Each time I return to Malaysia, I eat dim sum, or as it’s known in Australia, yum cha. Pushing trolleys of bamboo steamers and plastic plates, waiters and waitresses call out har gaw (prawn dumplings), siu mai (pork dumplings), dan tat (egg tarts).
Without looking up at their faces, I cannot distinguish if the speakers are Chinese or Burmese, so perfect is their pronunciation. As I travel through Singapore and Malaysia, the language acquisition of foreign workers never ceases to amaze the English teacher in me. In class, my worksheets and role playing exercises cannot achieve the same results.
It was with lofty ideas of learning how to improve resettlement services that I embarked on this story collecting journey – forty years of refugee resettlement and six stories, the stories winding through thirteen countries. But as I near the the end of it, I realise my folly.
Heck, I’m not even an hourly paid instructor at TAFE anymore. What hope do I have of improving the delivery of English in Australia? To persuade employers to give migrants a chance? Use an apprentice system, perhaps coupled with tailored English lessons. Language has to be used to be acquired. Classroom teaching alone will never deliver.
In interviewing people and writing their stories of forced migration, I was, I think, at a deeper level, looking for an excuse to seek out such stories because my students had made my predictable life more interesting. They were unemployed, being paid to attend math and English lessons, but they made me laugh and put my daily inconveniences into perspective. I felt more alive, more human, more in touch with the world for having known them.