The role of cultural background in the engagement and learning of academically successful, late-stage CALD (culturally and linguistically diverse) and non-CALD pharmacy students at a research-intensive Australian university

2019 ◽  
Vol 15 (5) ◽  
pp. e24
Author(s):  
Jacqueline A. Bond ◽  
Catherine E. Manathunga ◽  
Paul N. Shaw ◽  
Caroline H. Steel
Keyword(s):  
Late Stage ◽  
Linguistically Diverse ◽  
Cultural Background ◽  
Pharmacy Students ◽  
Academically Successful ◽  
Culturally And Linguistically Diverse

scholarly journals Counter-effect of Refugee Movement in Culturally and Linguistically Diverse Classrooms

2019 ◽  
Vol 9 (2) ◽  
pp. 22
Author(s):  
Ekrem Solak ◽  
Betül Bal Gezegin
Keyword(s):  
Mixed Method ◽  
Linguistically Diverse ◽  
Cultural Background ◽  
Culturally And Linguistically Diverse ◽  
Cultural Perspective ◽  
Integration Process ◽  
Refugee Students ◽  
Positive Effects ◽  
Diverse Classrooms ◽  
Local Students

The presence of refugee students in culturally and linguistically diverse classrooms relatively influences thedevelopment of local students as well. Students with different languages and cultural background in a learningenvironment create a different atmosphere and may influence the attitude of local students to other languages andcultures. Therefore, this study investigated how and to what extent native students were influenced from refugeestudents in terms of linguistic and cultural perspective. The mixed method was used in this study. Quantitative datawere collected from local students in culturally and linguistically diverse classrooms through a questionnaire andqualitative data were collected from teachers teaching in these classrooms by means of interviews. The results of thestudy revealed that there were remarkable positive effects of the integration process on both sides though variousproblems emerged in diverse classrooms. The findings of this research may also (delete) give implications about theinfluence of refugee movement for other cultures.

scholarly journals The Role of EFL Teachers in the ESL Setting

LETRAS ◽  
2008 ◽  
pp. 179-191
Author(s):  
Ana Tristana Solano Campos
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Teaching ◽  
Linguistically Diverse ◽  
Foreign Language Teaching ◽  
Culturally And Linguistically Diverse ◽  
Efl Teachers

Se describen las acciones que los profesionales de la enseñanza del inglés como lengua extranjera deben llevar a cabo al trasladarse a un contexto en el que se aprende el idioma como segunda lengua. Se subraya la función de esos profesionales como defensores y tutores de estudiantes con diversidad cultural y lingüística. Asimismo, se señalan los importantes aspectos portener en cuenta para cumplir con esa función. A description is provided of the challenges that English as a Foreign Language teaching professionals face when being relocated to an English as a Second Language setting. Language teaching professionals' role as advocates and educational parents to Culturally and Linguistically Diverse (CLD) students is highlighted. The most important aspects to take into account to fulfill such a role are also presented.

scholarly journals Solidarity: The Role of Non-Black People of Color in Promoting Racial Equity

2020 ◽  
Author(s):  
Anita Li
Keyword(s):  
Cultural Evolution ◽  
Black People ◽  
Linguistically Diverse ◽  
People Of Color ◽  
Culturally And Linguistically Diverse ◽  
Racial Equity ◽  
Systemic Racism ◽  
Black Lives Matter ◽  
Behavior Analysts

Multicultural behavior analysts must stand together to address the issues of systemic racism collectively, show solidarity, and support Black lives. This paper discusses the role of culturally and linguistically diverse behavior analysts, mechanisms underlying barriers to showing solidarity, and mechanisms required for cultural evolution to promote a compassionate and nurturing approach to racial equity. It is critical that non-Black people of color actively participate in antiracist advocacy to show solidarity to the Black Lives Matter movement.

