To gain a holistic understanding of the solutions landscape, a primary research (survey and

interview) was conducted with employers, education institution and migrant communities
Who: The potential group that will obtain a benefit with the increase rate of proficiency of
English from migrant is:
- Employers
- Education Institution and Tutor
- Migrant Communities
- Organization that Focusses on Migrant
Why: to gain a deeper knowledge why and how the improving proficiency in English can
benefit them.
The questions were designed to:
- Obtain a different approach to teach English, especially for post- Adult Migrant
English Program
- Focus not only in functional level of English but for various purpose such as:
Education, Work and others
Omid Talebi Rezaabadi, an English teacher in Melbourne
We interviewed Omid Talebi Rezaabadi (Talebi, 2020), an English teacher who lives in
Melbourne, Australia. Omid has years of experience in teaching and tutoring English as a
Second Language (ESL) for adult students over the age of 25. In planning his curriculum,
Omid follows an approach called “A Diverse Inspirational Language Teaching Approach
(DILTA)”. He is an award-winning writer of an article with the same title published online
(Talebi Rezaabadi, 2016). Omid was recommended by multiple users of Facebook groups
as a successful English teacher in the Persian-speaking community of Melbourne. 

During our phone call, Omid explained his method of teaching and its key differences with
AMEP and other commercial methods of learning English in Iran. He confirmed that most of
his students have already finished 510 hours of English language tuition offered by AMEP
and still find good value in attending his classes. 

This suggested the inefficacy of AMEP courses for some students and the significant role of
a bilingual teacher to help this group of students understand English grammar, writing, and
obtain a certain score in their IELTS exam. In inquiring about the type of students attending
his classes and their goals, we observed a notable focus - by both the teacher and students
- on performance and use of everyday English rather than studying English classic literature
and poetry. 

We noticed a short-term view on the education of adults with a non-English speaking

background that neglects some important aspects of English literacy that are being studied
and maintained in Australian schools. As the main takeaway of our talk with Omid, we
identified a gap between the official education of English in Australia and teaching English as
a foreign language.

“Mainstream federal employment services are not accessible to people seeking asylum, and
state-funded services like jobs Victoria, do not support individuals with English below level
three, referring them to long-term English as Additional Language (EAL) classes which many
can no longer afford to attend.” (ASRC,2019)
(Kon Karapanagiotidis - CEO and Founder of The Asylum Seeker Resource Centre)