Explotación sexual

Six focus groups were conducted with 67 learners across the province. Two focus groups were held with immigrant-serving agency ELSA clients and 4 focus groups were held with learners in the Colleges who were currently enrolled in either ELSA or other ESL programs. The focus groups took place in Nanaimo, Prince George, Kelowna and Vancouver. The sample did not include ELSA learners in school district programs. Learners were asked to provide qualitative information about their views of the system by responding to questions about their reasons for studying English, how well their classes were preparing them to reach their goals and what things they would like to see changed to make the program better for them. Prior to each session, learners were asked to complete a profile sheet (see Appendix 2) which provided the consultants with a demographic snapshot of the learners.

This sample included a mix of males and females ages 19 -50+ and represented individuals who have been in the country from two weeks to eight years. Countries of origin varied widely including: Hong Kong, Taiwan, Korea, Iran, China, Cambodia, Croatia, Haiti, Vietnam, Thailand, Russia, Ukraine, Philippines, Columbia, Sudan, Japan, Romania, Ethiopia, Peru, etc. The classes were multilingual and multicultural and there

was a wide range of educational backgrounds. On average, each focus group consisted of about 12 learners.

The most significant characteristic of the participants in these sessions was their high levels of education and range of professional skills. In their home countries they were teachers, accountants, engineers, computer programmers, health professionals, business people, and professional musicians, as well, several had been University students. In Canada, the majority (over 90%) were unemployed. A few respondents reported being employed part-time in fast food restaurants, building management, family day care, and resident care.

Learners were asked how they had chosen the particular program or institution in which to study English. Most learners indicated that they had heard about the various classes from friends or family members. Some reported having seen a brochure or flyer. Word of mouth seems to be a popular form of communication within ethnic communities for making education choices. Those who chose college programs indicated that the Colleges have a good reputation, and had high quality teachers. They realized that they could continue on with their education by moving from ESL to academic programs within the College. The ELSA program participants had chosen this program because it was free and in many cases because of the child minding component.

When asked about waiting time to enter a program, most learners (both ELSA and College-based) reported having to wait very short periods of time.

Learners were very clear about their need to study English to participate in Canadian society, to become Canadian citizens, to get jobs, and to make friends and feel at home. When asked how their ESL classes supported these goals they provided the following examples:

• ESL courses help them meet people from other cultures and make friends and get along with people who come from different countries. (all respondents)

• In College classes, some domestic students felt it was beneficial to be with International students.

• College students are serious and work hard.

• The College has a good reputation.

• College ESL courses provide practice in all four skills (Reading, writing, listening speaking).

• College reading courses are useful because they teach about history, the law, food and customs.

• College writing courses help learn how to organize ideas and learning idioms and slang is very useful.

• College ESL courses can help prepare a person for University transfer

• It is helpful to know that other people have the same difficulties with the language. This encourages us. (all respondents)

• ELSA classes have free day care. The children are learning while the parents are learning.

• The ELSA curriculum teaches about everyday life needs such as dealing with emergencies, going to the Dr., accessing community centres, understanding government services and looking for jobs.

• ELSA classes teach about Canadian culture.

A number of significant messages were reiterated by the learners:

The ELSA program does not have sufficient hours of instruction to prepare learners for more training or obtaining a job.

Preparation for employment is critical. Most of the learners are seeking language training combined with job training. Assistance with practical on-the-job training and help with finding a job in their areas of expertise are paramount for both ELSA and College-based learners.

Skilled workers need more support to have their credentials recognized and currently this process takes too long. (all respondents)

More volunteer opportunities are required to enhance Canadian experience in a work place. (all respondents)

A counselling service that would provide advice about developing a career plan, identifying options and choosing courses of action would be extremely beneficial. (all respondents)

There is a need for greater opportunities to practice English with native speakers. ( all respondents)

Differentiation of skills is required that would enable more speaking and listening support and less emphasis on academic reading and writing in the College programs. The mixing of domestic students and International Students was unsatisfactory for many learners at the Colleges because they felt that the needs of the domestic students and International Students were very different. The domestic students identified a need for information on settlement and employment issues that were not important to International Students. Several learners expressed anger and frustration about the fact that they perceived that International Students were given preference in terms of class seats.

Fees and cost of books at the Colleges were identified as a major concern, since many are not working.

More computer classes are needed to prepare learners for moving into academic courses where computer skills are required. (all respondents)

There is a need for more day care while attending classes or looking for a job. (all respondents)

People with family responsibilities and/or part-time jobs do not have time for homework. ( all respondents)

Learners at the Colleges want a half hour per week of one-to-one instruction with tutor or instructor to work on individual areas of weakness.

Several learners at the Colleges indicated that they had had difficulties receiving permission from Employment Insurance Counsellors and staff with the Ministry of Human Resources (Income Assistance) to obtain funds to attend ESL classes. The rules are in constant flux and are inconsistently applied.

• “Welfare office insists we go to work but we can’t get jobs without language.”

• “Employment insurance officers don’t support people to get more English.” Other barriers identified by College-based learners include:

• “No evening classes for people who are working.” ( true in smaller communities)

• “It takes too long to progress from level to level.”