1-Background of the survey: The disadvantages faced by migratory Muslim adult females in Australia in seeking to get proficiency in English may ensue from their diverse cultural and lingual backgrounds every bit good as the cultural, spiritual and cultural barriers based on gender favoritism. Due to their spiritual and cultural beliefs the demands of the Muslim adult females are different from other NESB ( non English speech production background ) communities in Australia. Not being able to entree their English linguistic communication entitlements isolates these adult females and bounds them from take parting in the general Australian community.
Moslems from Asia foremost migrated to Australia from the 1860s as frogmans from Malay and as Afghan cameleers to work for the European colonists ( Saeed 2004 ) . In those yearss it was hard for non European immigrants to migrate to Australia because of the White Australian policy. There was an inflow of displaced Turkish immigrants after World War II. More than 10,000 Turkish Muslims immigrated to Australia and settled in countries around Melbourne and Sydney between 1967 and 1971 after the two states had a bilateral understanding. Immigration to Australia became easier from the 1970 ‘s ( Saeed 2004 ) as the authorities abandoned the policy of absorbing immigrants through following Australian civilization and manner of life for a more broad policy that encouraged multiculturalism in Australia.
Need for Immigrants to be Bilingual in Order to Communicate Better
For migratory non native talkers of English, bilingualism may be affair of importance to them as their female parent lingua is normally reserved for the domestic and societal spheres while English speech production accomplishments are acquired for usage in the public sphere. For Muslims, the issue of bilingualism is much more complex as linguistic communication for them is non merely tied to civilization and tradition but besides has strong links with faith and spiritual patterns. These spiritual patterns impact both the domestic as besides the public kingdom. For Muslims who do non talk Arabic as female parent lingua, the linguistic communication of faith is different from that of the private infinite where the female parent lingua may be retained. This is farther complicated by the impact Islam with its rigorous philosophies on the functions of work forces and adult females in domestic and societal life has on the public and private spheres.
1-1-Teaching English as a Global Language:
English has long become the lingua franca for most states. As English grows in importance as a planetary linguistic communication, so does the dependance of people on it from across the universe. This is possibly because the linguistic communication of scientific discipline is English and most of the scientific development has been recorded utilizing English as the medium of synergistic communicating. The inter-dependence of states in the universe is turning as concerns and multi-national corporations across the Earth develop and grow. That is the ground why English will possibly stay the most active and dynamic linguistic communication for planetary communicating.
Approachs to Teaching English to Non-native Speakers
The chief attacks to learning English depends on the orientation of the scholars and can be divided into two classs: interpretative and integrative ( Lambert & A ; Gardner 1991 ) . The interpretative attack is adopted by most scholars who treat English as a foreign linguistic communication and utilize it as a tongue franca. Integrative orientation on the other manus, is followed by English talkers who adopted the linguistic communication following commiting the usage of English station colonisation. The usage of English linguistic communication is more common in such instances. Interpretative attack is taken by people who use English for functional intents. Since, such people ‘s chances of being integrated or of going a portion of the community depends on their English speech production proficiency, it is normally marked by a greater degree of personal involvement ( Crookes and Schmidt 1991 ) in geting English as a linguistic communication of communicating and concern. There is a differentiation as to how English as a linguistic communication is viewed in a peculiar community depending on the orientation of the people. In communities where English is used as a foreign linguistic communication, follows the interpretative attack and in communities where it is adopted as a 2nd linguistic communication follows the integrative attack.
Adopting English as Lingua Franca
This omnipresent presence of English in about all watercourses of life and human activities may be attributed to the colonisation of most parts of the universe, by the Europeans. England had colonized huge countries in the Americas, Asia, Africa and Australia during the eighteenth and 19th century and that is why English predominates as the linguistic communication of communicating in most of these countries. English is used as a linguistic communication that is used functionally for communicating between individuals who do non portion a common female parent lingua. In fact two people with wholly different female parent linguas utilizing a 3rd linguistic communication to pass on consistently will be said to utilize the 3rd linguistic communication as lingua franca. English has been used as lingua franca in Europe, Asia and in the Latin American states for many old ages and as it helps to bridge socio-cultural communicating spreads, it can besides be termed as a span linguistic communication.
Research workers in linguistics and applied linguistics and policy shapers in Australia are engaged in making research more on English spoken by non-native talkers who use it as communicative linguistic communication ( ESL ) instead than on English linguistics of the native English talkers. The NSEB migratory population in Australia is encouraged to larn English to enable them to take part in the community and be able to seek employment. The demand for English as a linguistic communication for communicating has made it even more utile as more and more non native speech production people are migrating to Australia seeking instruction and employment. Likewise, the migratory Muslim adult females in Australia need to utilize English as official linguistic communication to be able to take part at a societal degree and maintain abreast of universe developments in the larger Australian community.
