WEBVTT

1
00:00:00.001 --> 00:00:00.720
Valentine Ibeka: okay, thank you. So I'll proceed.

2
00:00:00.770 --> 00:00:14.289
Valentine Ibeka: Yeah. just to a a disclaimer. My methylation in the program is the University of Oakland. But right now I'm working at the Victoria University of Wellington. So I hope that doesn't cause any confusion. Okay.

3
00:00:17.500 --> 00:00:30.779
Valentine Ibeka: central to the peer bodies work in the notion of the habitats for bodies. The habit is an accumulation of familiar and personal experiences that mediates the actions of individuals, and the similar conditions of their production.

4
00:00:31.040 --> 00:00:49.670
Valentine Ibeka: It is a system of internalized structures, schemes of perception and action common to members of a particular group or class arising from how they are socialized. The habit to his body or notes is acquired at the early stage of socialization, when individuals are thought to behave in certain ways that are commensurate

5
00:00:49.680 --> 00:00:51.990
Valentine Ibeka: with the perceive social status.

6
00:00:53.070 --> 00:00:58.609
Valentine Ibeka: So the emphasis here but your says is on the web. App. I add, the habit to this is are fired.

7
00:00:58.970 --> 00:01:10.130
Valentine Ibeka: however, about you also notes that the habit is, reviews itself only in reference to a definite situation and in relation to certain stimuli and structures of the field

8
00:01:11.040 --> 00:01:20.269
Valentine Ibeka: because agents and the remain or exit different social species. There is a sense in which they develop different set of habitats

9
00:01:20.370 --> 00:01:25.530
Valentine Ibeka: set of habit that has to do with either capital, accumulation.

10
00:01:25.690 --> 00:01:28.189
Valentine Ibeka: or entry into a new field.

11
00:01:28.750 --> 00:01:33.010
Valentine Ibeka: Those, while we can always consider the habit to as acquired

12
00:01:33.280 --> 00:01:42.810
Valentine Ibeka: in such cases, it makes sense to talk of the habit as as generated. while body in his written works does not categorize the habit as as such.

13
00:01:42.970 --> 00:01:55.739
Valentine Ibeka: the interplay of capital accumulation, and the entry of individuals or groups into different social species point towards the acquisition of habitus and the generation of habitats.

14
00:01:57.550 --> 00:02:01.319
Valentine Ibeka: An example of a prior habitat will be that of academics.

15
00:02:01.620 --> 00:02:09.530
Valentine Ibeka: a prolonged process of learning, coaching, and mentoring on the how to of scholarship in terms of espathize in a specific area

16
00:02:09.620 --> 00:02:20.060
Valentine Ibeka: engagement with other scholars and members of the Academy community. Learning to carry out research and communicate knowledge, amounts to individuals acquiring over time

17
00:02:20.510 --> 00:02:22.500
Valentine Ibeka: the academic habitus

18
00:02:22.970 --> 00:02:35.870
Valentine Ibeka: individuals acquired the academic habitus, not at the very point of entering the academic space of field, but over an extended period of gallery, in different forms of requisite forms of academic or cultural capital.

19
00:02:36.820 --> 00:02:45.809
Valentine Ibeka: On the contrary, the black habitus is not acquired, accumulated over time. Instead, it is generating racially segregated spaces.

20
00:02:46.440 --> 00:02:58.279
Valentine Ibeka: It is the specificities of the social space we are, in. The individually characteristics attributed to blackness enters that usually generates or reviews the black habitus.

21
00:02:59.860 --> 00:03:11.379
Valentine Ibeka: alluding to an experience that alliance with the generation of a black habitus Timaman that did that claim novelist of Niger and origin, noted I wasn't black until I came to America.

22
00:03:11.760 --> 00:03:26.560
Valentine Ibeka: I became black in America. green up in Nigeria. I didn't think about trees, because I didn't need to think about this. Nigeria is a country with many identity divisions, but those identity divisions are mainly religion and ethnicity.

23
00:03:27.150 --> 00:03:29.940
Valentine Ibeka: And here is the deal with becoming black. In America.

24
00:03:30.120 --> 00:03:36.109
Valentine Ibeka: You must show that you're offended when such way. It's at watermelon or type baby I used in jokes.

25
00:03:36.330 --> 00:03:39.250
Valentine Ibeka: even if you don't know what the hell is being talked about.

26
00:03:40.250 --> 00:03:55.600
Valentine Ibeka: Yeah, Addichi, I lose the generation of a particular identity engendered by an entry into a particular social space. and why the habitus is not the same as identity. Identities are intrinsic to habitus.

27
00:03:56.210 --> 00:04:07.129
Valentine Ibeka: Although Lodge in December, the Addichi's black habit was was concealed, backgrounded, and remained non- operational until an entrance into initially segregated space.

28
00:04:07.730 --> 00:04:18.400
Valentine Ibeka: So it is this sort of habitus, the generated type of habit that body you are used to when he notes that a field may simply receive and concentrate a particular type of habit

29
00:04:18.440 --> 00:04:22.940
Valentine Ibeka: that is more or less fully constituted before entrance into that field.

30
00:04:23.750 --> 00:04:33.210
Valentine Ibeka: categorizing the habitus as acquired or generated, allows for understanding the habitus as a feature that is temporarily and specially configured.

31
00:04:33.930 --> 00:04:39.310
Valentine Ibeka: The acquired habit is, emphasizes an acquisition of production with time.

32
00:04:39.690 --> 00:04:50.870
Valentine Ibeka: Why the generated happy to highlight a production in space. All these categorizations one can see that capital makes it from a white field mix to let

33
00:04:52.670 --> 00:04:56.310
Valentine Ibeka: in my research with international graduates in Denmark and New Zealand.

34
00:04:56.600 --> 00:05:05.240
Valentine Ibeka: I was able to point, although invariant degrees, to the generation of a particular habitus which I tagged, the migrant habit.

35
00:05:05.300 --> 00:05:10.160
Valentine Ibeka: deduced as it we are from the narrative, and from the various practices they enacted.

36
00:05:11.460 --> 00:05:17.560
Valentine Ibeka: My research focus on the beneficiaries of what has been Christian education for immigration schemes.

37
00:05:20.310 --> 00:05:29.890
Valentine Ibeka: education of immigration, schemes are Residency pathways that enable international students to transition to workers and eventually acquire a resident status in their host country.

38
00:05:30.620 --> 00:05:38.150
Valentine Ibeka: I sought to compare the experience of international graduates in Denmark. in on that group phone and largely homogeneous country

39
00:05:38.270 --> 00:05:52.479
Valentine Ibeka: and those in New Zealand, an Anglophone and Mohat regional society. and to highlight how linguistic policy in coherence strongly impact the migration projects of beneficiaries, of education, of immigration schemes.

40
00:05:53.210 --> 00:06:04.720
Valentine Ibeka: By linguistic policing coherence I mean the incoherence between the language of internationalization and the official language of countries that offer education for immigration schemes

41
00:06:05.310 --> 00:06:19.680
Valentine Ibeka: for my research. I employed mixed methods and online survey and semi-structured interviews. participants. We are recruited via voluntary sampling on social networking sites that had a significant number of internationals.

42
00:06:20.010 --> 00:06:28.820
Valentine Ibeka: I had 322 persons respond to my survey, and 32 specimens for my interviews, 18 for each field work, site.

43
00:06:31.270 --> 00:06:41.250
Valentine Ibeka: body of rights of physical and social clumsiness in new social context, and how social agents learn to fit in by inhabiting the consciousness of their own awkwardness.

44
00:06:41.980 --> 00:06:49.559
Valentine Ibeka: A bodily experience of this orientation of a tormented, habituous situation, in which people feel like fish out of water.

45
00:06:50.440 --> 00:06:59.839
Valentine Ibeka: Drawing on this Novika argues that we can access it. The same habitus. when individuals tell us about situation in which they felt ill fitted

46
00:07:00.150 --> 00:07:05.920
Valentine Ibeka: or did not understand behavioral norms, or when their practices seemed an acronistic.

47
00:07:08.120 --> 00:07:14.830
Valentine Ibeka: The this in capitals, was operative in my participants, when, without having explicitly asked them about their sense of belonging

48
00:07:14.940 --> 00:07:23.799
Valentine Ibeka: in the host country. They toed within 10 sentiments, and in a recurrent manner, about situations in which they felt, if fitted in the host country.

49
00:07:24.470 --> 00:07:28.609
Valentine Ibeka: for example, narrating experiences from her job

50
00:07:29.060 --> 00:07:41.080
Valentine Ibeka: when it comes to break time, or you know, when you are holding some gathering at the workplace. It doesn't matter who is there. They start talking in Danish in that way you kind of feel like an outsider.

51
00:07:41.140 --> 00:07:44.709
Valentine Ibeka: not only from your workplace, but from society in general.

52
00:07:45.510 --> 00:07:49.490
Valentine Ibeka: or she about that. She most times felt like.

53
00:07:49.660 --> 00:07:52.160
Valentine Ibeka: very obviously the foreigner.

54
00:07:53.200 --> 00:08:05.969
Valentine Ibeka: The ability to speak a language results from a long process of linguistic socialization. Individuals who cannot communicate in a particular language self-announced that they have not been part of such linguistic socialization

55
00:08:06.160 --> 00:08:17.659
Valentine Ibeka: I name. So far, too. they are language, incompetence, positions. One is social space, and shifts the practical representation of one self image.

56
00:08:18.260 --> 00:08:25.029
Valentine Ibeka: This in turn governs their behavior of of sociability and of conducting themselves in particular ways.

57
00:08:25.620 --> 00:08:35.300
Valentine Ibeka: My participants in Denmark noted any elimination, orchestration of their status as foreigners. a phenomenon link to their limited competence in the Danish language

58
00:08:35.520 --> 00:08:38.820
Valentine Ibeka: for which a million or notes makes him feel

59
00:08:39.240 --> 00:08:40.979
Valentine Ibeka: this is not a place for me.

60
00:08:43.060 --> 00:08:46.379
Valentine Ibeka: Soft sentiments contrast with those of New Zealand.

61
00:08:46.540 --> 00:09:02.710
Valentine Ibeka: who, although aware that their foreigners did not feel obviously out of place or feel like they did not belong. She noted that this she didn't really feel a big difference between being international and local at our workplace, due to her competence in the English language.

62
00:09:03.010 --> 00:09:06.590
Valentine Ibeka: all in who noted that people didn't make her feel like a foreigner

63
00:09:06.820 --> 00:09:11.470
Valentine Ibeka: or us who indicated that he feels he is already part of the country

64
00:09:13.190 --> 00:09:19.590
Valentine Ibeka: in this narrative is one in phase, that why, in New Zealand respondents recognize their status as foreign nationals.

65
00:09:19.750 --> 00:09:25.870
Valentine Ibeka: The feelings and disposition that go with such status. We are not orchestrated in this setting is described.

66
00:09:26.010 --> 00:09:28.240
Valentine Ibeka: rather they tend to have been smooth at

67
00:09:30.310 --> 00:09:38.079
Valentine Ibeka: this was because these participants have ho their competence in the official language of the host country to India. International study.

68
00:09:38.360 --> 00:09:44.429
Valentine Ibeka: Unlike the counterpart in the Mac, who studied in a language that is different from the official language of your host country.

69
00:09:45.910 --> 00:09:51.990
Valentine Ibeka: Another area, the the Sync habitus, was a play. My research participants was in their label market destinations.

70
00:09:52.980 --> 00:09:56.980
Valentine Ibeka: Denmark and New Zealand are both categorized as high income countries.

71
00:09:57.340 --> 00:10:03.110
Valentine Ibeka: The unemployment rate for both countries as of December, the twentieth 20 was on par

72
00:10:03.550 --> 00:10:09.529
Valentine Ibeka: with Denmark at 5.8%, and New Zealand at 5.3%.

73
00:10:09.790 --> 00:10:15.099
Valentine Ibeka: Denmark also has notably a higher Gdp per capita compared to New Zealand.

74
00:10:15.920 --> 00:10:25.889
Valentine Ibeka: my research participants, as you can see on the graph. we are spread almost evenly across the various disciplines and qualification levels

75
00:10:26.350 --> 00:10:34.870
Valentine Ibeka: all that things being involved, we might expect international graduates in both these nations to find assessing local level markets relatively easy.

