This document provides an overview and guidelines for home tutoring through an adult migrant English program. It discusses the context of home tutoring, expectations for tutors, experiences common to migrant students, and aspects of culture and communication that tutors should be aware of when working with students from non-English speaking backgrounds. The roles of the tutor are to help students gain independence and familiarity with their new country by addressing language barriers, cultural differences, and the challenges of settling into a new community and culture.

1. WELCOME

2. The Context of Home Tutoring
Culture and Communication

4. Coffee Shop

5. What’s in a name....
 What is your first or given name?
 How do you write it in your language?
 What does your name mean?
 Why was this name given to you?
 Do you like your name? Why or why not?
 Do you have a nickname?
 In your country what happens to your name when you
get married?
 How would you/did you decide how to name your
children?

6. About the Home Tutor Scheme
page 7
 Adult Migrant English Program (AMEP)
 Migrants and refugees from NESB (Non English Speaking
Background) with basic ESL (English as a Second Language) skills
& certain visa classes
 Funding by DIAC - hours (510 hours in most cases)
 Home Tutor Students – common scenarios
 students not in any daytime AMEP class
 students attending AMEP community class (10 hours or less)
 students attending AMEP evening class (10 hours or less)
 students doing distance learning (DL)

7. Home Tutoring Contexts p. 16
 One to one in student’s home
 Meeting your student in a public place (library, CIT)

8. What to expect from the
Home Tutor Scheme page. 16

9. HTS Expectations
Page 17
Please note….
 Let the HTS office know if you are unable to continue
tutoring or if there is/has been a period of time where
you have not seen your student.
 Let us know if there is any aspect of your tutoring
relationship that you are dissatisfied with.
 Lesson Record Sheet – bi monthly
 Confidentiality

10. Our aim is to help our students
gain independence.
Task page 8
What is the role of the home
tutor?

11. Our Students – p.9
Normal Life
Migrant
Experience
Refugee
Experience
Host country’s
expectations of
newcomers

12. The Migrant Experience
 Task – pp 10 - 11

13. Settling in a New Country pp12-15
 Dot points on page 12
 Sonny’s story
 Compare with Svetlana’s story (p 14)

14. What is culture shock? p. 15
 Everyone is different, but people may feel:
 disoriented
 confused
 and may experience extreme emotional reactions

15. What is culture?

16. Task pages 18 - 19

17. Cultural Rules
 Think about the cultural values of your student
 Think about what things may be strange
 Think about what cultural norms to teach them
 Think about…… p 22

18. Non verbal communication
1. Handout
2. Any others from different countries?

19. For Next Week
 Worksheet
 Reading – Unit 1
 Reading - Unit 2
- make a list of the main and/or most interesting points
- make a list of any questions that you might have
- in particular please look at:
p.3 – Beliefs about teaching and learning
p.5 – Your own adult learning experience
p.8 – How do you like to learn best?