Immigrant professional career re entry facilitation methods and advocacy
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Immigrant Professional Career Re-entry : Facilitation Methods and Advocacy. Stephen Lambert & Ning Jiang. www.jmu.edu/coe/ltle/cdastaff.shtml. Handouts online on the right hand side of:. CDA @ JMU. Stephen Lead Teacher of EL/Civics funded adult ESoL program TESOL faculty Doc student.

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Immigrant Professional Career Re-entry : Facilitation Methods and Advocacy

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Immigrant professional career re entry facilitation methods and advocacy

Immigrant ProfessionalCareer Re-entry: Facilitation Methods and Advocacy

Stephen Lambert & Ning Jiang


Www jmu edu coe ltle cdastaff shtml

www.jmu.edu/coe/ltle/cdastaff.shtml

Handouts online on the right hand side of:


Cda @ jmu

CDA @ JMU

  • Stephen

    • Lead Teacher of EL/Civics funded adult ESoL program

    • TESOL faculty

    • Doc student

  • Ning

    • Administrative Assistant and Career Coach of EL/Civics funded adult ESoL program

    • Grad student


Objective

Objective

  • To facilitate deeper understanding of the immigrant professional’s linguistic and social needs in the career re-entry process.


Describe and share strategies on

Describe and share strategies on

  • Counseling and teaching adult ELLs that have professional credentials and need guidance returning to their pre-immigration careers,

  • A policy brief written to advocate for this population, and

  • An interagency collaboration designed to facilitate better service for this population


Career counseling

NING’S TURN:

Career counseling


Understanding the population characteristics barriers

Understanding the population Characteristics & Barriers

  • Educated, driven and hard-working individuals

  • Language fluency

  • Lack of information about

    • Career information and guidance

    • Transferring credentials

    • Culturally appropriate U.S. job search skills: resumes, interviews

    • American workplace culture

    • Professional networks

    • U.S. work experience

  • Professional Licensing

  • Need for immediate “survival job” income to support family

  • Family Obligations

  • Technical skill gaps

  • Age or stage in career

  • Discrimination

  • Employer’s misconception


Resources

Resources

  • Imprintproject.org

    • Community College Consortium for Immigrant Education

    • Welcome Back Initiative

    • Welcoming Center for New Pennsylvanians

    • Upwardly Global

    • World Education Service (WES)

  • CareersforNewAmericans.org

  • GlobalTalentBridge.org

  • WelcomingCenter.org


Www jmu edu coe ltle cdastaff shtml1

www.jmu.edu/coe/ltle/cdastaff.shtml

Handouts online on the right hand side of:


Advocacy policy brief

STEPHEN’S TURN

ADVOCACYPOLICY BRIEF


Brief how to build or my brief s content

Brief: How to build or My brief’s content?


Anatomy of a policy brief

Anatomy of a Policy Brief

  • Willard Richan. (2006). Lobbying for Social Change (3rd ed.). Routledge.

  • Pat Libby. (2012). The Lobbying Strategy Handbook: 10 Steps to Advancing Any Cause Effectively. Sage Publications.

  • Talking points

  • Sections of Brief:

    • Introduction

    • Scenario: the status quo

    • The need for change

    • The plan

    • Consequences

    • Scenario: the future we need

    • Rebuttal

    • Conclusion


America without einsteins

America WITHOUT Einsteins

Stephen Lambert


Workforce investment act of 1998

Workforce Investment Act of 1998


Workforce investment improvement act of 2012

Workforce Investment Improvement Act of 2012

Claims of:

Greater efficiency and simplicity


America benefits from skilled immigrants

America benefits from skilled immigrants

Einstein teaching at Princeton

Einstein becoming us citizen

From the Atomic bomb to the Zipper, immigrants have made a difference.


Successful skill tapping requires

Successful skill tapping requires

  • Higher level English language instruction

  • Immigrant professional-specific career counseling

  • Foreign credential evaluation


America without einsteins1

America WITHOUT Einsteins


Meet pierre

Meet Pierre


Immigrant professionals do not need

Immigrant professionals do NOT need

  • A GED

  • To start all over

  • Another college degree

  • To change careers

  • To wait for the next generation to have a chance

  • To be satisfied with just any job they can get


Immigrant professionals do need

Immigrant professionals DO need

  • Higher level English language instruction

  • Immigrant professional-specific career counseling

    • Culturally appropriate information for successful self advocacy

    • Situation appropriate pathway guidance for efficient career re-entry navigation

  • Foreign credential evaluation

    • Referral to reputable firms such as World Education Service


Arguments to expect

Arguments to expect

  • Unfunded mandates

  • Crowding out / stealing jobs

  • A down economy is not the time

  • Should government teach English? and Can’t they learn on the job?

  • Foreign training is not good enough

  • How will state bureaucrats know what to do?


Help is available

Help is available

  • www.imprint.org

  • www.globaltalentbridge.org

  • www.migrationpolicy.org

  • www.upwardlyglobal.org

  • www.welcomingcenter.org

  • www.welcomebackinitiative.org

  • www.careersfornewamericans.org

  • www.wes.org

  • www.cccie.org

  • www.naces.org


Remember pierre

RememberPierre?

Get to know the real Pierre and the rest of the story!


Return on investment pierre v2 0

Return on investment – Pierre v2.0

  • Pierre’s annual salary went from $12,480 at the car wash to $240,000 as a physician

  • The federal government can now collect $72,000 in taxes whereas before it may have collected as much as $1,200.

  • That is a sixty-fold increase in tax revenue. In other words, it is a 6,000% increase for the federal government.

  • Pierre’s position as a physician in a private practice creates jobs for medical office staff and nurses.

  • Pierre has disposable income in the tens of thousands of dollars every year that are at work in the local economy.

  • He contributes taxes to the local and state governments far in excess of his former self.

  • He is happily providing for a family that expresses no burdens upon social services, but instead, contributes positively in the form of volunteering in the community, giving financially to charities, and working in the provision of vital medical care.

  • Now, he is the social safety net, instead of forever being in the net!


Back on track

Back on track


Results

Results

  • May 2012

    • Ears of Immigrant Professionals Career Coalition

    • John Segota: TESOL’s policy writing expert (Director of Advocacy).

  • June 2012

    • Ears of fellow practitioners from around the nation at TESOL’s 2012 Advocacy Days

  • June 2012

    • Ears of staffers of Senators Webb and Warner and Representatives Scott and Goodlatte

  • September 2012

    • Ears of Dr. Johan Uvin, Senior Policy Advisor, OVAE, US DOE

    • Ears of Regional Literacy Coordinators Committee

  • October 2012

    • Ears of VATESOL annual conference attendees


Www jmu edu coe ltle cdastaff shtml2

www.jmu.edu/coe/ltle/cdastaff.shtml

Handouts online on the right hand side of:


Advocacy coalition building

STEPHEN’S TURN

ADVOCACYCOALITION BUILDING


Immigrant professional career re entry facilitation methods and advocacy

IPCC

  • ESOL Career Development Academy

  • New Bridges Immigrant Resource Center

  • Refugee Resettlement Office

  • Skyline Literacy

  • Massanutten Technical Center

  • Eastern Mennonite University’s Intensive English Program

  • Forward/Adelante Virginia’s First Bilingual Business Journal

  • Virginia Employment Commission

  • Blue Ridge Community College

  • Blue Ridge Area Health Education Center


Www jmu edu coe ltle cdastaff shtml3

www.jmu.edu/coe/ltle/cdastaff.shtml

Handouts online on the right hand side of:


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