English-language learners in Wagga, Australia, are grappling with lengthy wait times to secure spots in vital TAFE classes due to limited availability. As the demand for English language education rises, evidenced by nearly doubling enrollment numbers in the Adult Migrant English Program (AMEP) over the past year, challenges persist that hinder accessible education for newcomers.
Deldar Rasho, who arrived in Australia in May 2024 without knowing a word of English, shared his experience. He conveyed the frustrations newcomers face: “For two months, I went to TAFE just for two days and it is very short,” lamenting the long wait time he encountered. This sentiment is echoed by many others in the community who find themselves navigating a complicated process to obtain language assistance.
The AMEP is a federal initiative designed to aid eligible migrants and humanitarian entrants in improving their English language skills and facilitate their settlement into Australian society. Despite its objectives, obtaining enrollment can often feel like an uphill battle. Rasho noted that due to limited classes, some individuals are seeking alternative avenues for learning, such as attending the local Language Cafe, a program that allows participants to practice their conversational skills.
“It is very good ... just talking, reading, writing. The time is short but good,” Mr. Rasho said, highlighting how valuable these informal learning opportunities are for those waiting on formal enrollment.
The issue of limited English language teaching resources extends beyond Wagga, as many regions struggle with a chronic shortage of qualified ESL (English as a Second Language) instructors. Language Cafe volunteer Jane Anderson confirmed this struggle, stating, “I think it’s a shame that there are such long wait lists for people, but I think, unfortunately, there’s been a long historical problem of not enough trained ESL teachers to fill the positions.”
Indeed, the TAFE spokeswoman emphasizes that recruitment of qualified English language teachers remains a top priority. In January 2025, TAFE advertisement efforts were made solely to attract suitably qualified teachers. Moreover, one new, full-time instructor commenced at TAFE Wagga Wagga in 2024, indicating slow progress in addressing the teacher shortage.
Another contributing factor to the lengthy wait times is that students must be scheduled into courses within six months of their assessment. TAFE’s policy requires candidates to undergo an assessment before being placed in AMEP classes, complicating the process even further. This means that even those eager to get started might find themselves delayed by procedural barriers.
Anderson remarked on the importance of language education for newcomers. “I think that anyone who moves to another society or another country needs to learn the mother language ... and I think that the more you can speak the language, the better your integration is going to be into that community, whether it’s shopping or taking up sporting activities,” she noted, underscoring why addressing language learning access is critical for enhancing social integration.
Meanwhile, in the United States, educators of English-language learners are addressing their students' unique challenges amid an increasingly fraught political environment. Leah Michaels, an 8th-grade English-language development teacher in Silver Spring, Md., notes that many of her multilingual students walk into the classroom feeling anxious due to concerns about immigration policies affecting their families. “In these chaotic times, however, it’s not business as usual for those of us who teach multilingual learners—many of our students are afraid,” she said.
To mitigate this, teachers are encouraged to create a safe, structured classroom environment. Michaels implements a mindful minute at the start of her class to help ease anxiety and encourage focus. Furthermore, incorporating practices like a “calm corner” or engaging activities such as dance parties can make a significant difference in students’ emotional wellbeing.
Michaels emphasizes the importance of allowing students opportunities to express their feelings and engage in writing activities, saying, “This builds speaking and listening skills as well as helping them process their experiences and emotions.” By providing choice in assignments and structuring prompts that encourage useful expression, educators can help students feel empowered despite external challenges.
Adding depth to the educational experience, Anastasia M. Martinez, an English-language development coach in Pittsburg, Calif., underlines the importance of community building in the classroom. She suggests fostering relationships with students and families to provide them with a sense of safety and support. “Multilingual learners can feel isolated during uncertain times,” she explained. By allowing students to use their home languages and integrating their cultures into classroom activities, teachers can create a more inclusive environment.
Both educators advocate the significance of sharing tools that empower students and families, particularly in understanding their rights and navigating the education system. According to Martinez, schools should act as allies to multilingual families, offering workshops and resources that support integration.
As both American and Australian educators navigate the complexities of teaching English-language learners, the challenges they face are indicative of a larger picture regarding access to language education amidst varying socio-political climates. From Wagga to the United States, the quest for effective language acquisition pathways continues, revealing the urgent need for systemic support and resources that can enhance the educational experience for all students.
