Supervision: The Sensitivity Awareness Supervision Model

1999 ◽  
Vol 9 (3) ◽  
pp. 18-20 ◽  
Author(s):  
Joan C. Kosta ◽  
Alejandro Brice
Keyword(s):  
Interpersonal Communication ◽  
Clinical Training ◽  
Linguistic Diversity ◽  
Linguistically Diverse ◽  
Spoken Language ◽  
Communication Styles ◽  
Culturally And Linguistically Diverse ◽  
Cultural And Linguistic Diversity ◽  
Clinical Supervisors ◽  
Supervision Model

Abstract Clinical supervisors are faced with supervising students who represent differences from “traditional” students that include spoken language, dialect, interpersonal communication styles, and attitudes. The training of culturally and linguistically diverse (CLD) speech-language pathologists is therefore a priority in order to serve the growing CLD population. The issues of cultural and linguistic diversity present major challenges for the clinical training of student clinicians. The need to develop specific styles and guidelines relating to supervision of CLD students is critical. This paper highlights concepts used in a supervision model designed for use with CLD student clinicians.

How do teachers use picture books to draw on the cultural and linguistic diversity in their classrooms?

2013 ◽  
pp. 44-50
Author(s):  
Marilyn Blakeney-Williams ◽  
Nicola Daly
Keyword(s):  
Early Childhood ◽  
Group Work ◽  
Picture Books ◽  
Linguistic Diversity ◽  
Picture Book ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Book Selection ◽  
Cultural And Linguistic Diversity ◽  
Diverse Classroom

Picture books are ubiquitous in Western early childhood and primary settings. This article explores how picture books are being used in culturally and linguistically diverse settings, by describing and exploring the practice of two New Zealand teachers who use picture books extensively in their classrooms. Findings from interviews, observations, reflections, and collaborative workshops indicate the power of picture books within a diverse classroom population and the importance of several factors: the personal resonance of picture book selection, exploration of language structures and vocabulary, and the importance of using group work in activities across the curriculum in response to picture books.

Culturally Responsive Pedagogies

Education ◽  
2013 ◽  
Author(s):  
Susan C. Faircloth
Keyword(s):  
Academic Performance ◽  
Educational System ◽  
Culturally Responsive ◽  
Linguistic Diversity ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Diverse Students ◽  
Cultural And Linguistic Diversity ◽  
Linguistically Diverse Students ◽  
The Impact

Historically, the academic performance of many culturally and linguistically diverse students has tended to lag behind that of their peers. This has been attributed by some as a failure of the educational system to meet these students’ academic, social, and emotional needs. Increasing diversity within the school-aged population demands that schools respond to the needs and abilities of these students. Central to these efforts is a commitment to the preparation, recruitment, and retention of a teaching force capable of acknowledging and respecting the unique learning abilities and needs of their students. Emerging in the1990s, the term “culturally responsive pedagogies” (CRP), often interchanged with the term “culturally relevant pedagogies,” has been used to describe the knowledge, skills, and dispositions characteristic of teachers who embrace the role of cultural and linguistic diversity within the teaching and learning environment. Teachers who engage in culturally responsive practices view their students’ cultural and linguistic diversity as strengths rather than deficits. Culturally responsive teachers build on their students’, and their families’/communities’ unique strengths as they work to develop effective educational practices for students from diverse backgrounds. Although hailed as a marker of effective teaching for culturally and linguistically diverse students, there is limited large-scale empirical evidence documenting the actual impact of CRP on students’ academic performance, leading some to question the utility of such practices. Given the highly contentious nature of the early-21st-century educational system it is imperative that increased research be conducted to document the impact of CRP on students’ academic experiences and subsequent outcomes.

