Browsing by Author "Henderson, Anne MacGibbon"

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    The settlement of skilled Chinese immigrants in New Zealand : issues and policy implications for socioeconomic integration : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Social Policy at Massey University, Palmerston North, New Zealand
    (Massey University, 2002) Henderson, Anne MacGibbon
    Changes in New Zealand's immigration policy, particularly the points system introduced in 1991, have facilitated the entry of large numbers of skilled immigrants from Northeast Asia. The emphasis in the points system on employment and settlement factors suggested that skilled immigrants who met the requirements would not experience settlement problems or would be significantly less likely to do so. Unfortunately, the reality was rather different. Many immigrants, especially those who were visibly different and/or from non-English speaking backgrounds, were failing to secure employment in their professions or, indeed, in any positions at all, with consequent negative effects on other aspects of their settlement. This thesis examines the importance of English language proficiency in immigration policy and its role in conjunction with other factors in the settlement experiences of skilled immigrants from China. Policy changes over the period 1986-1998 are examined and the specific language requirements are analysed, along with their operationalisation. The role of English language proficiency and other factors in the settlement process are then examined via a longitudinal study of a panel of skilled Chinese immigrants who took up residence (mainly in Auckland) between August 1997 and August 1998. Three main conclusions are reached in this study. First, the English language proficiency requirement, promulgated as a necessary prerequisite for successful settlement, was undermined by its manipulation as a tool to regulate the entry of certain groups of skilled applicants. Second, the expectation that skilled immigrants who met the English language and other selection requirements would be able to find suitable employment without post-arrival assistance failed to take into account the negative effects of various institutional, social and personal factors. Finally, the failure of immigrants to secure any or suitable employment had serious ramifications for their acquisition of further English language proficiency, social participation and socioeconomic integration. The findings presented in this thesis support the need for a balanced, well integrated institutional structure of immigration that includes not only a policy to regulate the entry of immigrants but also policies designed to meet their post-arrival needs and intergroup relations in a multicultural society.
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    Southeast Asian refugees in New Zealand : language needs and provisions : a thesis completed in partial fulfilment of the requirements for the degree of Master of Philosophy in Education at Massey University
    (Massey University, 1988) Henderson, Anne MacGibbon
    The resettlement of a particular group of non-Western refugees in New Zealand is studied from a sociolinguistic perspective. The language needs of the group are assessed together with the provisions that have been made to meet these needs. A review of pressures associated with refugee status and resettlement is provided. In addition, the provision of English as a second language (ESL) and the broader linguistic issues of bilingualism including language shift and language maintenance are discussed. The resettlement of over 7000 Vietnamese, Cambodian and Lao refugees in New Zealand since 1979 under a special Southeast Asian refugee resettlement programme has challenged the resources of government and voluntary agencies alike. Consequent ad hoc provisions of ESL have now become more-or-less permanent, bureaucratised and extended to cater for the ESL needs of other refugee and migrant groups. Nevertheless, many of the language programmes remain officially tied to the Southeast Asian resettlement scheme and are thus provisional and restricted in nature. The nature and extent of government and voluntary language provisions are assessed through an analysis of Department of Labour and Department of Education programmes. School, technical institute and home tutor provisions are surveyed, and supplemented by interviews and by questionnaires undertaken in local schools which have Southeast Asian refugee children. This information is set against on-arrival and post-arrival follow-up data derived from a sample of 230 case studies involving 785 individual refugees. These data cover the demographic, occupational, educational and linguistic characteristics of the Southeast Asian refugee sample. The study raises questions about the relationship between perceived and real language needs and between the language provisions which have been provided to meet these needs and the short- and longer-term effects of these provisions.