76
00:10:35.150 --> 00:10:41.700
Valentine Ibeka: and that those in Denmark might experience better process given the higher Gdp per capita of their host country.

77
00:10:42.560 --> 00:10:52.759
Valentine Ibeka: However, this was not the case. International graduates in New Zealand, we are better on all indicators of success. Access to preferred occupations.

78
00:10:52.810 --> 00:11:00.419
Valentine Ibeka: length of time before London preferred jobs, relative earnings and accounts of occupational mobility.

79
00:11:01.600 --> 00:11:04.590
Valentine Ibeka: Respondents from them reported. On average.

80
00:11:04.900 --> 00:11:09.500
Valentine Ibeka: I'm not take home. Of 2,000 $826,800.

81
00:11:09.790 --> 00:11:13.889
Valentine Ibeka: We are, as those from New Zealand reported, $32,300.

82
00:11:14.710 --> 00:11:24.299
Valentine Ibeka: International graduates in Denmark noted language are significantly impacting their way of conducting their institutionalized cultural capital into economic capital

83
00:11:24.920 --> 00:11:34.099
Valentine Ibeka: or put directly as impacting the labour market history and proc space with more numbers, indicating doing jobs that did not match the academic qualification

84
00:11:35.100 --> 00:11:43.819
Valentine Ibeka: not proficient in Danish language. Most respondents in Denmark ended up in what I have timed the income in the Cado sector of the labour market.

85
00:11:44.640 --> 00:11:47.169
Valentine Ibeka: These are the mute jobs

86
00:11:47.360 --> 00:11:53.219
Valentine Ibeka: jobs that are prior minimal or no communication with colleagues, clients, or the public

87
00:11:53.310 --> 00:11:56.560
Valentine Ibeka: jobs that are often done in on social hours

88
00:11:56.680 --> 00:12:08.020
Valentine Ibeka: with walk us made more or less invisible. The rest of the society, as you can see. Much of our respondents ended up in the cleaning and laundry sector here in in the Mac.

89
00:12:09.720 --> 00:12:11.390
Valentine Ibeka: But your notes

90
00:12:11.560 --> 00:12:22.200
Valentine Ibeka: that fundamental to the habitu is a correspondence between social structures and mental structures, between the objective divisions of the social world and the principles of vision and divisions that apply to it

91
00:12:22.560 --> 00:12:30.049
Valentine Ibeka: and orchestrated the sync habitus conditions individuals to assess their position in as an other

92
00:12:30.440 --> 00:12:38.750
Valentine Ibeka: for international graduates it is sync habitus meant that we are most likely to apply for particular kind of kinds of jobs.

93
00:12:38.790 --> 00:12:41.120
Valentine Ibeka: namely, the migrant jobs.

94
00:12:41.140 --> 00:12:48.489
Valentine Ibeka: and often avoided applying for others, irrespective of whether they possess the skills required for their letter.

95
00:12:49.150 --> 00:12:56.630
Valentine Ibeka: As Audio puts it, such questions come to selfish with themselves from opportunities from which they are likely to be excluded.

96
00:12:58.340 --> 00:13:11.750
Valentine Ibeka: due to language constraints, participants in Denmark, to the situation. They surface through the themselves from starting joke positions. As yeah indicated, she often found that her skills match the job description she found on Linkedin.

97
00:13:12.080 --> 00:13:18.099
Valentine Ibeka: however, because her employers require Danish, she feels, and indeed believe she can't get the job.

98
00:13:18.230 --> 00:13:30.180
Valentine Ibeka: So she and so not even applying for the job. Thought was also the case for Shia. who not only self is to that herself from applying for something in jobs what was sympathetic

99
00:13:30.450 --> 00:13:33.970
Valentine Ibeka: with, and indeed justified linguism.

100
00:13:36.120 --> 00:13:47.000
Valentine Ibeka: For this respondents the conclusion that certain jobs are not for the like. So for us and thoughts, they in this position to apply for them, draw from the material inclusion. often on noticed.

101
00:13:47.110 --> 00:13:53.620
Valentine Ibeka: which follows from the corporation of social structures of objective chances in the forms of expectations.

102
00:13:54.450 --> 00:13:57.560
Valentine Ibeka: such that one apply as a practical knowledge

103
00:13:57.930 --> 00:14:01.420
Valentine Ibeka: of what depends on them and what does not.

104
00:14:01.460 --> 00:14:07.659
Valentine Ibeka: what is for people like them. what is reasonable for them to do or to ask for.

105
00:14:08.980 --> 00:14:18.030
Valentine Ibeka: This was not the case in New Zealand. Respondents have been linguistically socialized with language of their host country. both before and during their studies

106
00:14:18.280 --> 00:14:27.120
Valentine Ibeka: they did not report facing situations where they were excluded or felt that they had to. Self is put themselves from applying for setting jobs, positions

107
00:14:27.150 --> 00:14:29.420
Valentine Ibeka: because of language or ethnicity.

108
00:14:30.390 --> 00:14:36.369
Valentine Ibeka: As Cassandra noted, she never experienced languages, him not avoided trying things. She wanted

109
00:14:36.500 --> 00:14:41.829
Amado Alarcón: that we can remember that you need to to to stop in a couple of minutes. Okay.

110
00:14:42.120 --> 00:14:53.969
Valentine Ibeka: okay. So the respondents. And then my cap. Yet to set the opposition on sales migrants and enacted migrants subjectivity more readily. I'm more completely in that loan in Denmark than those in New Zealand.

111
00:14:54.480 --> 00:15:02.299
Valentine Ibeka: A good number of my participants from Denmark noted that they intended to move to this nation, mostly English, speaking advanced economies.

112
00:15:02.580 --> 00:15:19.049
Valentine Ibeka: these dispositions filling out of place, not trying things. They ought to try, and of course, intending to move to a this nation, seeing clearly in participants in Denmark, is what I articulate in the contest of my research participants who are migrants, as the migrant habitats.

113
00:15:20.400 --> 00:15:31.110
Valentine Ibeka: Actually, the migrants have been to as those socially cons. This is set of these positions generated in a foreign geopolitical space representing the vision of a recent arrival to a new location.

114
00:15:31.280 --> 00:15:39.850
Valentine Ibeka: It is the habit of of one who is yet to sync with the social and cultural settings of a particular geopolitical, geopolitical space.

115
00:15:41.050 --> 00:15:50.360
Valentine Ibeka: This dispositions, as I argue, are not acquired, accumulated over time. they are generated. generated by entering a particular space.

116
00:15:50.480 --> 00:15:58.009
Valentine Ibeka: It is the configuration of the social space that individuals entire, that eliminate an orchestra orchestrate. So these positions.

117
00:15:58.630 --> 00:16:08.079
Valentine Ibeka: this disposition, on some principles of visions, review themselves only in reference to a definite situation, and in relation to certain stimuli and structures of the field.

118
00:16:08.210 --> 00:16:12.019
Valentine Ibeka: chiefly among which is incompetence in the language of the place

119
00:16:13.080 --> 00:16:19.649
Valentine Ibeka: me to get in the elimination of such habit as requires comprehensive integration of educational migrants during and after your studies.

120
00:16:19.740 --> 00:16:34.899
Valentine Ibeka: A possible way of going about these would be to see that potential potential international students acquire some proficiency in the host countries language, and possibly that international education will be conducted in the country's official language, as is the case in Anglophone countries.

121
00:16:35.010 --> 00:16:44.419
Valentine Ibeka: So to the allow prospective international graduates to begin their integration projects pre arrival, and because the Consolidated during the international education.

122
00:16:44.490 --> 00:17:03.159
Valentine Ibeka: of course, policy recommendation at these touches on the tension that P. Is between safeguarding the place and rule of the national language and the desire to participate in, if fully participate in a globally cosmopolitan world. And it's associated level markets by adopting a dominant global language like English.

123
00:17:03.530 --> 00:17:04.670
Valentine Ibeka: Thank you.

124
00:17:10.720 --> 00:17:13.870
Amado Alarcón: Yeah, thank you so much?

125
00:17:14.110 --> 00:17:22.320
Amado Alarcón:  well, they have, a couple of of comments. Questions, yeah.

126
00:17:23.000 --> 00:17:27.420
Amado Alarcón: Well, the first one is.

127
00:17:28.760 --> 00:17:47.960
Amado Alarcón: Why, you have make this competition between New Zealand and Denmark. Yeah, because it no, this is not expressed in your presentation. It's it's you have no take about why you have choose this 2 countries. Maybe it's because practical questions. But

128
00:17:48.410 --> 00:17:55.219
Amado Alarcón:  it's better that you explain theoretical on mythological questions. Yeah.

129
00:17:56.190 --> 00:18:07.370
Amado Alarcón: because Denmark and New Zealand are very different in in in language points. Yeah, Denmark is a, from my point of view, is

130
00:18:07.430 --> 00:18:16.909
Amado Alarcón: very nationalistic country in terms of of language. Yeah, in order to achieve a a good job. Yeah.

131
00:18:17.600 --> 00:18:25.750
Amado Alarcón: you need to speak.

132
00:18:25.970 --> 00:18:38.009
Valentine Ibeka: So I was interested in learning the outcome of education, of immigration for Individuals who are moved to this nation that have what I call linguistic policy in coherence.

133
00:18:38.010 --> 00:19:00.480
Valentine Ibeka: Linguistic policing coherence is, we are. You have internationalization in a language different from the language of the labour market or language of regular social interactions say case in study. We'd be like Denmark within Netherlands or countries that internationalize in English. However, individuals who wish to transition to what us would need to acquire

134
00:19:00.480 --> 00:19:25.479
Valentine Ibeka: the language of the place. I wanted to compare them with a relative, a country that has relative similar populations. So Denmark has got 5.8 million. New Zealand have got a 5.2 million, and they've got similar educational structure. So they we are in that sense suitable comparators for this particular phenomenon linguistic policing coherence and linguistic policy coherence.

135
00:19:37.060 --> 00:19:40.120
UdL - Cecilio Lapresta: We and you.

136
00:19:41.600 --> 00:19:58.360
Amado Alarcón: But in in in the well. You have noted this this difference between Denmark and and New Zealand. Yeah, Why, you you choose it to compare, not not only because I mean, not only because similarities. Yeah.

137
00:19:58.700 --> 00:20:02.050
Amado Alarcón: about the cooperative terms, about differences.

138
00:20:02.510 --> 00:20:16.209
Valentine Ibeka: Yeah, yeah, to highlight both the similarities and the differences. so this is My presentation today is part of my doctoral project. There is a background to the research, and that is more empirical.

139
00:20:16.580 --> 00:20:21.240
Valentine Ibeka: so it's a about someone who moved from Denmark to Canada.

140
00:20:21.490 --> 00:20:42.979
Valentine Ibeka: I was able to tell the experience of place, actually wanted to combat Denmark and Canada, but Canada wasn't didn't appear as a suitable comparator because of the population and the specific configuration of Canada so New Zealand that we had, like an apt comparator with the Mac in terms of

141
00:20:43.130 --> 00:21:01.980
Valentine Ibeka: the size in terms of the educational structure in terms of being small states in terms of their position in geopolitics. so I moved from comparing Canada with the Mac to New Zealand and Denmark. So the end was to compare the experiences of this particular cohort of my grants and

142
00:21:02.370 --> 00:21:27.740
Valentine Ibeka: classic, any of the classic immigration countries and countries that are homogeneous to compare and contrast their their experiences so bodie it became a useful to for thinking about how their positions as migrants are eliminated, and the features and the elements that help to illuminate their positions as a migrant in this macro social spaces.

143
00:21:28.370 --> 00:21:46.080
Amado Alarcón: Okay, thank you. I think that the next present day, before open more questions to the floor. I think that the next presentation on my 50 is from Scrap I with and company. I don't know if it's anybody from the team of this in the room.

144
00:21:47.990 --> 00:21:49.199
UdL - Cecilio Lapresta: I don't see.

145
00:21:49.220 --> 00:21:56.820
Amado Alarcón: No, I don't see, too. I I I see science. Next presentation is 1010. Yeah.

146
00:21:57.180 --> 00:22:02.160
Amado Alarcón: I think that we can make more questions to to Eve. If you think.

147
00:22:04.110 --> 00:22:05.759
Amado Alarcón: what do you think?

148
00:22:06.060 --> 00:22:10.410
Amado Alarcón: Do you have any question or the floor? Have any question for Youbecca?