The inquiry of instructor individuality is of import particularly in the TESOL context because the perceptual experience of the pupils and decision makers vary significantly. Generally pupils of ESL do non hold negative perceptual experience of instructors being non-native talkers while that of the decision makers of ESL is negative to ambivalent depending on the civilization of the topographic point. All trials of linguistic communication competency test the public presentation and non the cognition of the instructor. The argument over the competency of a monolingual native speech production English instructor and of a bilingual non-native English speech production instructor is still really unfastened. What, nevertheless, needs to be emphasized is that a linguistic communication instructor must be competent in constructs every bit good as signifiers of the mark linguistic communication to be able to be a competent and utile resource in the schoolroom.
Teaching English in the ESL context has its ain set of challenges. Motivating pupils to larn English and take up EAP ( English for Academic Purposes ) earnestly is possibly the most ambitious facet of learning ESL to non native talkers. Academic organic structures must include English contents in unwritten communicating, research paper authorship, study authorship, proficient authorship and missive composing to promote pupils to utilize ESL as a functional linguistic communication. ESL should be integrated into academic, scientific discipline and direction classs like administrative communicating or research methods that are taught by the specializer capable lectors. Teaching ESL in AMES can be made effectual and actuating for grownups and pupils to foster their academic and professional callings by implementing some of the findings of research bookmans and professors in TESOL contexts.
Why it is Important for Muslims in Australia to Learn English
It is of import for immigrant Muslims to larn English because English is the native linguistic communication of the people and the land where they have chosen to settle down. Not cognizing the local linguistic communication can marginalise and insulate full communities from doing the procedure of integrating smooth and seamless. The three chief linguistic communications spoken by Australian Muslims are Arabic, Turkish and English. There is a immense difference in the cultural orientation between the indigens and the immigrants as they follow different faiths, speak different linguistic communications, and have different traditions and imposts. However, since linguistic communication plays an of import function in leaving instruction, which in bend helps in determining future coevalss, it is of import for Muslims to be adept in English.
Challenges Faced by Immigrant Muslim Minorities
One of the major challenges for Muslims life in Australia is to set their traditional Islamic patterns to modern western contexts. The jobs faced by Muslim minorities in Australia is really similar to those faced by Muslim minorities in any state of the universe or for that affair any immigrant may confront similar issues in Australia. Though most immigrant Moslems are adept and have adapted good to their surrounding there are subdivisions of the Muslim community that feels that they must set up Islamic jurisprudence and Islamic province wherever they go. However, we must maintain in head that Muslim minorities in Australia have more freedom to pattern their faith and are given more protection that in some Muslim bulk provinces. As faithful and devout Muslims, they must guarantee that they implement the dogmas of Islam and keep their cultural individuality in their single lives. Major accommodations have to be made in countries that include nutrient, banking, vesture and supplications. For a devout Muslim adult female have oning the niqab or the burka is of import merely as it of import for a Muslim to hold fiscal traffics with organisations like Bankss, etc that does non bear down involvement on loans or mortgages.
Identity is Created and Not Given: Muslim Identity in Australia
The manner the Muslim individuality is created depends mostly on the political apparatus of a topographic point ( Hopkins 2002 ) . Muslim individuality is created besides in ways the Muslim community chooses to use Islamic constructs and implements them in the societal context of the community in which they desire to be integrated. Nature of individuality is dynamic and keeps altering depending on the phase of version.
Status of Muslims in Australia
1-2-Why larning English linguistic communication affairs to Muslim immigrants in Australia: Muslims migrate to Australia from 1970 onwards due to the policy of multiculturalism adopted by the Australian Government. The major ground for Muslims from all over the universe, peculiarly from Asia and the Middle East migrate to Australia is their desire for safety and political refuge. In many instances, peculiarly those of Muslim adult females, their migration to Australia is frequently forced or brought on by forced in-migration. In instance of Iraqi Muslim adult females, many of them migrated to Australia with their hubbies, go forthing their drawn-out households behind in order to derive security and stableness, in fiscal, political and societal contexts. Muslim work forces who work with the Australian ground forces in Iraq are considered to be espionage agents and disloyal in Iraq and are frequently treated with intuition. As Muslim work forces are considered to be the defenders of their married womans the adult females besides leave the state to migrate with their hubbies to Australia seeking protection, freedom and a better life.
Resources
Wallace E. Lambert & A ; Robert C. Gardner, ( 1991 ) . Attitudes and Motivation in Second Lnaguage Learning. In: Allan G. Reynolds, ( erectile dysfunction ) . Bilinguilism, Multiculturalism and Second Language Learning, Hillsdale: Lawrence Erlbaum Associates Inc. , pp43-45.
Professor Abdullah Saeed ( 2004 ) . Muslim Australians. Melbourne: National Capital Printing. [ Accessed 30 August 2010 ] . Available from: hypertext transfer protocol: //www.abdullahsaeed.org/book/muslim-australians-their-beliefs-practices-and-institutions.
Vered Kahani-Hopkins & A ; Nick Hopkins ( March 2002 ) . Representing British Moslems: the strategic dimension to individuality building. Ethnic and Racial Studies [ online ] . 25 No.2, [ Accessed 29 August 2010 ] , p.288-309. Available from: & lt ; hypertext transfer protocol: //www.informaworld.com/smpp/content~db=all~content=a713766516~frm=abslink & gt ; .
