ABSTRACT
Imagine uently speaking two languages, but not English, and having two degrees from Cairo University, and then having to retrain in a new language – English. This is the example of a teacher, who we will call E, from Egypt, a Coptic Christian, who managed to emigrate to Australia just before the Arab Spring political uprising in January 2011. Her husband came to Australia on a skilled immigrant visa. E’s qualications were not recognised in Australia, so she had to retrain. E’s story is but one of a number from adult students in Australia and the United Kingdom. We obtained these stories by interview, and we use them in this chapter with a view to illustrating how you as an adult educator can help international adult students. In relaying these students’ voices, we attempt to re-emphasise the importance of mentors, coaches and tutors understanding the principles underpinning inclusiveness.