149
00:22:18.990 --> 00:22:20.660
Amado Alarcón: Anybody in the floor.

150
00:22:22.620 --> 00:22:34.050
UdL - Cecilio Lapresta: What? What? One? you know. Community. what's the the role of the native languages

151
00:22:34.090 --> 00:22:44.400
UdL - Cecilio Lapresta: in New Zealand? Okay. with the. It's it's a

152
00:22:45.780 --> 00:22:58.959
Valentine Ibeka: okay, all right. New Zealand have has got the 3 official languages an English language the Maori, which is a language of the indigenous people, and then New Zealand sign language.

153
00:22:59.560 --> 00:23:07.120
Valentine Ibeka: So over the years not until recently, maybe in the 19 eighties, was Maori resource stated that it was actually banned.

154
00:23:07.210 --> 00:23:36.519
Valentine Ibeka: And so even within the Maori population, only few persons actually know how to speak. Maori, but there's some sort of resurgence and the a move to revitalize the language. So Maori language centers have been opened across New Zealand. However, like I said, only a few persons know how to speak Maori. So generally English, tend to be like the official language. So international students study here in English language.

155
00:23:36.870 --> 00:23:52.299
Valentine Ibeka: they are very few spaces where you can lend them every language, so they end up, not learning the married language. So they are comfortable and confident with. the language of internationalization. With that you can actually transition into a level market. It's only in very rest instances that you need

156
00:23:52.320 --> 00:24:08.339
Valentine Ibeka: Maori to to to function, even though it's an added, capita, if you are able to apply a provisions in the language. So now that capital for international standards overall you, you can function effectively just with English language in New Zealand.

157
00:24:12.250 --> 00:24:13.419
UdL - Cecilio Lapresta: Okay, thank you.

158
00:24:14.070 --> 00:24:15.000
Valentine Ibeka: You're welcome.

159
00:24:16.870 --> 00:24:21.170
Amado Alarcón: Yes, because I think that this is a very different situation than that. Mark.

160
00:24:21.480 --> 00:24:22.650
Valentine Ibeka: Yeah, yeah.

161
00:24:22.740 --> 00:24:26.090
Amado Alarcón: absolutely. Yeah. So my

162
00:24:26.140 --> 00:24:32.580
Amado Alarcón: yeah, so yeah, my my aunt was to highlight this tension between

163
00:24:32.900 --> 00:24:35.129
Valentine Ibeka: countries, that into a

164
00:24:35.310 --> 00:24:44.950
Valentine Ibeka: you into the this global cosmopolitan move to be more international, but at the same time sticking to a nationalistic policies.

165
00:24:45.170 --> 00:25:13.590
Valentine Ibeka: I I wanted to highlight that attention. I think Denmark is a a good example of a a, a country that is experiencing that tension. They move to be more international, open up to the international Dynamics. But at the same time trying to hold on to nationalistic and tendencies, which includes preserving the the Danish language and ensuring that people don't get into double markets without being a very proficient in the Danish language.

166
00:25:15.190 --> 00:25:24.590
Amado Alarcón: Yeah, well, I think that in future articles, yeah, in the theoretical framework and in the methodology.

167
00:25:24.590 --> 00:25:46.249
Amado Alarcón: you need to emphasize these differences. Yeah, I I I know perfectly that in a presentation of 15 min, so 20 min is impossible to. And that is, this is this points, but they think that this is a a very good point of your presentation, and for full chief. for the articles, yeah, for for ongoing articles.

168
00:25:46.490 --> 00:26:15.260
Amado Alarcón: and I don't know if all the have the points questions, but they have another. Another another question. Th, this is the concept about the concept of the sign of the Sync of the Sync. I don't know how to pronounce it. This is, because they have made a little search on, on on data, which is yeah, about the concept.

169
00:26:15.580 --> 00:26:22.710
And to what extent? This is a unusual concept in

170
00:26:23.070 --> 00:26:26.029
Amado Alarcón: or to Webex is your phone concept.

171
00:26:27.990 --> 00:26:43.100
Valentine Ibeka: Okay? So the did they think happy to? It's about how people feel like fish and water and fish out of water. So. But they use that to talk about they what they what they call the paven in the French society, the the new arrivals.

172
00:26:43.100 --> 00:26:58.109
Valentine Ibeka: So he said, the in different side. You notice the way that they move in social spaces, and everyone can identify that this business feeding like fish out of water. And so for me, using that concept. It's important to highlight

173
00:26:58.130 --> 00:27:25.649
Valentine Ibeka: the fact that the international graduates in the migration literature highlights that most countries prefer international graduates because in the process. In the course of the education they would have acquired. language, competency acquire social and cultural competency about the place, and therefore they are most likely to integrate seamlessly than skilled migrants who are

174
00:27:25.730 --> 00:27:34.289
Valentine Ibeka: admitted into the country as skilled migrants. So educational migrants, those international graduates who, moving our students

175
00:27:34.390 --> 00:27:40.879
Valentine Ibeka: tend to integrate easily. So this concept for me was relevant

176
00:27:41.050 --> 00:27:48.350
Valentine Ibeka: because it highlights that in a place like Denmark, even though these students have spent a considerable amount in their host, country.

177
00:27:48.450 --> 00:27:54.599
Valentine Ibeka: and competence in the Danish language, keeps making them feel like fish out of water that they do not belong.

178
00:27:54.610 --> 00:28:12.440
Valentine Ibeka: But that wasn't the case for those in New Zealand, because they, the the international education, allowed them to be linguistically socialized into the country. They didn't feel like fish out of what are, so that they sync. Happy to that they sing this position, they, the feeling of not belonging, even though you guys better to have

179
00:28:12.510 --> 00:28:22.540
Valentine Ibeka: acquired what make you to feel belong for me, it's something that should be highlighted for this nation that have what I call

180
00:28:22.610 --> 00:28:27.410
Valentine Ibeka: linguistic policy in coherence for educational migration.

181
00:28:28.840 --> 00:28:52.160
Amado Alarcón: Yeah, my pony is an apologize for my ignorance. Yeah. in in gourdier, but well, relative ignorance. But to what extent this side the sync is your own concept, or is it by other outdoors?

182
00:28:53.270 --> 00:28:57.650
Valentine Ibeka: So my own concept is the migrant habitus.

183
00:28:57.900 --> 00:29:04.939
Valentine Ibeka: So in the in the in focusing on these migrants and identifying how

184
00:29:05.010 --> 00:29:16.400
Amado Alarcón: expressions of being the sync just this work. Yeah, this

185
00:29:16.790 --> 00:29:22.560
Valentine Ibeka: is your. So you it, this, it's about, you's not mine.

186
00:29:22.800 --> 00:29:31.380
Valentine Ibeka: Okay, but not very use or or yeah, not. But no, no.

187
00:29:31.480 --> 00:29:35.680
Amado Alarcón: yeah. For the. I think that this a very good

188
00:29:36.110 --> 00:29:58.709
Amado Alarcón: and teta for an article, yeah, or the fish out of water, I think also is a a good attractive for ongoing or future article. My point of view, it got in. It can't catch the attention of of a lot of scholars. Yeah.

189
00:29:58.730 --> 00:30:03.340
Amado Alarcón: this idea on the of the

190
00:30:03.730 --> 00:30:05.020
Amado Alarcón: yeah.

191
00:30:06.510 --> 00:30:31.239
Amado Alarcón: and maybe my recommendation, because right now, your title is absolutely, very academic, which is very good for some journals. Yeah, it's educational for me, the immigration, what's yeah. but but some Joel mouse some Jonas, yeah. Prefer more. Those yeah.

192
00:30:31.240 --> 00:30:37.749
Amado Alarcón: A and that concept of fishing official order of the water, or the the case of immigrants in

193
00:30:37.750 --> 00:30:44.160
Amado Alarcón: I education migrants in Denmark. And

194
00:30:44.250 --> 00:30:49.050
Amado Alarcón: I think that I would details for for a potential article.

195
00:30:50.060 --> 00:30:54.950
Amado Alarcón: Thank you so much.

196
00:30:56.060 --> 00:31:00.379
Valentine Ibeka: Yeah, that's pretty helpful. Thank you. I've not thought about that. Using that as a

197
00:31:00.740 --> 00:31:04.630
Valentine Ibeka: I'm not to go the title of an article. Yeah. okay.

198
00:31:04.850 --> 00:31:19.599
Amado Alarcón: yeah. Well, and I, I suggest you, yeah, just as you. Yes, we should suggest. You know that today to publish the journal is, is is difficult or impossible for many of us. So so it's that's a suggestion. Yeah.

199
00:31:19.740 --> 00:31:30.399
Amado Alarcón: okay.

200
00:31:34.430 --> 00:31:37.549
UdL - Cecilio Lapresta: okay. I don't see.

201
00:31:39.050 --> 00:31:40.529
UdL - Cecilio Lapresta: You see.

202
00:31:40.960 --> 00:31:46.970
UdL - Cecilio Lapresta:  is some person

203
00:31:47.590 --> 00:31:48.569
UdL - Cecilio Lapresta: no worries

204
00:31:50.270 --> 00:31:51.630
UdL - Cecilio Lapresta: of the communication.

205
00:31:57.550 --> 00:32:02.780
UdL - Cecilio Lapresta: I don't see no body.

206
00:32:14.070 --> 00:32:17.049
UdL - Cecilio Lapresta: I I didn't see.

207
00:32:17.899 --> 00:32:23.590
Amado Alarcón: Well, We? We need to keep them the timing, and

208
00:32:23.910 --> 00:32:30.200
Amado Alarcón: because maybe somebody is going to connect comes from all the session. No.

209
00:32:30.229 --> 00:32:33.790
Amado Alarcón: And therefore we need to to give them

210
00:32:34.939 --> 00:32:36.850
Amado Alarcón: this.

211
00:32:37.160 --> 00:32:42.810
Amado Alarcón: of course it's it seems that it's not going to appear or friendly.

212
00:32:43.479 --> 00:32:51.439
Amado Alarcón: and Tri has her presentation on a couple of minutes. Yeah.

213
00:32:51.729 --> 00:32:54.939
Amado Alarcón: we are going to wait here. Okay.

214
00:32:55.390 --> 00:33:07.810
Amado Alarcón: therefore we are going to wait a a couple of minutes. If you see anything, it's it's a good idea. I don't know if it's now. well, I think complex podium

215
00:33:08.340 --> 00:33:10.799
Amado Alarcón: as much.

216
00:33:11.290 --> 00:33:22.500
Amado Alarcón: It's or it's home. Maybe it is is a it's in person. Yeah. in, it's essentially presentation.

217
00:33:22.939 --> 00:33:26.420
Amado Alarcón: That from Hi!

218
00:33:26.939 --> 00:33:37.950
Hello! Hi! Hello! How are you? Are you? Are you in?

219
00:33:38.120 --> 00:33:48.170
But Darcy is just helping me set up. Yeah, she's still setting up. I uploaded my slides.

220
00:33:48.399 --> 00:33:53.160
Amado Alarcón: When when you want, you have 20 min. Okay?

221
00:33:59.460 --> 00:34:06.439
Amado Alarcón: And therefore if you want to start and the floor is yours.

222
00:34:07.660 --> 00:34:11.920
is it full screen? That's okay. yeah.

223
00:34:30.760 --> 00:34:32.770
that's the second.

224
00:34:34.960 --> 00:34:37.050
all right. So I'm going to start.

225
00:34:37.060 --> 00:34:48.999
Hi, everybody, I to those who are online. And here. thanks for coming. So I'm Trish Al Qaeda. I'm from Tamago University, Tokyo, Japan.

226
00:34:50.960 --> 00:34:57.650
So as a child learning a second language was subconscious and fun as

227
00:34:57.710 --> 00:35:00.120
watching Sesame Street, but

228
00:35:01.430 --> 00:35:13.030
once I gained awareness of my Filipino identity as an English language user. I started to question how I used English as my language.

229
00:35:13.080 --> 00:35:23.190
Such realization grew when I began teaching a second language to another language learner, and which was apparent among other Filipinos teaching English in Japan.

230
00:35:25.590 --> 00:35:40.540
So I have come up with these 2 questions, first, how do Filipinos in Japan teach English to Japanese English language learners? And how does the identity of these Filipinos affect their teaching methods and outcomes

231
00:35:43.180 --> 00:35:51.220
one common question that Japanese English language learners as Filipino teachers in Japan is how they learned English.

