ABSTRACT
The pool of community language teachers with overseas qualifications has been ignored in current discussions about teacher shortages. This chapter reports on the outcomes of a research project which examined the pathways into teaching in NSW for such professionals who have English as an additional language. The key challenge faced by participants in the research was access to advice and relevant information as they navigate the complex pathway towards teacher accreditation, a process which was found to lack flexibility, consistency and transparency. The second challenge was the requirement to prove English language competence through a maze of proficiency tests administered by different educational authorities. The study showed that institutional structures and processes through which teachers meet accreditation requirement create hurdles which appear to be discriminatory. The policies and practices of institutions such as universities, professional bodies and employment authorities reflect a monolingual mindset which assumes that plurilingual participants are problematic and marginalises their significant cultural and linguistic capital. This situation belies the multicultural nature and needs of Australian schools
