ABSTRACT
Identifying best practices that improve employment prospects or success for immigrants is a challenging issue – for immigrant advocates, policy-makers and researchers. Assumptions exist that people with high human capital have the right skills or education to integrate into the labour market. Sadly, however, many of these highly educated or highly skilled professional immigrants struggle to integrate their knowledge or abilities in the postimmigration contexts, and find themselves either unemployed or involved in ‘survival jobs’ or ‘transitional jobs’ which are well below their expectations and skill levels (Cervatiuc 2009; DeVault and McCoy 2005). Particularly, the hiring trends in the Teaching English as a Second Language (TESOL) field,
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despite growing scholarly recognition of bilingual, multilingual and non-native English teachers’ multi-competence (Cook 1999), suggest the field is still dominated by a native speaker ideology favouring native speaker English teachers (Canagarajah 2006).