232
00:35:58.600 --> 00:36:01.770
the slates are not coming up.

233
00:36:08.610 --> 00:36:11.910
So going back. One common question the Japanese

234
00:36:12.030 --> 00:36:23.860
English language learners as Philipino teachers in Japan's, how they learned English. And then we need to understand how the English language has been integrated into the Philippine education system.

235
00:36:24.050 --> 00:36:27.550
The Philippines was colonized by the Spaniards.

236
00:36:28.030 --> 00:36:38.349
Americans, and briefly occupied by the Japanese. However, the American occupation provided a lasting impression on education in the Philippines.

237
00:36:39.640 --> 00:36:46.139
From the 1970 S. Until contemporary times, English became the medium of construction.

238
00:36:46.240 --> 00:36:50.100
and later on became part of the bilingual educational policy

239
00:36:50.330 --> 00:36:59.950
in the 1,900 ninetys. When world Englishes were introduced to the Philippines, the concept of native speakerism used in the classroom came into question.

240
00:37:00.360 --> 00:37:24.750
The Department of Education reports that 3 dominant English language teaching Elt practices in the Philippines include communicative English language teaching or cot English for specific purposes. Yeah. Esp. And Task-based Language Teaching, Tb. Lt. Which is associated with a Philippine English language teaching. P. Lt. Introduced in the 1990 S.

241
00:37:27.250 --> 00:37:35.850
There is limited documentation of the history of Filipinos teaching English in Japan because most of these teachers were volunteers or were teaching part time.

242
00:37:36.100 --> 00:37:47.969
Susan de Ono Lassette started her teaching career in the late late 1970, S. When she was the only Filipino among 25 foreign participants brought to Japan by the Y.M.C.A.

243
00:37:48.100 --> 00:37:56.849
Since the late 1980 s. There have been Filipino migrants in Japan who have taught English, but were not fully recognized as professionals.

244
00:37:57.080 --> 00:38:05.210
In the early 2,000 more Filipinos were hired as Aots or assisted language teachers in various parts of Japan.

245
00:38:05.290 --> 00:38:16.630
The number of Filipinos teaching English to Japanese language learners, either online or during study abroad programs in the Philippines has been increasing in the last decades.

246
00:38:18.350 --> 00:38:27.180
Recently, scholarly works on Filipino, English language teachers in Japan range from discussions of Als or Assistant

247
00:38:27.190 --> 00:38:31.300
Language Teachers. F. E. T. J.

248
00:38:31.880 --> 00:38:42.910
A. Language Association of Filipino, supporting Filipino teachers and Philipino Female English Teachers in the University, with recurring themes of non-native speakers, and

249
00:38:45.260 --> 00:39:04.229
my participant observation of Filipino teachers in Japan led me to draw on the conceptual framework of intersectionality, and the outsider teacher. The term outside teacher has various meanings. Mccreece draws a definition of the outside teacher from the framework of intersectionality.

250
00:39:04.290 --> 00:39:07.360
Crenshaw, conceptualized outside teacher

251
00:39:09.380 --> 00:39:27.879
or in a crunch or conceptualized intersectionality rooted in black feminist activism and scholarship. Crancho identifies the intersection of social identities experienced by the individual within power relations among groups that create these categories.

252
00:39:27.880 --> 00:39:41.690
Makris explains that while race, gender, religion, ethnicity, social class, and ability, among other facets of identity, are contributing factors to one's Titus as an outsider teacher.

253
00:39:41.910 --> 00:39:43.090
the rose.

254
00:39:43.840 --> 00:40:01.680
the individual takes become fluid, and at some point they can become the characteristics of the insider. Hence, in her study, Macres demonstrates that the expanding group of outside educators can deepen our knowledge of identity and its pedagogical implications.

255
00:40:03.040 --> 00:40:10.100
Using grounded theory. This qualitative study ran from 2,014 until 2,020, and considered of

256
00:40:10.210 --> 00:40:38.410
a collection of open, ended questionnaires follow up questions and participant observation through snowball sampling. Initially 33 open ended questioners. Questionnaires were answered. I then performed an ethnographic study. Selecting a few respondents to interview, I asked 5 of these respondents for an interview, and then I conducted a second interview with 2 participants, participants. At an interval of 3 years

257
00:40:38.430 --> 00:40:47.610
all the participants provided verbal or written consent to participate in the study. Pseudonyms of people are used to protect confidentiality.

258
00:40:48.670 --> 00:40:59.899
I introduced myself as a research participant. As I shared my narrative with some of my participants to show how my background might contribute to my being an outside teacher.

259
00:41:00.150 --> 00:41:24.329
I found that our shared diverse experiences as English language teachers carried pedagogical implications. My positionality as a Filipino of Japanese descent who moved to Japan as a Japanese government scholar of social studies and started a career in English language teaching puts me in a dual role as an insider and outsider teacher depending on the circumstances.

260
00:41:29.660 --> 00:41:47.109
7 of the 33 participants were male. When the questionnaire was answered, most of the participants were single, their ages ranging from mid twenties to early fifties. They all had undergraduate degrees, and a few had even obtained postgraduate degrees.

261
00:41:47.200 --> 00:41:53.009
some majored in the hard sciences, while others were in the social sciences and the arts.

262
00:41:53.090 --> 00:42:10.990
Participants had a minimum of more than a year and a maximum of 2 decades of teaching experience as full-time or part-time teachers in an ache. Iowa, also known as English-language conversation, school, preschool, international school, and university.

263
00:42:11.130 --> 00:42:19.079
Most participants considered themselves to have low Japanese language proficiency, but could carry out basic conversations

264
00:42:20.470 --> 00:42:31.520
based on my study. I discovered more Filipino women than men teaching English and Japan. I've divided them as permanent residents or transient migrants into 4 groups.

265
00:42:31.680 --> 00:42:51.199
Specialists in English teaching fans of Japanese popular culture, foreign students and Japanese descendants, or Filipinos married to Japanese or non- Japanese residents, are Filipinos who have families in Japan. I focus specifically on participants that belong to the last 2 categories.

266
00:42:51.560 --> 00:43:00.970
The common factor that leaves my journey to these teacher stories is that we are incidental or accidental English teachers.

267
00:43:01.060 --> 00:43:08.339
We had no professional experience teaching the English language, and moved to Japan for different reasons.

268
00:43:09.620 --> 00:43:23.479
When I ask my participants, if they consider themselves native speakers. I did not receive Clericott yes or no answers, but their actions focus more on how strongly the Japanese view native speaker is in.

269
00:43:24.130 --> 00:43:46.249
All participants, informally acquired the English language in their formative years at home, and formally learned it. As soon as they started going to school. Most classes were conducted in English, taught by our local Filipino teachers, and, aside from school media and literature, also contributed to their English language acquisition.

270
00:43:46.360 --> 00:43:47.860
As Katie said.

271
00:43:48.600 --> 00:44:03.220
I've been educated by highly educated, highly qualified, non-native English speakers all my life. So for me, I never thought of teachers as native versus narnative, at least not before coming to Japan.

272
00:44:03.520 --> 00:44:12.960
The things that I look at in a teacher, or whether or they are qualified, experienced, know their grammar, and have an excellent command of the language.

273
00:44:15.020 --> 00:44:16.430
According to Cook.

274
00:44:16.560 --> 00:44:31.109
there are pros and cons of native and non-native teachers from the second language users perspective teachers who are non-native speakers provide models of proficient. L. 2 l. 2 users in action in the classroom.

275
00:44:31.270 --> 00:44:45.810
Filipino teachers might share their personal experiences of learning a second language or express their feelings of appreciating a foreign language in its cultures, in ways that may vary from the experiences of a native speaker.

276
00:44:46.290 --> 00:45:05.820
Things we have directly experienced and learned influence, how we understand our surroundings and connect with other people. And thus, that's how we teach. From this perspective we can see that the Filipino teacher moves from being an outsider teacher to an insight or teacher.

277
00:45:08.010 --> 00:45:16.689
Maurice, a participant in this study, suggested that English language, learning for specific situations is very personalized.

278
00:45:17.430 --> 00:45:36.149
The teaching materials are created for a general audience. Still, it is up to the teacher to have a cultural understanding to transform that general topic into a more personalized goal, a lesson that a particular student with particular needs will then be able to use when they step out of the classroom.

279
00:45:36.670 --> 00:45:41.029
Judy, a participant who later changed her career to education, said.

280
00:45:41.260 --> 00:45:53.459
I think there is no single method for everyone and or every course. It would mainly depend on the course, objectives which are usually different from each other and every situation or institution.

281
00:45:53.940 --> 00:46:09.640
Like most of my participants, Ray encouraged her students to strive, not for protection, but for awareness of communication strategies. For example, if the listener did not, did not understand that what the speaker was saying, they could use verbal cues

282
00:46:09.640 --> 00:46:25.079
or gestures to to to suggest miscommunication or misunderstanding. If Ray were to design a speaking activity, she would want to integrate communication strategies that could help students communicate more effectively.

283
00:46:28.080 --> 00:46:33.780
Developing pedagogical practices is a continuous process of discovery. For most of us.

284
00:46:34.120 --> 00:46:46.850
Mante, A. Stasho wrote that learner's previous experiences as language learners influenced their choice of strategies in teaching that micro skills which are speaking, listening, reading, and writing

285
00:46:47.030 --> 00:47:00.850
education. The Philippines is most active and student-centered, employing the direct method daily classes involve pair and group activities in which the teacher facilitates and lets the students practice autonomy.

286
00:47:00.870 --> 00:47:05.669
These practices apply in English-language teaching, and for most participants.

287
00:47:05.740 --> 00:47:06.929
C. O. T.

288
00:47:07.380 --> 00:47:36.519
Is particularly effective in developing intrinsic motivation and confidence which are essential in language acquisition, using cl, or so content and language. Integrated learning also seems effective, since the student's attention is diverted to particular topics instead of the meta-language. Ultimately my participants apply the English-language teaching methods that we ourselves experience when we were taught English.

289
00:47:38.470 --> 00:47:46.540
introducing ourselves as Filipinos. Teaching English makes students aware that English is an official language in the Philippines.

290
00:47:46.590 --> 00:48:04.100
Instead of focusing on rigid language pattern practice. Filipino English teachers emphasize language, awareness of the varieties of English, such as Philippine, English, and creating mutual understanding and recognizing English as a multicultural language

291
00:48:04.440 --> 00:48:16.479
for those Japanese students who do not know anything about this Southeast Asian country. It widens their geographical knowledge, and perhaps arouses their curiosity to know more about the Philippines.

292
00:48:16.680 --> 00:48:19.740
As Bloch has asserted, coat

293
00:48:19.960 --> 00:48:31.310
intercultural competence is said to rely on the ability to revitalize one's own culture, consisting of beliefs, value systems, and behaviors, and code.

294
00:48:35.380 --> 00:48:53.429
The intercultural cultural language learning between the Filipino teacher and Japanese students is an opportunity for each party to enhance their cultural knowledge of their own culture, and others. As one of my participants, Clarissa said, I think it is a metal gain.

295
00:48:53.450 --> 00:49:00.800
I, as a foreigner, get to learn Japanese culture from my students, while they learn to speak the language better through me.

296
00:49:03.590 --> 00:49:10.259
My participants subconsciously carry a sense of duty to project a positive reputation of their homeland

297
00:49:10.350 --> 00:49:24.780
and the countrymen to their language learners. This is because the media plays a significant role in influencing the Japanese image of the Philippines as a poor, dangerous typhoon prone under developed country.

298
00:49:25.300 --> 00:49:36.240
Interestingly, according to my participants, Japanese students, depending on their age and background, associate certain words for the Philippines and its people. These commonly include

299
00:49:36.310 --> 00:49:49.839
bananas, mangoes, pineapples, beautiful beaches, sebu, hot weather, warm people, Imelda Marcos, former president to darte and entertainers, or Japayuki

300
00:49:50.810 --> 00:49:53.089
female entertainers in particular

301
00:49:53.300 --> 00:50:10.179
while Filipino teachers are positioned to react to these perceptions about our country, our individual identities and personal beliefs matter. Because this information can go beyond trivial facts and lead to further discussions based on facts rather than stereotypes.

