Free language classes for migrant workers at our facilities

At Fresh Del Monte Produce, providing free language classes to migrant workers at our facilities is part of our commitment to safe, inclusive work. The classes give colleagues practical English for daily tasks while recognising the skills, experience and languages people already bring. Migrant workers are essential to Australian agriculture and food distribution, and they deserve equal access to information, training and support. Learn more about Freshdelmontecsr.com.

The programme covers listening, speaking, reading and writing for situations that arise on farms, in packing houses and during transport. Lessons include shift instructions, workplace health and safety, emergency procedures, employment information and respectful communication. Teaching uses plain English, visual prompts and practical activities instead of advanced reading or academic vocabulary.

Classes are free, voluntary and separate from immigration or visa processes. They are designed with employees and local education partners so learning supports work without becoming a condition of employment or a substitute for formal qualifications. This focus on dignity, participation and safe conditions complements our wider commitments to ethical business practice and sustainability.

Classes that fit the working day

We deliver classes through adult education providers, registered training organisations and trained bilingual facilitators. Local partnerships help instructors understand the industries, communication styles and situations workers encounter. Teachers can supplement conversations with digital learning tools, using short videos, pronunciation exercises and revision activities. Technology supports instruction; it does not replace a teacher, a practical demonstration or time to speak.

We schedule learning around rosters, harvest cycles and transport arrangements. Participation during work is paid, and any additional travel or study time is covered rather than placed on workers. In regional horticulture centres such as Mildura, where seasonal employees may travel considerable distances, on-site sessions remove a major barrier. Repeating short lessons at handover can also be more useful than an occasional long class.

Practical language for safety and teamwork

A practical syllabus starts with work that matters immediately: understanding a task, checking equipment, identifying hazards, reporting an injury and locating emergency information. Role-play lets workers practise giving instructions and asking for clarification. Demonstrations and teach-back sessions provide alternatives for people who learn more effectively through listening, seeing or speaking.

Australia’s workplace English varies by region and workplace. Informal expressions such as “arvo” for afternoon, “no worries” and “good on you” can help colleagues build rapport, but they do not always carry the meaning intended in a safety briefing. Classes explain direct, plain-English phrases while acknowledging that many workers already bring multilingual skills and strong professional experience. Clear communication matters more than pretending that one accent or dialect is the only acceptable one.

Support built around trust and access

Trust is essential for participation. Facilitators do not ask about immigration status, and attendance or performance in a class is not used in employment decisions. Personal information remains confidential, with consent before any photograph, recording or workplace example identifies a worker. A separate route for raising concerns ensures that language support never becomes a barrier to reporting unsafe conditions or workplace misconduct.

Access also depends on practical conditions. Classes need a private space, suitable lighting and materials that do not require a personal device. Transport, childcare and referral information should be available where these affect participation. In Northern Australia, high temperatures, cyclone seasons and changing wet-weather rosters require flexible schedules and safe indoor locations. The same attention to practical outcomes guides wider operational change, as our move to paper-based cling film for produce bundles shows why improvements must work for produce quality, packaging processes and teams on the ground.

Learning that strengthens local communities

Language classes can connect workers with support beyond the workplace. Community legal centres, settlement services and multicultural organisations in Brisbane and other growing regional centres offer guidance on housing, healthcare, transport and employment rights. Sharing a trusted community classroom can make those services easier to find, while giving our programme access to local knowledge and experienced bilingual educators.

The benefits extend to families, suppliers and customers. Stronger workplace communication can reduce packing errors, missed deliveries and misunderstandings about food handling. In Melbourne’s Footscray wholesale food precinct, fresh produce moves under demanding delivery schedules, so clarity is essential to efficient distribution and safe handling. When workers can ask questions and share information confidently, they strengthen the entire local food supply chain.

Measuring progress without adding pressure

A useful programme measures learning rather than attendance alone. Voluntary baseline assessments can show whether participants understand common instructions, while scenario-based exercises reveal whether they can apply that knowledge. Confidential feedback should cover confidence, teaching quality, scheduling and access barriers. Supervisors may offer operational observations, but individual workers’ language scores should not become part of performance reviews.

Findings belong to the people who participate and the communities they support. Our CSR reporting can include participation, topics covered, evaluation results and areas requiring adjustment without identifying individuals. Independent education partners can help review teaching methods and accessibility. Where legal questions arise, workers should receive referrals to qualified advisers rather than informal interpretations of awards, workplace policies or visa conditions.

Comparing ways to deliver language support

The most effective model depends on shift patterns, language needs, digital access and the availability of local teachers. Small workplace groups, adult education courses and blended learning each serve different circumstances.

No single approach works everywhere. A worksite course may offer the greatest accessibility, while a local classroom can provide stronger formal pathways. Peer groups can improve everyday communication, but trained facilitators remain important for safety topics and complex employment information. The mix should reflect local conditions rather than a fixed template.

A practical takeaway for every harvest

A strong language programme becomes part of ordinary work: paid time for lessons, plain-English safety messages, confidential support and practical options for different learning needs. Temporary and permanent workers should have access on comparable terms, and facilitators need enough time to build trust with crews that change throughout the season.

The practical takeaway is simple: language support belongs alongside every safety induction and toolbox talk, not separate from them. When workers can understand tasks, raise concerns and ask for help, safer work becomes a shared practice across the farm, packing house and supply chain.