INSTRUMENTOS DE RECOLECCIÓN DE INFORMACIÓN

Along with previous qualifications, the participants’ stories included opportunities that institutional structures provided. Newcomers to Aotearoa NZ often gain training opportunities, such as free English language courses for immigrants. Such government systems offer the opportunities for local institutes to establish related courses. In this section, in relation to Asian migrant identity negotiation, I look into participants’ training opportunities as affordances to access new communities. Then I present social and institutional services other than training which helped participants gain access to their imagined communities.

5.2.2.1 Training opportunities

The participants, as migrants in Aotearoa NZ, all reported having taken training courses. Such training varied from free English language courses to cultural workshops and further career training. These courses were often free of charge and facilitated the participants to access their imagined communities.

At the first interview, Holly reflected on her early years in Aotearoa NZ. The excerpt below describes her experience shifting from a business course to a more manageable English language course.

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Yes, general skilled immigrant category. At that time, it was a bit easy, 1994 to 1996. That time it was not too hard. They didn't need to provide English assessment score. I came to NZ June 1996. My classmate was studying at Polytech, . . . studying foundation skill for business. . . . I said I had to change to the English class. Yes. At that time, you have to be on a waiting list to get into English class. Lots of people came to English class. I already enrolled in business. So I did get accepted without waiting. (Interview 1)

With her increased English language competency, Holly also mentioned that she did some interpreting work early in her settlement, but later she had a training opportunity to become a registered interpreter.

When I came to NZ, the second year, I did some interpreting job there. Once I started my family, I couldn't do it for ten years, about. . . . And yes in that time, the first time you do it you don't need any qualification or certificate, you just do it. And later in the past few years, you need qualification or certification something like that. So yes, because I am attending some classes like immigration office, they have WorkTalk. . . . Yes, you also get the information, because of the interpreting services under the multicultural trust, related to it. Before that, I attended the class and now . . . Finally last year, last September, I went to the class and signed in the multicultural trust. So I work for them as a contract interpreter. (Interview 3)

Similarly, Lucy recounted her training opportunities which were available to her because she was a migrant in Aotearoa NZ. A few examples are shown in the excerpts below.

I wasn't doing anything at that time. I was kind of free. The migrant resource centre, the lady offered me why don't you start this or that, few courses. (Interview 2)

I have been to taking WorkTalk. It finished last week, and it was only for four weeks. And it helped me how to approach the company or other styles of job. (Interview 3)

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Mia also reported participating in training courses mainly focussing on English language learning and ECE. In 2007, she enrolled in a nanny certificate course which could transfer to the second year of an ECE programme at a different institute. However, she could not continue the programme when she realised that her language competency was not sufficient. She recounted the event as mentally and physically stressful because she was a language learner.

During that time, I hoped to learn to write when I enrolled in the programme [nanny certificate programme]. . . . I should have gone to study English first. The reason I enrolled there was that if I finished the course, I could transfer to the second year at [a tertiary institute]. That was the condition. It was valid only for a year. Back then it was a reasonable decision. I didn't realise the level of my English. (Interview 4)

Mia was studying English in 2013 when she began to participate in the research. She was taking the last level of the English Foundation programme, Level 6 at a tertiary institute, which was free because of the grants for immigrants. Emily and Jessica also mentioned taking free English courses. For Emily, it was one-to-one English lessons and for Jessica, it was a free English course at a community centre. As for careers, Simi was re-trained as an ECE teacher at the beginning of her settlement. Lucy also re-trained as a beauty therapist. In these ways, the participants all indicated that taking training courses offered them opportunities to access their imagined communities.

5.2.2.2 Social and institutional services

The social services that were integrated with the training courses, as described above, provided opportunities to the participants to learn about future possibilities in Aotearoa NZ. The possibilities led the participants to continue learning formally and informally. According to Jessica, the ongoing learning was possible due to support from benefits such as a student allowance. Mia similarly mentioned the social benefits they had access to. The student benefit allowed them to keep on studying for their imagined identities—competent English language users and career women with legitimate qualifications.

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Moreover, Mia and Simi were able to work while they were studying. Simi, while studying for her post-graduate diploma, was able to work as a reliever and a part- time worker at primary schools and ECE centres. Like Simi, Mia was able to work part-time while she was studying full-time. Mia mentioned that her employer was very flexible with her shifts so that she could continue studying.

Several types of systems of social support in Aotearoa NZ aided the participants to enter new communities. For instance, when Lucy decided to stay in Aotearoa NZ when she separated from her husband, she received government support as a sole parent. Also, in a narrower context, there were stories related to local structures which allowed the participants to have a voice in their affairs. Jessica mentioned that she was going to write feedback to the tutor at the end of her course who she felt had disregarded and mistreated her. She said, “Usually, the course finishes, you write an evaluation on tutors. I will be hard on her, really.” (Interview 3). Simi also reported a similar story. She was able to write a reflection about the incident with the associate teacher who criticised her English. The institutional structure both Simi and Jessica were a part of enabled students to express their opinions. In this way, participants perceived their imagined communities as more accessible.