302
00:50:10.990 --> 00:50:18.879
Maurice, one of my participants, was conscious of the sensitivity needed in communicating intercultural awareness.

303
00:50:19.900 --> 00:50:29.180
If you are going to present a social issue, she said. Students may receive and react to it differently, depending on how you carefully frame it.

304
00:50:31.510 --> 00:50:33.600
So where do we go from here?

305
00:50:34.800 --> 00:50:43.449
As Filipino English teachers. Our educational background in fields unrelated to English language, teaching, and our learning of English

306
00:50:43.930 --> 00:50:51.260
through content and task-based learning, has influenced our pedagogical approach to English language teaching.

307
00:50:51.310 --> 00:51:00.350
Furthermore, our teaching promotes recognition of Philippine English, though recognition does not necessarily mean acceptance

308
00:51:00.360 --> 00:51:14.259
simultaneously through the lens of the outside teacher. A two-way process of intercultural language unfolds as we share our culture and values while gaining insights from our Japanese students.

309
00:51:14.330 --> 00:51:19.150
This process helps us overcome the challenges of being Filipino

310
00:51:19.300 --> 00:51:25.560
as English teachers from the outer and outer circle and migrants in Japan.

311
00:51:26.940 --> 00:51:31.320
I'm not claiming that all Filipino English language teachers practice

312
00:51:31.420 --> 00:51:41.220
the pedagogy presented. Rather it implies to my participants, who, initially initially majored in non-inguistic fields.

313
00:51:41.410 --> 00:51:45.469
but later on carved a career in English language, teaching

314
00:51:45.650 --> 00:51:55.300
the fact that the participants in my study, ranged in age between mid twenties and fiftys. When I collected the data, suggests

315
00:51:55.330 --> 00:52:03.149
that the younger generations of Filipino teachers, recruited in recent years might have a different perspective and approach

316
00:52:03.180 --> 00:52:11.170
many of my participants teaching as migrants in Japan. When non-native English language teachers were being welcomed.

317
00:52:12.310 --> 00:52:20.110
The way I define. The outside teacher is being considered a non-native speaker and having a non-linguistic background.

318
00:52:20.230 --> 00:52:31.530
regardless of these factors being an outside teacher, can actually serve as an advantage because it provides a valuable window or perspective on English language, teaching

319
00:52:31.610 --> 00:52:48.580
the interplay of the insider outsider. Filipino teacher's past experiences, learning the like English language, their educational backgrounds not being limited to English language teaching, and their representation of another facet of Filipino migrants in Japan

320
00:52:48.600 --> 00:52:57.089
serves to expand the intercultural awareness of Japanese language learners, perceptions of the Philippines and its people.

321
00:52:57.250 --> 00:52:58.209
Thank you.

322
00:53:05.950 --> 00:53:06.920
UdL - Cecilio Lapresta: Thank you.

323
00:53:07.510 --> 00:53:09.170
Amado Alarcón: Thank you so much.

324
00:53:09.270 --> 00:53:10.389
UdL - Cecilio Lapresta: Thank you so much.

325
00:53:12.460 --> 00:53:35.220
Amado Alarcón: Well, before starting with the questions, I will, I will. Now, if, in order to clarify the time of this session, I want to. Now, if I'm on, the participants is here, don't don't

326
00:53:37.840 --> 00:53:39.189
war garden.

327
00:53:39.260 --> 00:53:45.429
Amado Alarcón: Yeah, yes, for now, if they are here

328
00:53:45.730 --> 00:53:50.210
last one. you you put it again already. Right? Yes.

329
00:53:51.620 --> 00:53:52.300
yes.

330
00:53:53.360 --> 00:53:54.150
yeah.

331
00:53:57.760 --> 00:53:58.820
Amado Alarcón: yes.

332
00:53:59.700 --> 00:54:01.379
Okay. You guys can come up.

333
00:54:01.830 --> 00:54:03.090
Amado Alarcón: I don't care.

334
00:54:04.040 --> 00:54:15.800
So he's remote, right? He's the chair.

335
00:54:16.090 --> 00:54:18.880
All right. Let's let you out. Is she the last one?

336
00:54:19.640 --> 00:54:34.029
Amado Alarcón: They are here? No? Well in your face. Okay, thank you. Thank you. First, we will finish with a couple of questions to to to. I was just to to try to organize time. Yeah.

337
00:54:34.270 --> 00:54:38.560
Amado Alarcón: therefore, it's 3. Second written to the podium. Yeah.

338
00:54:47.190 --> 00:54:48.410
UdL - Cecilio Lapresta: yeah, yeah.

339
00:54:49.240 --> 00:54:54.830
Amado Alarcón: I don't know if the floor have some question to Tricia. Yes.

340
00:54:55.310 --> 00:54:57.839
UdL - Cecilio Lapresta: if I question

341
00:54:58.920 --> 00:55:00.250
UdL - Cecilio Lapresta: or

342
00:55:03.230 --> 00:55:04.969
UdL - Cecilio Lapresta: for

343
00:55:07.030 --> 00:55:08.640
UdL - Cecilio Lapresta: do you listen to me?

344
00:55:16.670 --> 00:55:18.150
UdL - Cecilio Lapresta: Do you listen to me or not?

345
00:55:21.280 --> 00:55:24.189
Rika Yamashita: The the podium video was stopped. Right?

346
00:55:27.660 --> 00:55:29.779
Valentine Ibeka: Yeah, the putting video has kind of

347
00:55:39.670 --> 00:55:45.609
UdL - Cecilio Lapresta:  do you? Do you listen to me? And

348
00:55:45.650 --> 00:55:50.150
Rika Yamashita: but the podium is not back, so maybe we can wait for the podium to come back.

349
00:55:50.870 --> 00:55:52.340
UdL - Cecilio Lapresta: Oh, okay, okay, okay.

350
00:55:56.490 --> 00:55:57.900
UdL - Cecilio Lapresta: I will like.

351
00:56:12.580 --> 00:56:17.869
Amado Alarcón: yes. 5 min for questions to

352
00:56:21.440 --> 00:56:24.340
Amado Alarcón: is right to follow the schedule.

353
00:56:25.940 --> 00:56:28.210
UdL - Cecilio Lapresta: Yeah. But okay, good.

354
00:56:29.490 --> 00:56:33.080
UdL - Cecilio Lapresta: I think that she's coming.

355
00:56:33.710 --> 00:56:35.640
Amado Alarcón: Oh, okay.

356
00:56:39.750 --> 00:57:07.479
okay, it's midway. It's already here. And and just going to answer his question. So so there's a different reaction of Japanese male students when a female, a Filipino woman, teaching them English for some reason, and it's also kind, like a generational thing. As I mentioned in my paper during the 19 eighties.

357
00:57:07.600 --> 00:57:14.519
1,900 ninetys. The image of Filipino women as migrant workers in Japan

358
00:57:14.880 --> 00:57:25.710
are are considered more of like as an entertainer. not as professional to teacher. So there's there's that big difference and as

359
00:57:26.000 --> 00:57:47.280
based on the stories that I created, the women that have been interviewed. They they implicit implicitly mentioned that they. They sometimes feel that they are gendered or racialized, being taught by Teaching Japanese meal students.

360
00:57:47.380 --> 00:57:58.219
but I haven't really gathered data from the perspective of Japanese students. But it's thank you for your question. I think it's something I should look at, especially right now. Thank you.

361
00:57:58.490 --> 00:58:00.870
The relationship is changing.

362
00:58:01.160 --> 00:58:24.239
Yes, yes, so this, yes, thank you, sir. So he said. Just want her report to. So he said, He hopes that the the relationship between Japanese Filipino, especially the image of Filipino women in Japan, would change. Thank you very much. I have another question.

363
00:58:24.930 --> 00:58:48.870
Okay, yeah, I've a question or a I. I also have a question. Yeah, I was waiting for you to finish up the questions. Okay, okay, so I'm actually from the Philippines. And right now there's an increase of applications for Alps, and it's very, very competitive.

364
00:58:48.870 --> 00:59:01.770
The undergrads and even those that are already in their fortys are seeking job opportunities as Als in Japan, and I was wondering because you called them some of the teachers in your

365
00:59:01.770 --> 00:59:24.009
study, our accidental or incidental. Yes, incidental teacher, is there a discrimination between the incidental teachers and those who underwent the 8? A Lt process of the Embassy? Okay, so that's very good question. I haven't looked into that because but the study that I've I've collected so far.

366
00:59:24.130 --> 00:59:45.029
There's not no discrimination, but in a way, I see the trend that most most. That's why I said incidental, accidental. They don't have any linguistic background, so they just learn how to teach English when when they're when they're there in Japan and it's their background. It's not even just.

367
00:59:45.050 --> 00:59:51.419
you know, some of them. There's also one researcher. Some of them are entertainers.

368
00:59:51.610 --> 01:00:18.389
So so they've changed career. So that's become a trend, and I don't. I I think I'm not in the position to say there's a discrimination. But of course, your if you have a background in linguistics, of course there would be more opportunity. But I think because of Mex Ministry of Education. It's been changing Ministry of Education in Japan, and they want Japan to become more bilingual

369
01:00:19.050 --> 01:00:31.200
in the educational system. So I think it would open more to not even Filipinos, as I wrote in my paper, even to any non-native English language teacher.

370
01:00:31.370 --> 01:00:54.699
But I think it depends also where you teach. But of course you could find, like a group, a subgroup like some of them, some Filipinos who consider themselves, or actually need to speak, or because they they migrated to Japan from a non-native speaking country. So they're from the Us. And then they move to Japan. And of course they consider themselves as a native speaker.

371
01:00:54.820 --> 01:00:55.910
Because.

372
01:00:56.070 --> 01:01:13.840
yes, I look, Philip, for example. You say I look, Philipino, but I'm I was born and raised in the Us. So there's a lot of layers that I I I want to look into more. But yeah, thank you for that question. Very good. Sorry. Thank you so much, but one quick follow up. So the reception of the students.

373
01:01:13.840 --> 01:01:32.640
from teachers that cause most als, they are licensed teachers, the Philippines, yes, the the ones that change careers and those who are licensed teachers. The reception of students is just the same. Yes, actually, It's also a good question. When I think about honestly speaking.

374
01:01:32.830 --> 01:01:46.660
for example, children, the people that I've been interviewed. They don't have that concept of native Bernadette. How would you explain it to a student? The only concept of native and speakerism is very, very clear

375
01:01:47.350 --> 01:02:07.959
among those who are, of course, adults and who have experience going study abroad. So it's generational thing. So if you were teaching like, really, really young people, kids, teenagers, they don't really care about that. So I think that's my question based on my on the narratives of my participants. Thank you.

376
01:02:08.480 --> 01:02:09.380
Involved.

377
01:02:09.500 --> 01:02:12.230
UdL - Cecilio Lapresta: Yes, one more.

378
01:02:12.430 --> 01:02:14.570
UdL - Cecilio Lapresta: Martin has a question.

379
01:02:15.780 --> 01:02:39.359
Valentine Ibeka: Okay, yeah, thank you. for that presentation. I wanted to ask, how much? See? With the internationalization in Japan. I mean, they are higher education in the universities, and if they do, they do it in English or in Japanese. Maybe they do it in English. Who? Who? are the majority of teachers? They are the Filipinos or Japanese scholars.

380
01:02:41.810 --> 01:02:50.520
Sorry I didn't catch. I didn't catch a chairman. Can I answer this question, or

381
01:02:50.550 --> 01:02:55.760
Rika Yamashita: I'll I'll I'll I'll say, instead of

382
01:02:55.860 --> 01:03:08.449
Rika Yamashita: yeah. The the the question was, how? How? How? How? Into internationalized the universities are in Japan. How many international scholars and how much English is used? Okay, yeah. But that's

383
01:03:08.480 --> 01:03:19.300
Rika Yamashita: that's a big question. It it. That's that depends on the institution and the the the institution where English is only is it a like very tiny minority? And they are too many.

384
01:03:19.340 --> 01:03:21.880
Rika Yamashita: There are not many Filipino scholars.

385
01:03:21.950 --> 01:03:30.410
Rika Yamashita: Yeah, because I I I I asked, I I I said you said of Tracy, because I wanted to ask you a question as well.

