Migrant grandparents in Australia: English learning and well-being.

This article examines the English language learning experiences of senior Chinese-heritage migrants in Australia who migrate primarily to support their families by caring for grandchildren. It presents a case study of two grandparents, highlighting how limited formal English instruction through government programs like the Adult Migrant English Program (AMEP) often leads them to rely on informal learning opportunities to improve their language skills. Using the EMPATHICS model of positive psychology—which encompasses emotion, meaning, perseverance, agency, time, hardiness, intelligence, character strengths, and self factors—the study explores how English proficiency contributes to their well-being, autonomy, and family roles. The findings suggest that language programs tailored to the specific social and emotional needs of senior migrants, recognizing their past experiences and motivations, could better support their quality of life and intergenerational relationships in multicultural contexts.