The Role of Multi-Media in Expanding Pre-Service Teachers' Understanding of Culturally and Linguistically Diverse Classrooms and Furthering Their Professional Identities

2016 ◽  
pp. 296-314
Author(s):  
Latisha Mary ◽  
Andrea Young
Keyword(s):  
Second Language Acquisition ◽  
Student Teachers ◽  
Linguistic Diversity ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Linguistically Diverse Students ◽  
Diverse Classrooms ◽  
Multi Media ◽  
The Impact

This chapter details a qualitative study conducted with pre-service elementary school student teachers enrolled in a Masters course on cultural and linguistic diversity at one university teacher education institute in France. The study aimed to evaluate the impact of the course on the student teachers' understanding of culturally and linguistically diverse classrooms and questioned whether the use of multi-media resources throughout the course could contribute to fostering a greater sense of empathy towards their future culturally and linguistically diverse students. The data analysis reveals that the use of video in particular, in combination with theoretical readings, was highly instrumental in helping the students to understand the concepts linked to second language acquisition and in providing them with strategies for their linguistically and culturally diverse classrooms. The authors question whether the use of multi-media is sufficient to foster a sense of empathy in students and suggest further pedagogical interventions.

scholarly journals Interviewing Participants About Past Events: The Helpful Role of Pre-Interview Activities

in education ◽  
2013 ◽  
Vol 17 (2) ◽  
Author(s):  
Julia Ellis ◽  
Afshan Amjad ◽  
Jun Deng
Keyword(s):  
Intercultural Communication ◽  
Chinese Students ◽  
Linguistically Diverse ◽  
The Other ◽  
Culturally And Linguistically Diverse ◽  
Diverse Students ◽  
Linguistically Diverse Students ◽  
Interpretive Inquiry ◽  
Conversational Interviews

This article presents the work of two researchers who explored the use of pre-interview activities to support participants in recollecting and recording past events prior to an interview. Pre-interview activities took the form of drawings, diagrams, or lists. Using such activities helped participants to recall events that had transpired over many years and facilitated comfortable, conversational interviews with enhanced opportunities for the researchers to focus on and respond to the stories shared by participants. One researcher was investigating the experience of culturally and linguistically diverse students in schools and the other was researching intercultural communication for international Chinese students at university.Keywords: interpretive inquiry; hermeneutics; fusion of horizons

scholarly journals Scaffolding storytelling and participation with a bilingual child in a culturally and linguistically diverse preschool in Australia

2019 ◽  
Vol 3 (1-2) ◽  
pp. 224-247 ◽  
Author(s):  
Maryanne Theobald
Keyword(s):  
First Language ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Language Competence ◽  
Bilingual Child ◽  
Oral Storytelling ◽  
Extended Sequence ◽  
Linguistic Ability ◽  
Sequential Analyses

Children frequently share stories as they play. Oral storytelling brings forth matters to do with language competence, and thus may present challenges for those with varying linguistic ability or those who are have a first language other than the dominant language of the setting. This article reports on a study of children’s playground interaction in a culturally and linguistically diverse preschool in Brisbane, Australia. An extended sequence of interaction is showcased in which one bilingual child (aged four years), speaking in his second language, takes up the role of storyteller in a designated ‘storytelling chair’. Sequential analyses using conversation analysis show how scaffolding is collaboratively achieved through a teacher’s responsiveness and the children’s demonstrated competence as storyteller and story recipients. By focusing on the interactional contributions of the members rather than individuals’ linguistic development, findings offer understandings about the co-productive and interactive communicative resources required for scaffolding storytelling.

scholarly journals Disaster Risk Communication in Culturally and Linguistically Diverse Communities: The Role of Technology

Proceedings ◽  
2018 ◽  
Vol 2 (19) ◽  
pp. 1256 ◽  
Author(s):  
Robert Ogie ◽  
Juan Castilla Rho ◽  
Rodney J. Clarke ◽  
Alison Moore
Keyword(s):  
Natural Disasters ◽  
Relevant Literature ◽  
Linguistically Diverse ◽  
Disaster Risk ◽  
Cultural Barriers ◽  
Culturally And Linguistically Diverse ◽  
Message Tailoring ◽  
Technological Interventions ◽  
Diverse Communities

Migrants, ethnic minorities and people from culturally and linguistically diverse (CALD) communities are often more vulnerable to natural disasters due to cultural barriers and limited proficiency in the dominant language, which sometimes undermine their ability to access, interpret and respond to warnings. Technology can assist in engendering culturally and linguistically appropriate communication with CALD communities if key challenges are identified. This study contributes by reviewing relevant literature with the aim of ascertaining the most pressing challenges requiring technological interventions. Three broad issues (i.e., trust, message tailoring, and message translation) are identified and discussed, and potential solutions for addressing these issues are recommended.

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