386
01:03:30.940 --> 01:03:40.470
Rika Yamashita: Well, I. I have a lot many questions. I have many questions. But yeah, I want to ask Tricia one question, because

387
01:03:40.500 --> 01:03:52.070
Can I add to? To? To to? To this question also, because I'm I'm looking at migration. Another point, because Japan is opening up

388
01:03:52.190 --> 01:03:58.220
there are the migration policies changing, and I guess

389
01:03:58.490 --> 01:04:17.069
when it comes to internal eternalization, it's actually connected. When I was listening to your presentation. That's also one of the strategies of the Japanese Government to welcome more migrants, I mean, yeah, migrants. They start off like with foreign students. So most of the private universities

390
01:04:17.140 --> 01:04:29.920
are becoming. They're opening, starting, establishing centers and departments to welcome foreign students to come to Japan, and later on hopefully become employed

391
01:04:29.950 --> 01:04:47.620
in Japan and live and work there. So I think, yeah, it's becoming more in this internationalized depending on the university. Usually, if it's a big university, then they have. it's it's more internationalized.

392
01:04:47.680 --> 01:04:50.730
Did I answer your question. Okay, thank you.

393
01:04:50.950 --> 01:05:11.480
Amado Alarcón: Thank you. I I think that's in in order to follow the the, the schedules. Yeah, it's that. Thank you. Thank you. Thank you. it's it's better that we follow with Dong Dong Elena Nichini and Savasin. yeah. In the her presentation on

394
01:05:11.480 --> 01:05:35.169
Amado Alarcón: information, disparity or health inequality. Yeah. And that's very end. We can open a a world of questions. Yeah, I think so. He has some questions in the in the pocket there for for for some of them, but they think that is better to to try to attach to the program, and and the and the calendar, and the hours of of representation.

395
01:05:35.380 --> 01:05:48.429
Amado Alarcón: and I guess that is very late there in in Australia, and maybe you have appointments after the The session, because this is the last session today here in Australia

396
01:05:52.050 --> 01:05:53.740
of. And

397
01:05:54.710 --> 01:06:07.399
Amado Alarcón: this is another one actually afterwards. there's another one. Okay, thank you. So when you want, I will not rush. But let me know if

398
01:06:07.550 --> 01:06:11.680
okay, so good evening, everyone.

399
01:06:11.770 --> 01:06:21.430
I'm Ella Nikini. I'm a post. Dr. Othello, from the Jc. School of Public health and primary care, the Chinese University of Hong Kong.

400
01:06:21.510 --> 01:06:41.939
So the presenter today could not make it Dnd So I will read her presentation instead, which is entitled and reproducing information disparity, and had inequity by a risk communication during the COVID-19 pandemic, a qualitative study on South Asian migrants in Hong Kong.

401
01:06:42.030 --> 01:06:59.980
So this presentation is part of our research work which was conducted by our research team during the most severe phase of the COVID-19 pandemic as experience in Hong Kong in early 2,022.

402
01:07:00.220 --> 01:07:05.260
 so it's not to work.

403
01:07:05.450 --> 01:07:06.729
All right bye

404
01:07:10.360 --> 01:07:12.470
parties. Okay.

405
01:07:21.480 --> 01:07:26.509
just a sec. Some technical issues.

406
01:07:27.500 --> 01:07:28.350
The.

407
01:07:34.370 --> 01:07:37.300
let's try.

408
01:07:38.150 --> 01:07:39.070
Okay.

409
01:07:39.290 --> 01:07:46.690
so a bit of background. So this I can remove. Right?

410
01:07:48.780 --> 01:07:49.730
Thank you.

411
01:07:53.660 --> 01:07:56.740
But but at least, if it works or no.

412
01:07:59.760 --> 01:08:00.789
it's not

413
01:08:12.510 --> 01:08:16.410
sorry the, but the presentation is not uploaded.

414
01:08:23.280 --> 01:08:44.289
Okay, great. So a bit about our study background. So we are based in Hong Kong, which was a formerly a British colony, and now it's a special administrative region of China since the hendor in 1997, and the official languages are both, and

415
01:08:44.510 --> 01:08:55.989
Chinese Cantones and English. So as for the migrants and ethnic population, we which we work.

416
01:08:56.230 --> 01:09:23.090
which we include as a research participant South Asian, including a people from India, Pakistani and Nepal, Bangladesh and Sri Lanka make up a significant minority group in Hong Kong since the British colonial time, and, according to the latest population census. There are approximately 1 point approximately 1.38% of the total population is

417
01:09:23.090 --> 01:09:30.009
South Asian, so they they comprise the largest among Chinese ethnic group in Hong Kong.

418
01:09:30.040 --> 01:09:45.720
and despite the the increasing size of the South Asian population, their deep rooted presence in the city, and their their willingness to permanently stay in Hong Kong, that participation in social, cultural, and and political matters remains rare.

419
01:09:46.590 --> 01:10:06.320
So South Asia, in Hong Kong are facing actually intersectional challenges, such as lower income levels and educational attainments compared to the general population, poor and overcrowded living arrangements, language, culture, and religious barriers in healthcare settings and higher prevalence of chronic diseases.

420
01:10:06.320 --> 01:10:21.559
These social and economic determinants combined may further increase their vulnerability during the pandemic. In this study. Specifically, we will introduce another important social determinants of health, the communication infrastructure.

421
01:10:21.750 --> 01:10:44.510
So when we think about the communication infrastructure as a social determinant of health following a Golburn and Yano Yanovitsky framework. We have in mind a three-layer framework where the communication infrastructure work as a bridge between the information environment in the society and the communication and behavioral outcomes.

422
01:10:44.510 --> 01:10:53.140
So in the information environment, we can locate structural barriers, or, on the other hand, institutional support.

423
01:10:53.140 --> 01:10:57.489
And also we can and explore whether the

424
01:10:57.490 --> 01:11:12.010
there is a match between the supply and the demand of information, considering that each community and has its own informational needs, which may be dynamic and vary throughout time.

425
01:11:12.040 --> 01:11:26.729
 So, as a matter of the communication infrastructure, we we need to understand how and whether there are the conditions for the information to flow, whether there is

426
01:11:26.810 --> 01:11:29.290
the possibility for

427
01:11:29.550 --> 01:11:44.180
for the target community to make sense of the information, and whether they organize upon this information so for a robust communication infrastructure.

428
01:11:44.200 --> 01:12:10.149
we have to look at how mediums. So whether there is a diversity of channels and sources of information, whether there is a diversity in terms of the language, and a linguistic and cultural diverse in terms of the dissemination of health messages, whether there are trusted intermediary sources in terms of the temporality. Whether the message is timely

429
01:12:10.170 --> 01:12:16.459
and in terms of orientation, whether there is a direct bi-directional risk in the communication system.

430
01:12:16.570 --> 01:12:26.140
you ultimately the inner level is about the outcome. So in terms of awareness, engagement, and actions upon information.

431
01:12:26.350 --> 01:12:45.849
So when we look at this framework, the main point is that communication infrastructure itself is a determinant of health, meaning that we communication infrastructure will result in limited opportunities to connect with crucial health information ultimately leading to adverse health outcomes.

432
01:12:45.940 --> 01:13:09.249
So connecting these to our research objectives and to our context in Hong Kong by focusing on information disparities among South Asian in income. This study aims at explore how we communication infrastructure, again, may result in limited opportunities to connect with relevant health information you ultimately leading to poor health outcomes.

433
01:13:09.470 --> 01:13:27.700
So as for our research method. We have conducted 44 individual semi-structure in depth, interviews with South Asian migrant and ethnic population, and 11 key informant interviews. These interviews were conducted in English or the Nepalese, or companies based on our informants. reference.

434
01:13:27.770 --> 01:13:37.079
And all the interviews were conducted online as they were conducted during the pandemic, and lasted on average one to 1.5 h.

435
01:13:37.280 --> 01:13:42.149
They were developed based on the finding of a systematic review conducted by our team

436
01:13:42.310 --> 01:13:51.399
and to researchers coding in interviews using a collaborative platform, namely, they do so. As for our interviewees.

437
01:13:51.400 --> 01:14:14.649
we want to have a variety of perspectives within the South Asian community. So we make sure to include informants from different South Asian ethnicity, gender age, length of living in Hong Kong. education, mortal status, district of residency and monthly family income.

438
01:14:14.850 --> 01:14:23.449
As for our key informants, we include as individuals working the social service, health care professionals and policymakers.

439
01:14:23.690 --> 01:14:53.130
so a bit about our findings. following these framework. So first of all, in in terms of our in the information environment, we identify a mismatch in the demand and supply of information. This is because South Asian received less timely and less efficient information which is not tailored to their needs. One example is that it's not considered the role of South Asian women as

440
01:14:53.130 --> 01:15:18.149
the main care in the family and their health needs. During the pandemic, for instance, they were sharing their concerns about children, vaccination in a context where where South Asian and vaccine has it, is sorry, vaccine hesitancy among South Asian Mosul, and yet information about how to get vaccinated was chaotic at certain points

441
01:15:18.150 --> 01:15:28.460
so unlike the local population, South Asian could not rely on social networks to look for such information. So this is a to

442
01:15:28.590 --> 01:15:54.710
give you an example of this issue. So one mother complain when it comes to kids it is more sensitive. So I think there should be clear message that how to get it and where it's near its location near you, you can get it easily, because it's so hard to get an appointment. It's fully booked. There is one year where our home around 5 min walk only, but whenever I check this there is no slot at all. It's all booked, and I want her to get vaccinated so

443
01:15:54.710 --> 01:16:04.340
soon so she can be protected, even if she gets Covid it won't be that serious. But when I think that I need to bring her so far, it does worry me. Should I bring her or not?

444
01:16:04.570 --> 01:16:26.499
So in the information environment, together with this mismatch between a supply and demand of information, we identify several structural barriers that hinder access to information. One is how intersecting social identities, such as gender, ethnicity and migration may possibly lead to further social isolation, and in turn

445
01:16:26.500 --> 01:16:42.840
limited access to information as well. On the other hand, language barriers. So, in addition to Chinese and English, the Government provided another language version of the COVID-19 related information. Yet timely information tends to be available in Chinese only.

446
01:16:42.840 --> 01:16:59.510
and based on our informants. Accounts, when translation occur in other languages, is only partial as such. Language barriers are rooted actually in the education system, and the city colonial past, combined with endemic situation of racism.

447
01:16:59.670 --> 01:17:24.579
where we can see that school system is, I think, is the biggest reason why a lot of ethnic minorities. Now, who are studying, or you know who recently graduated. They are not with companies. They are not good with companies, because in that school system. They will have separate classroom for local students and separate classroom for all the em ethnic minority students. And for em, I mean, I think it's general knowledge that if you put

448
01:17:24.580 --> 01:17:31.159
with me and another Pakistani, or Indian boy in the same classroom will try to speak more of our language.

449
01:17:31.160 --> 01:17:34.340
will not try to speak companies, of course, definitely

450
01:17:34.600 --> 01:17:57.339
so together with these structural barriers, we also identify the marginal role in knowledge production of these ethnic and migrant group because even when they are a H, for example, with the and they are employed in community-service organization, they are not found in manager and managerial position or of influence and stability.

451
01:17:58.140 --> 01:18:12.939
So we briefly attach upon the information environment and the mismatch in the supply and demand and the structural barriers that hind the information we now move to the communication infrastructure.

452
01:18:13.020 --> 01:18:39.019
Here we can see how In terms of if the flow of information South Asian tends to rely on a multiplicity of sources, channels and messages such as social media, government, website, online, newspaper, religious venue, school workplace, and yet individual with low health and digital literacy rely heavily on word of mouth communication.

453
01:18:39.290 --> 01:18:53.329
As for the an issue of language and temporality of communication, Our informants complained that, not having access to Chinese sources was often perceived as a loss of timely and more detailed information as well.

454
01:18:54.380 --> 01:19:17.279
we identified the intermediaries and trusted intermediaries as playing a key role in allowing the flow of information, and especially the youth. So The youth could through the the ethnic and migrant youth the South Asian could have access to more accurate and timely information.

455
01:19:17.290 --> 01:19:28.700
The The younger generation can act as bridges within the family in providing translation and information among family and can help parents and elder family members navigate the health care system.

456
01:19:28.720 --> 01:19:30.660
So this is an example.

