre-Literate ESL Classroom." In Advances in Early Childhood and K-12 Education, 243–71. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2901-0.ch012.

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This chapter reports on findings of a qualitative study conducted with diverse cultural and linguistic background adult students engaged in learning English through an adult migrant English language program offered in a refugee welcome zone in a rural region of Australia. Twenty students whose first language was not English were observed in the language learning environment and participated in semi-structured interviews. The research explored how English language learning can be best supported for humanitarian refugees with little or no literacy in their first language to become acculturated and socially integrated into Australian society. It was found that the typical ‘English only approach' that is commonly used in the Adult Migrant English Language Program (AMEP) to teach literacy and develop proficiency in the English language is called into question when applied to learners with limited or no print literacy skills in their first language. It was concluded that these learners, who are commonly referred to in the literature as LESLLA (Low Educated Second Language Acquisition and Literacy for Adults), are faced with a number of social exclusionary practices during their integration process. Recommendations are made on how these issues might be addressed.
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Reports on the topic "Adult Migrant English Service Program"

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Ndhlovu, Lewis, Catherine Searle, and Johannes van Dam. Strengthening STI treatment and HIV/AIDS prevention services in Carletonville, South Africa. Population Council, 2004. http://dx.doi.org/10.31899/hiv15.1001.

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Although knowledge about HIV/AIDS is widespread in South Africa, adult HIV prevalence is high, indicating high levels of risky sexual behavior. Understanding the gap between knowledge and behavior requires an examination of the social context in which the epidemic occurs. The Horizons Program conducted an intervention study in the Carletonville area to study the social determinants of the HIV epidemic and to assess the impact of a targeted program of HIV and STI prevention and service delivery. In 1998, the Mothusimpilo (“Working together for health”) Intervention Project (MIP) was launched to reduce community prevalence of HIV and other STIs and to sustain those reductions through enhanced prevention and STI treatment services. Carletonville includes many migrant mine workers and is characterized by significant poverty and unemployment, the presence of sex work, and high rates of STIs. MIP targets population groups where high-risk sexual behavior is thought to be common. This brief focuses on sex workers because of their vulnerability to STIs and HIV infection and their link to miners and men in the broader community.
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You might also be interested in the extended bibliographies on the topic 'Adult Migrant English Service Program' for particular source types:
Journal articles
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