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The memories of the migrant experience in Melbourne have never left Bundoora resident Isabel Rafic.

The 57-year-old retired bank employee can still recall the depressing and intellectually isolating moments when she could not speak a word of English when she arrived with her husband and two daughters from Chile in 1972.

But she is now using her initially negative experiences in a positive way to help other newly arrived migrants and refugees learn English.

In November last year, Isabel joined the Northern Melbourne Institute of TAFE’s (NMIT) Adult Migrant English Program (AMEP) as a Home Tutor where for two-hours a week she visits a Somali migrant, a 40-year-old mother of eight children at her home in Reservoir to teach her English, impart knowledge about settlement needs and provide some understanding of Australian culture.

Isabel undertook a six-week training program at NMIT’s Epping campus where she learnt about different learning styles, teaching strategies and tutorial planning, different cultures and culturally appropriate behaviours as well as about the backgrounds of refugees who may have experienced torture and trauma before arriving in Australia.

The Northern AMEP was formed in July 2003 and is a consortium of nine educational organisations across the northern Melbourne region which offers the AMEP from 13 key sites and a variety of community venues.

‘The volunteer tutor scheme is important because it widens choice by giving people the flexibility to learn at home and to form a friendship with someone who knows the local community well,’ NMIT’s Coordinator of the AMEP Home Tutor Scheme Fotina Babalis said.

‘It is designed for people who cannot access full-time or part-time classes because they have children to look after or simply can’t study in class. They may not have easy access to public transport and /or a car.

‘Volunteer tutors provide much needed support to adult migrants and refugees and assist them to learn English, make links in the community and better understand the Australian way of life.’

Fotina added that tutors initially helped for six months, but this could be extended if needed. Tuition is arranged at a time suitable for both tutor and student including evenings or weekends.

Tutors are matched with students according to student needs, language skills, location and personality to name a few.

Isabel is one of 23 AMEP Home Tutors and said while she had never forgotten her own migrant experience, she could now repay her gratitude for the English classes she had attended in the 1970s by doing something to help others learn English.

’I’m so grateful for the opportunities I had to learn English and it took me about two years to feel comfortable with my new language,’ Isabel said.

‘English was priority number one for me and I wanted to be able to work, read the newspaper and communicate with my children’s teachers, other parents and community services I needed, like my local doctor.’

Isabel said she had initially felt ‘disconnected’ from Australian society and it was totally devastating for her.

‘I can teach these new migrants in a way they understand because I was there. I remember my own learning experience when I’m teaching them and the first thing I show is a map of Australia. Then, there’s the alphabet and numbers.

‘I have to rely on body language and other strategies more than just explaining in English.’

She added it was important to understand the emotional needs of the student first before learning could be achieved.

‘There needs to be an emotional connection and I’m a person first and a teacher second,’ Isabel said.

‘In that way, I can get the student’s full attention to help give them not just some basic English, but a sense of independence, achievement and to show them they can do things if they learn English and there’s no need for them to stay at home.

‘To see the expression on the student’s face when they get what you’re trying to tell them is absolutely fantastic.’