457
01:19:30.900 --> 01:19:52.150
From our informant, who also suggests how? the youth can act. To create trust. When we were new to Hong Kong, we didn't really trust a lot of things which we heard from the government, or you know, a lot of things which we hear from other Ngos, or you know what these centers who helped this newly arrived Hong Kong residents to cope with Hong Kong.

458
01:19:52.150 --> 01:20:03.989
However, once I started going to school, started getting adapted to Hong Kong culture. I did bring my thinking to my home as well as my and my father, mother. They were more open to different things.

459
01:20:04.440 --> 01:20:06.029
together with youth.

460
01:20:06.040 --> 01:20:14.849
health workers from a South Asian ethnic background play a key role to engage with community and build trust

461
01:20:14.910 --> 01:20:31.200
to examples from our informants for our ethnic minority staff. I will say they are the pioneers. They are the ambassadors, so with them, because they speak their own language, and they also understand the culture of the participants, or maybe the potential participants.

462
01:20:31.430 --> 01:20:56.009
Another example would be the advantage. The advantage is that these Ngos already have some group articulated to them. They can quickly make some infographic and noble them to the Ems. It can help narrow down the gap. As I said, that the Government can spread the information to the in groups so directly and quickly, and religious venues and groups equally play a role as trusted intermediaries.

463
01:20:56.480 --> 01:21:12.190
So now we, after exploring the communication infrastructure, we will move To the outcomes and based on our informants and our findings, there is a low awareness of available information, and where to seek it.

464
01:21:12.250 --> 01:21:23.559
Some some participants complain about confusion and uncertainty which possibly resulted from a lack of trust in available information sources.

465
01:21:23.630 --> 01:21:46.620
And together with information, overload an example in from our informant. actually trust. If you talk about trust, we cannot trust anyone at this moment, because in what subgroups there are some other news, and then from the government sources or website, you can see something else. And then when you turn on the news at 7 30, you will hear something else.

466
01:21:46.720 --> 01:21:53.669
So, as I told you, even trusting any source is not good at this moment, so I think it's very hard to trust something

467
01:21:53.770 --> 01:22:04.640
so fear and worry emerged as well, and may lead to information, avoidance and limited health and digital literacy may lead some to misinformation.

468
01:22:05.500 --> 01:22:23.389
to as related to engagement instead, direct engagement, since difficult due to language barriers and less data made information. And once again, low health and digital literary post challenges to access and comprehend information

469
01:22:23.390 --> 01:22:53.110
and lack of compliance result is for those who experience uncertainty, fear, and misinformation. Here is an example, some people complaining that they are not getting food at the court inside, or they are not even with the negative. They cannot come out, so all these will go into our mind, and then we'll be in a situation that we don't want to go into the Iteration quarantine center, and then maybe we will not report to the Government that even though we test positive, or we will not go to the hospital at all.

470
01:22:53.770 --> 01:23:11.409
so to wrap up up quickly. So this study confirmed that the crucial role played by information disparity in shipping COVID-19 related health inequities, and in enacting social injustice among migrant and ethnic population.

471
01:23:11.500 --> 01:23:18.310
Some new elements emerge in our study which entail a generational gift

472
01:23:18.330 --> 01:23:32.519
in the preferred gap in the preferred choice of channels of communication. which may be related also to the generational gap in health and digital literacy. and suggest the importance to address different generations. Information needs

473
01:23:32.720 --> 01:23:56.620
trusted intermediaries play a career, a critical role to connect ethnic and migrant groups with more crucial and relevant health information. And we identified ethnic minority, ethnic and migrant youth as playing a key role as well. the another important issue that we emerge from our study is the marginal role of ethnic and migrant populations in nolic production.

474
01:23:56.660 --> 01:24:08.980
especially in the social sector. And this goes for a shift from a traditional top-down approach to this communication, and to facilitate instead co-production and interaction information across the society.

475
01:24:09.030 --> 01:24:14.629
So thank you for your time, and happy to have your question from Heidi.

476
01:24:21.400 --> 01:24:27.200
Amado Alarcón: Thank you so much. I apologize. Your name is Elena Nikini.

477
01:24:27.530 --> 01:24:43.540
Amado Alarcón: and in linen. And Kenya. Okay, Katie, cause you are for us, and and therefore I have don't here at the very beginning. The savvy, the the the name? Yeah. The for the the questions are open now to yeah, or the room.

478
01:24:43.860 --> 01:24:55.690
Amado Alarcón: I don't know if it has any specific. Now, question, yeah, for your presentations before, open the floor to all the participants and

479
01:24:56.340 --> 01:25:01.799
Amado Alarcón: general reviews about the percent on the presentations of or everything. Yeah.

480
01:25:02.890 --> 01:25:27.499
Hello, Hi, Elena! This is Gabriel from the University of Cambridge. That was a lovely presentation. I was just wondering if I, if we could perhaps invite you to give us a little bit more background as to the relationship between the interviews and the systematic review that you briefly discuss. So was, so were the interviews kind of guided by

481
01:25:27.500 --> 01:25:44.580
the system. Was it the results that were guided by the systematic review to guide our

482
01:25:44.580 --> 01:25:57.689
interview Guy. So that was So to to incorporate the suggestion from the the available literature and the guide the interview process.

483
01:26:03.160 --> 01:26:04.559
Thank you for your question.

484
01:26:05.270 --> 01:26:05.930
okay.

485
01:26:07.110 --> 01:26:08.999
Amado Alarcón: all that other questions

486
01:26:12.110 --> 01:26:19.640
Amado Alarcón: I have. I'm well, they have many questions, but you know one that he there is one here. But

487
01:26:19.720 --> 01:26:22.990
Amado Alarcón: and they one here. Okay, first, yeah.

488
01:26:23.160 --> 01:26:28.629
Amado Alarcón:  thank you for for a very interesting

489
01:26:28.640 --> 01:26:34.279
presentation. I'm. i'm, curious about how the consulate

490
01:26:34.300 --> 01:26:43.780
so there, you you showed us, like, how they're exchanging information. So these migrants, how dependent are these migrants on the consulate.

491
01:26:44.230 --> 01:26:50.319
and how how are they being supported? If the

492
01:26:51.060 --> 01:26:56.820
if there's like a gap in like exchanging information

493
01:26:56.860 --> 01:27:10.950
like these resources. Did these migrants try to reach out to the consulate actually based on my knowledge, none of them mentioned the concert as a source of information.

494
01:27:11.230 --> 01:27:34.089
So if, even if it was there, it was not the main source of information, because we had 44 interviews and basically none of them. When we ask, How do you get information about COVID-19, COVID-19 vaccine, how do you? And we let them explore. But the Consulate did not emerge as the main source of information for them.

495
01:27:34.910 --> 01:27:38.680
Thank you. That's so interesting. Yeah, that's true. You're right.

496
01:27:44.580 --> 01:28:05.430
Okay, so can I ask? Sorry to attack. I have a question to trace your son. Yeah, you sure. Okay. yes, I have been waiting. So yes, I guess also what I have to say. Thank you so much for a very interesting presentation. I'd like to ask, wondering. I'm I'm wondering that's in the situation with Japan, especially about the period of about holy language teaching.

497
01:28:05.600 --> 01:28:11.390
It seems he's kind of the very committed by most of the Japanese people

498
01:28:11.580 --> 01:28:14.750
that only language must be taught by.

499
01:28:15.080 --> 01:28:23.410
We say it's a so-called native speaker that faster, and speakers, for instance, in English case, must be taught by American or British, Australian, Canadian.

500
01:28:23.960 --> 01:28:25.250
So.

501
01:28:25.520 --> 01:28:31.760
unfortunately, in comparison. There are some bandwidth only on teaching in other countries, like in the Australian European countries.

502
01:28:32.040 --> 01:28:34.679
Even here in Australia, in the early 90 S.

503
01:28:34.850 --> 01:28:55.820
Ruther's non- Japanese and the known Australian teachers put Japanese in public schools in Austria, and he said, no problem at all. They are not criticized, or they go to negative institutions. But Situation! Japan is a bit peculiar, so different from those chaos. And could you explain the so that this kind of background, with one from here.

504
01:28:56.320 --> 01:28:58.279
Slide, do you have any?

505
01:28:58.330 --> 01:29:01.900
I think that's a very

506
01:29:01.990 --> 01:29:10.909
yeah, a very interesting question. But I think personally, I think it also has something to do with Japan's history.

507
01:29:10.950 --> 01:29:13.640
And how?

508
01:29:14.670 --> 01:29:24.909
Because, based on my the narratives that I collected, there's one who's been teaching there for like 3 decades, and she told me like

509
01:29:25.040 --> 01:29:28.060
it has changed a lot. But I guess

510
01:29:28.750 --> 01:29:36.880
during the 80 s. When that's the peak, when native Speakerism was very associated to

511
01:29:36.890 --> 01:29:40.509
the Anglos, or

512
01:29:41.530 --> 01:29:44.789
yeah, the white people. So they're they're.

513
01:29:45.170 --> 01:29:52.240
I think it's kind of more of like economical, too.

514
01:29:52.720 --> 01:29:55.830
the bubble economy also.

515
01:29:56.640 --> 01:29:59.090
I guess

516
01:30:00.100 --> 01:30:07.910
it could also be a part of this trend. But I think it way it goes way way back.

517
01:30:09.250 --> 01:30:21.759
like really long time ago. So but I think I I thank you for your question. I really I haven't really looked into that yet, because when I did this research and when I joined

518
01:30:21.920 --> 01:30:23.530
this field.

519
01:30:24.190 --> 01:30:28.800
Japan has been more open to.

520
01:30:29.160 --> 01:30:33.329
because it's starting to open to varieties of English.

521
01:30:34.420 --> 01:30:40.640
Still, having Chinese people have the kind of the, I should say, seeking also in authenticity.

522
01:30:40.730 --> 01:30:45.180
authentic language, teachers must be a person on which

523
01:30:45.450 --> 01:31:01.189
speakers. So this kind of meal, still headed by so many Japanese people

524
01:31:10.560 --> 01:31:13.889
UdL - Cecilio Lapresta: us? That question.

525
01:31:16.680 --> 01:31:18.880
Rika Yamashita: yes. I have a question.

526
01:31:19.960 --> 01:31:21.060
Rika Yamashita: is that okay?

527
01:31:21.860 --> 01:31:26.499
Rika Yamashita: Right? The question I wanted to ask Trisha and I,

528
01:31:32.700 --> 01:31:47.219
Rika Yamashita: hey, hi, okay, great. Thank you so much for your interesting presentation. I understood that today your presentation was on from the perspective of kind of applying linguistics. So you talked about well, more of a teacher. Identity stuff

529
01:31:47.220 --> 01:32:04.750
Rika Yamashita: I as a I I I teach English at the University myself, too, so I I don't want to go to that messy fast of native speaker in some stuff that that will take another 30 min. But I, in terms of like the the Filipino, I can. I'm really interested in the Filipino identity, how it? How

530
01:32:04.830 --> 01:32:11.020
Rika Yamashita: the Philippine, the people, construct their identity, race, and language in into pediatric society.

531
01:32:11.050 --> 01:32:21.160
Rika Yamashita: and how do your participants position themselves in terms of the the other Philipino women do

532
01:32:21.410 --> 01:32:48.089
Rika Yamashita: today to they mentioned in your and how did? Because you mentioned but in your abstract, and maybe in your conclusion you said that the those teachers construct the IP. They they try to make the defeat business. this. Do they try to challenge the negative stereotypes. Of what kind of yeah, what kind? How do they position themselves?

533
01:32:48.640 --> 01:32:52.700
Rika Yamashita: How how do they? They would unite with the the

534
01:32:52.970 --> 01:33:11.859
Rika Yamashita: non-english teacher, Filipinos, because, as you said, I'm at at at the same time, when, when, many, many Filipinos are not English teachers. At the same time, there's always the if you go to the bar district, there's always the Philippine or Pop, and there's a there's a Filipino flag as well.

535
01:33:11.930 --> 01:33:22.570
Rika Yamashita: So those women who work in those books also have this fill. If you the I did, they put. I'm interested in national black. How they use.

536
01:33:23.450 --> 01:33:31.590
Rika Yamashita: how, how, how, how different, or are they different? How did they position with the not long English teaching Filipino people?

537
01:33:31.590 --> 01:33:54.089
Rika Yamashita: So can I. Can. I just clarify. So you're asking if these Filipino English language. Teachers are as migrants. How are they integrating to the Filipino migrant community in Japan? No, no, that's not the question. How did they? How did they?

