DESCRIPCIÓN DEL MATERIAL DIDÁCTICO

Participants often reported support and help from existing communities, both ethnic and “Kiwi” (Aotearoan New Zealander) communities. That support led them to feel a sense of belonging to the communities and facilitated their access to new communities.

5.2.3.1 Ethnic communities

Most participants reported that they belonged to some ethnic communities like a Chinese church and a Japanese mothers’ coffee group. Participants reported that they were invited to participate in those ethnic communities. Among the six participants, Emily’s stories as a recent re-settler highlighted the welcoming support from ethnic communities.

128

Emily mentioned her family was invited to a Chinese church and soon after to a Bible study group. At church, she was encouraged to become a Sunday school teacher. The offer, which was recounted as something special, was not closely related to any previous experiences and skills Emily had. She reflected on the event below.

Before I never did this [Sunday school teacher] work. When I arrived here, other Sister asked if I wanted. I said, "I never did it, but I can try". . . . I didn’t even thinking of getting a job. I was not seeking it, but it was given to me. (Interview 2)

As seen above, the job was given to her. Later, there was an opportunity to attend Sunday school teacher training at a discounted price, which she attended. She was also invited to become a volunteer teacher at an ethnic holiday programme.

Mia also recounted stories related to the support from ethnic communities during her early years in Aotearoa NZ. Her family took over a business, a café, from a Korean owner. She was also invited to join a Korean church. She recounted that her family missed Korean food very much, but there was no Korean supermarket in her town. A member of the church would buy groceries for her during the week, and she would get them on Sundays when she was attending church. Later, Mia began studying to teach Korean to non-Korean speakers in an online context, an opportunity through a Korean school, which was introduced by a friend who was living in the United States. Involved in Korean language teaching, she was given opportunities to work in wider communities such as a Korean school regional association. To Mia, the Korean school was significant in terms of her identity formation. Her imagined community was closely related to the Korean school.

Like Mia, Lucy was also involved in a Japanese school as a chairperson. She had been newly appointed by members whom she knew through other Japanese ethnic groups such as a Japanese volleyball team. Lucy also reported that she acquired a lot of casual work through the members of her ethnic groups. During her involvement in the research, she worked as a waitress at a Japanese restaurant, a counsellor for Japanese cultural exchange students and a house cleaner.

129

Holly commented that she briefly lived with a Chinese friend when she arrived in Aotearoa NZ. Through the help of people from her ethnic groups, she managed to enrol in a programme at a tertiary institute. The excerpt from Holly’s recount below illustrates her difficulties as a newcomer and the importance of support from her ethnic groups.

The first week I came to NZ, I stayed in Auckland for a week in my friend's house. My classmate applied for a course in Hamilton. So I needed to make phone calls to go to Hamilton, to buy tickets. I can't. I don't speak English. I don't know where to look for. . . . When her [Holly’s friend] boyfriend gave me the yellow page, I looked at the phone book and didn't know what to do and where to look. Long time. And her boyfriend saw me. He made the phone call and booked a bus. Now a Chinese friend, I don't know him, but he is from the University I am from, same school, senior. He came to meet me at the bus station. That kind of thing scares you. You don't know how and the first time. . . . (Interview 1)

Holly described the experience as somewhat frightening. However, she managed it with help from her ethnic friends. Having lived in Aotearoa NZ for more than 17 years, Holly became a person who helped others in her ethnic group.

5.2.3.2 “Kiwi” communities

Along with ethnic groups, the participants’ stories included support from mainstream community members, “Kiwis” (Aotearoan New Zealanders) who helped them access their imagined communities. Mia mentioned her gratitude to Aotearoa New Zealanders in general at the first and the second interviews.

Mia’s volunteer work at an ECE centre was introduced to her by her Aotearoan New Zealander neighbour, who lived near her café. The husband, Chris (pseudonym) was familiar with Korea and Korean culture, so both families became close and maintained a friendly relationship. When Mia was seeking an opportunity to work, Chris’ wife introduced her to the nearest ECE centre. The volunteer work there led her to secure a paid job at the same centre. The work

130

also enabled her to seek work when she moved to a bigger city. She reported that a reference letter from the ECE centre was very valuable. The excerpt below illustrates her feelings and thoughts when she recounted a series of events in relation to her first volunteer work in Aotearoa NZ.

We thought they pitied us [when the ECE centre offered her a job]. They thought that I was working hard, except for the language and they could teach me through even though the language barrier. But we didn't think like that. Later when we moved here at the end of 1999, they wrote me a reference letter. I went to [a tertiary institute] with that reference. The tutor told me that I could get any job at kindergarten with that reference letter. It was the best reference letter. Even today, I could not understand every single sentence. When I left, not only kids but the parents cried. They were really good to me. I really am thankful. (Interview 1)

Mia was grateful for the support. She felt that she was supported by Aotearoa NZ communities even though she did not have good English language skills. At work, Mia was understood by co-workers and her employer. She described the experience:

Also, teachers understand that English is my second language. If they have not considered that, I could not have worked there. Even my boss understood the fact very well. So I am thankful for the Kiwis. They understand and cover my mistakes and not blame me for that matter. They know that I make mistakes not because I don't know about teaching kids but because I use English as a second language and have an accent. It is all about different accent and culture difference. That's why I could stay in high spirit. If people kept scolding me and pointing out mistakes, then I couldn't have been like that. (Interview 2)

Mia attributed her continuing positive outlook to the support from her colleagues and employer.

Simi had an incident at her teaching practicum, described in Section 4.6, in which she was regarded as a deficient language learner by her associate teacher. She

131

recounted that the incident affected her practicum negatively because her associate teacher did not interact with her for a whole week during the two-week practicum. With the support from her supervisor on her programme, Simi was able to meet with the associate teacher and clear the air. The following recount shows how Simi thought of Aotearoa NZ communities after the event.

She [one of the lecturers in her course] gave my assignment to the same associate teacher to mark. I didn't know anything about it. So when she came into the class to give our assignment, I was thinking, “Oh my God. I am going to fail on this assignment because she already has this opinion about me.” Believe me! Out of 60 marks, I got 55. And she specially called me up said that she was happy to read my assignment. So I said, “Thank you so much.” I was really relieved. . . . I was nervous about how she would give the report. I was apprehensive about that she would not give me a good report. That was all out of our hands. But I had the support of my university supervisors. That was the confidence also there. He knew me. He was one of my lecturers . . . That way I find New Zealand is quite supportive. They are very welcoming. If you are good in your work, they will appreciate your work. They will stand by you. That is good. That's quite, if you wanted to settle down, you get some responsibility, and that is good. But individually there will people who have different attitudes. People are different. Generally, I like people here. (Interview 2)

The excerpt above illustrates how Simi critically reflected on the events which included her emotion, the process, and the outcome. She reported the support and fairness that she felt positively influenced her identity formation as an ECE teacher and her overall perception about people in Aotearoa NZ.