English as a barrier on the pathway of professional transitioning of Ukrainian migrant teachers in Australia

Abstract

Australia is seen as a promised land by migrants pursuing a better future for themselves and their families. Highly qualified migrants with vast work experience frequently encounter hurdles on their way to professional realisation, including the official language of the country – English. This study investigates the difficulties Ukrainian teachers face with the English language on their professional transition pathway in Australia. The research involves Ukrainian migrant teachers who obtained a specialist or master’s degree in Ukraine or another post-Soviet country, whose professional experience in Ukraine was in the teaching field, and who identify as Ukrainians. Narrative interviews, memos, documents, and artefacts are the data collection methods; thematic analysis is used to unpack the data. The participants were chosen using non-probability purposive snowball sampling, which engages contacts within the community and benefits projects with a small number of respondents. The inquiry elucidates the extent of the English problem for Ukrainian migrant teachers on their way to professional transition in Australia. The research will benefit other migrant teachers facing similar barriers when trying to re-enter their profession in the new environment and inform apposite institutions about the existing hurdles to facilitate positive changes in the field.