538
01:33:54.250 --> 01:34:00.420
Rika Yamashita: What they do is kind of put in deposit at the position of Philip Phillip it to fill it up

539
01:34:00.830 --> 01:34:02.670
Rika Yamashita: as I as it

540
01:34:02.900 --> 01:34:05.469
Rika Yamashita: to trying to make the image more positive.

541
01:34:05.780 --> 01:34:23.109
Okay, yeah. So the based on what? What? I said. there's that image. But I don't. I don't want to say, like these, my participants are trying to build that positive image because I also have

542
01:34:23.290 --> 01:34:25.000
like respect.

543
01:34:25.250 --> 01:34:31.229
I respect the Filipino entertainers themselves because it's it's still work. But

544
01:34:31.250 --> 01:34:42.990
 It's more of like, I guess negotiation. And I think one of the the one of the attendees here mentioned. How

545
01:34:43.070 --> 01:34:44.790
how do the

546
01:34:44.880 --> 01:34:47.990
male Japanese male students.

547
01:34:48.180 --> 01:35:00.619
Perceive the Japanese. the Philippine of in Filipino teachers, female teachers. So I guess there's like an interplay of

548
01:35:00.900 --> 01:35:14.759
negotiation that's happening. And I didn't look into that aspect. But another colleague of mine, another sociologist named Tricia Ferman, is actually doing a study on that

549
01:35:14.840 --> 01:35:21.640
 and focusing more on the experiences of

550
01:35:21.740 --> 01:35:36.669
those Filipino teachers, and not just like with the students, but also the institution. So in my case. like generally, it's more of like, how do they? How can we raise

551
01:35:36.730 --> 01:35:44.669
intercultural awareness? And it's not just the image of Filipino, but the image of the Philippines

552
01:35:44.690 --> 01:35:55.500
as introducing a variety of of English. And of course, even if we, these teachers or my participants, experience that kind of stereotype.

553
01:35:56.140 --> 01:36:01.149
I guess when you experience that they they do that negotiation, but

554
01:36:01.850 --> 01:36:10.790
I don't want to quote unquote what they said, but we can't do anything about it. If you experience that kind of stereotype.

555
01:36:11.150 --> 01:36:24.290
Therefore, just being a Filipino English teacher itself, and doing your job professionally changes the whole landscape. I hope that I answer their question.

556
01:36:25.220 --> 01:36:25.900
It.

557
01:36:27.070 --> 01:36:40.819
Rika Yamashita: You know those that they do to for their own sake, and not not necessarily thinking it like a collective. As I said in, as I said in my presentation, in even the paper. It's kind of like a subconscious thing.

558
01:36:41.170 --> 01:36:52.339
So so when you, when you look at the migrants, of course, there are many professions, there's like it. Filipino migrants, English teachers, and then entertainers. But

559
01:36:52.370 --> 01:37:03.799
I guess, based on their narratives. It's more more of like reconstructing that identity. But and then, if they experience being gendered or racialized.

560
01:37:04.270 --> 01:37:13.770
just doing the job well, being professional itself speaks like the identity of Filipinos as migrant workers in Japan.

561
01:37:14.930 --> 01:37:16.030
Rika Yamashita: Okay, thank you.

562
01:37:16.280 --> 01:37:18.480
I hope that answers your question.

563
01:37:19.370 --> 01:37:21.680
Yeah, okay, thank you.

564
01:37:22.310 --> 01:37:28.229
Amado Alarcón: Okay, we have 5 8 min to finish the session.

565
01:37:28.260 --> 01:37:34.220
Amado Alarcón: I don't know if there is any other question from the floor.

566
01:37:34.320 --> 01:37:38.460
Amado Alarcón: I have some points to some questions

567
01:37:38.610 --> 01:37:41.510
Amado Alarcón: for or Elena, yeah.

568
01:37:44.060 --> 01:37:45.310
Amado Alarcón: and

569
01:37:47.830 --> 01:38:06.839
Amado Alarcón: for thank you. Lena, yeah. Yeah. Well, for my ignorance. Again, I'm relatively surprised about the little number of migrants in Hong Kong. Yeah, in comparison with Western countries. But I think that's it's it's useful in in most.

570
01:38:06.840 --> 01:38:36.329
Amado Alarcón: So fascia is countries. Therefore your definition of migrants? Yeah, I guess that excludes expat rates executive directors or any other a groups that are for less time in in Hong Kong or I' in this cable of 1 1.8. Yeah, that was just the number of South Asian

571
01:38:36.530 --> 01:38:39.830
a migrant and ethnic population in Hong Kong.

572
01:38:39.870 --> 01:38:46.889
So in, I think, like around 92% of the population is ethnically Chinese.

573
01:38:46.920 --> 01:38:51.029
And so 8% is non- Chinese.

574
01:38:51.180 --> 01:39:15.620
Yeah. So the the the data. I I it was about South Asian ethnic background. So in the census they, they don't use the label of migrants, but they use the label of ethnic minorities. So they they classify non Chinese based on these categories.

575
01:39:15.860 --> 01:39:41.710
Americans in example or European, not included in this classification. They are so I think this is a related to the history of Hong Kong as a British colony. And so but I mean in white white it it is a label in the category, in the

576
01:39:42.150 --> 01:39:48.080
senses. So in the census you can see that

577
01:39:48.240 --> 01:40:15.920
also known as South, who basically. non. Chinese ethnicities are all included in this category of ethnic minorities, although we can argue that in daily life ethnic minorities is just used for a specific group of migrants. So in this sense the society is still very much discriminatory. Yeah, I understand.

578
01:40:15.920 --> 01:40:36.860
Amado Alarcón: Therefore, another point is as a member of of some in Jonas. in the the real board. Yeah. the the point is that your interviews? Yeah, are very rich. Yeah. And it includes

579
01:40:37.540 --> 01:40:48.160
Amado Alarcón: a number, an important number of of in deep interviews. Yeah, or to create interviews. And it navigates. Yeah.

580
01:40:48.500 --> 01:41:15.809
Amado Alarcón: among a lot of information. Yeah, it's a little critic, yeah. But they think that can help you to really find the the, your, your research, or to make it more easy to polish. Yeah, because you are navigating between language itself. Yeah, as a problem of of a problem to access to information, yeah, and theories of a communication. Yeah.

581
01:41:16.520 --> 01:41:25.609
Amado Alarcón: therefore, I need that you need to focus more on one of the 2 points. Yeah. And because today, Jonas, are all

582
01:41:25.610 --> 01:41:47.359
Amado Alarcón: too much, For you, since something too much. Yeah, in some in some of the 2 aspects. Yeah, and you can send your recess to communication of all language. You're not yeah. And there, when you are mixing the 2 dimensions. Sometimes. Maybe it was a little bit confusing. Yeah.

583
01:41:47.360 --> 01:42:07.920
Amado Alarcón: it. It's just a suggestion. Yeah, if you you can also be the other team members about this. And the other point is, while your your information is better to reach and therefore on, it's normal that it's a lot of different sides of the problem. No language and communication.

584
01:42:08.100 --> 01:42:16.359
Amado Alarcón: I I'm pretty sure. But, N, the other point is that to me it's a little bit through pricing the detail of your presentation.

585
01:42:16.480 --> 01:42:19.899
Amado Alarcón: Now, this starts with reproducing. Yeah.

586
01:42:20.080 --> 01:42:24.209
Amado Alarcón: the producing information disparity.

587
01:42:25.090 --> 01:42:45.739
Amado Alarcón: I don't know. It's ugly what you means by reproducing. Yeah, I don't know if, if in the title of the session we talk about generations, is something about fears and second generation, or reproducing, despite this among different communities, or replicing in what sense

588
01:42:47.120 --> 01:43:08.849
Amado Alarcón: that is? open to different interpretation? Right? So I I know that that when you first sent your your details to to a international conference. Yeah, it's it's a difficult to to to make a sharpen

589
01:43:08.850 --> 01:43:29.819
Amado Alarcón: detail for what you are going to finally explain. So maybe this is also representing that phase of the thinking process. So, but it's a good point. So I will also discuss about the the meaning of reproducing these these parties.

590
01:43:30.309 --> 01:43:58.719
but it's a question here as well from the audience. Oh, no, I was just trying to. Probably, you know, complement a models point regarding the the reproduction of inequality. I think. obviously there was. I mean, I'm not part of the team, so I wouldn't know what the kind of process of labor behind that selection is. But I was wondering if it You guys might mean that because these ethnic minorities had always been subjects of exclusion

591
01:43:58.720 --> 01:44:09.740
before COVID-19 COVID-19, provided a new context that reproduced these existing inequalities is that, do you think that might be a line of thought?

592
01:44:10.020 --> 01:44:25.219
definitely. That could be one application of this idea of reproducing right, because we know that discrimination towards ethnic minorities was already in place, and the COVID-19 was another

593
01:44:25.270 --> 01:44:34.450
occasion for that discrimination unfortunate to be displayed. So, yeah, that is a good point. Thank you.

594
01:44:35.180 --> 01:44:53.469
Amado Alarcón: Thank you, Lena. Well, we are on on time. Yeah, because he's 1120. Yeah. And I now, as as I have been coordinator of 4 times, and I know that the rooms and the people is running from one system to another, and we need to to finish.

595
01:44:53.470 --> 01:45:06.839
Amado Alarcón: I don't know if it's the laprista. Oh, my gosh! I have some some point to finish. I I have 1 1 point just, but I don't know if it has some point to finish to think. Yeah.

596
01:45:07.110 --> 01:45:18.589
UdL - Cecilio Lapresta: not only will you thank you for all your interesting communications. And and I I had a question.

597
01:45:18.620 --> 01:45:22.420
UdL - Cecilio Lapresta: But yeah.

598
01:45:27.540 --> 01:45:28.940
UdL - Cecilio Lapresta: before

599
01:45:29.180 --> 01:45:31.960
UdL - Cecilio Lapresta: I think it with the other, with the other question

600
01:45:32.130 --> 01:45:37.340
UdL - Cecilio Lapresta: from a point of view I think that

601
01:45:37.510 --> 01:45:41.019
UdL - Cecilio Lapresta: this assume I'd be very profitable session

602
01:45:41.450 --> 01:45:45.300
UdL - Cecilio Lapresta: and congratulations for for all.

603
01:45:45.610 --> 01:45:53.159
UdL - Cecilio Lapresta: for the we cannot view.

604
01:45:53.270 --> 01:45:57.670
UdL - Cecilio Lapresta: But but we know that that

605
01:45:57.840 --> 01:46:03.050
UdL - Cecilio Lapresta: they are in the in the

606
01:46:04.190 --> 01:46:25.130
Amado Alarcón: yeah, I agree to that. I think that this has been a very productive successful session. Yeah. what? 1 point? Yeah, for me to finish. Yeah, I don't know. I don't expect any as we in particular. Yeah. Is that the that it's about fif second fear generations. Yeah.

607
01:46:25.400 --> 01:46:47.120
Amado Alarcón: I don't know. To what extent do you introduce these these items in your research? Yeah. But I think that is an important point to think about. Yeah, because it's not the same. If you are a son of Philippine or family in in Japan is not the same. If you are a son of

608
01:46:47.120 --> 01:47:05.829
Amado Alarcón: of immigrant family in in in Hong Kong, or is not the same. If you are a son or a dog there, or or a father, or a mother of of a migrant family in Denmark, or in

609
01:47:05.890 --> 01:47:10.779
Amado Alarcón: or in or in New Zealand. In examples. Yeah.

610
01:47:10.900 --> 01:47:15.039
Amado Alarcón: I think that this is something that I don't. I haven't heard.

611
01:47:15.120 --> 01:47:32.570
Amado Alarcón: I have not here in your presentations. And maybe some point to think about. Yeah, maybe it's a point to to think about in your presentations in, because it it can be something that review of your papers can can can ask you. Yes.

612
01:47:32.710 --> 01:47:42.159
Amado Alarcón: so thank you so much for every to everybody. Thank you for to my processing organizer. Thank you to.

613
01:47:42.960 --> 01:48:03.550
Amado Alarcón: So they are. See, 25. And the joint session with our C. 51. So immigrations to to allow us to to participate and hope to see you soon in in person, in some other on some other meetings. Okay, thank you very much.