Understanding the Communication Needs of Culturally and Linguistically Diverse Students Who Are Deafblind

2017 ◽  
Vol 2 (12) ◽  
pp. 81-88
Author(s):  
Sandy K. Bowen ◽  
Silvia M. Correa-Torres
Keyword(s):  
Sign Language ◽  
Augmentative And Alternative Communication ◽  
Linguistically Diverse ◽  
Spoken Language ◽  
Culturally And Linguistically Diverse ◽  
Alternative Communication ◽  
Linguistically Diverse Students ◽  
The Past ◽  
Communication Needs ◽  
Different Cultures

America's population is more diverse than ever before. The prevalence of students who are culturally and/or linguistically diverse (CLD) has been steadily increasing over the past decade. The changes in America's demographics require teachers who provide services to students with deafblindness to have an increased awareness of different cultures and diversity in today's classrooms, particularly regarding communication choices. Children who are deafblind may use spoken language with appropriate amplification, sign language or modified sign language, and/or some form of augmentative and alternative communication (AAC).

scholarly journals Designing for robot-mediated interaction among culturally and linguistically diverse children

2021 ◽  
Author(s):  
Yanghee Kim ◽  
Sherry Marx ◽  
Hung Viet Pham ◽  
Tung Nguyen
Keyword(s):  
Culturally Responsive ◽  
Design Research ◽  
Linguistically Diverse ◽  
Kindergarten Children ◽  
Childhood Development ◽  
Communication Styles ◽  
Culturally And Linguistically Diverse ◽  
Positive Interactions ◽  
Language Diversity ◽  
Collaborative Interactions

AbstractThis qualitative study explored the design and implementation of a humanoid social robot that mediated collaborative interactions among culturally and linguistically diverse kindergarten children in a US school. The robotic mediation was designed to help children have positive interactions with one another. The study was grounded in theories of childhood development, intercultural communication, and culturally responsive pedagogy. Design research and ethnographic qualitative research methods were used to design, test, and improve the robot’s mediation skills over a ten-week period of active use in a real-world classroom setting. Findings describe the challenges we faced in designing robot-mediated interaction activities as well as the solutions we implemented through repeated ethnographic observations, summarized as (1) anticipating children’s communication styles with flexible design, (2) inviting children to participate with personalized, friend-like communication, (3) enhancing engagement with familiar contexts, and (4) embracing language diversity with a bilingual robot.

Conducting Health Literacy Research on Hard-to-Reach Regional Culturally and Linguistically Diverse Populations: An Evaluation of Recruitment and Retention Methods Before and During COVID-19 (Preprint)

2020 ◽  
Author(s):  
Genevieve Perrins ◽  
Tabassum Ferdous ◽  
Dawn Hay ◽  
Bobby Harreveld ◽  
Kerry Reid-Searl
Keyword(s):  
Health Care ◽  
Health Literacy ◽  
Data Collection ◽  
Initial Data ◽  
Linguistic Diversity ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Post Intervention ◽  
Recruitment And Retention ◽  
Collection Phase

BACKGROUND Culturally and linguistically diverse (CALD) health care consumers residing within Australia are recognized as having low health literacy, leading to increased hospitalizations and poorer health outcomes. CALD populations living within regional Australia have been identified as a disadvantaged group. To understand and address this disadvantage, region-specific studies are required to map healthcare barriers related to geographic location, specific health services, and societal makeup. Despite the need to research the relationship between cultural and linguistic diversity and health literacy, CALD participants are often cited as hard-to-reach or hidden. This paper evaluates the approach used by researchers to attract and retain hard-to-reach CALD research participants for a study investigating health communication barriers between CALD health care users and health care professionals. As this study was taking place in 2020, the COVID-19 pandemic and subsequent restrictions emerged. Thus, recruitment and retention methods were adapted. This evaluation considers the effectiveness of recruitment and data collection methods used throughout pre-COVID and during-COVID periods. OBJECTIVE This evaluation sought to determine the effectiveness of recruitment and retention efforts of researchers, during a study which targeted regional-dwelling, hard-to-reach CALD participants. METHODS In this paper, recruitment and retention methods have been categorized into five phases: recruitment, pre-intervention data collection, intervention, post-intervention data collection and interviews. To compare the methods used by researchers, recruitment and retention rates have been dissected into pre-COVID and during-COVID periods. Researchers thereafter provide an in-depth reflection of the methods employed within this study. RESULTS This paper provides results relating to participant recruitment and retainment over the course of five research phases which occurred pre- and during-COVID. During the pre-COVID recruitment phase 22 participants were recruited. Of those, 68.2% of participants transitioned to the next phase and completed the initial data collection phase. By contrast, 18 participants completed the during-COVID recruitment phase, with a 72.2% continuance rate. The success rate of the intervention phase in the pre-COVID period was 93.3% versus 84.6% during-COVID. Lastly, 92.9% of participants completed the post-intervention data collection phase pre-COVID, compared with 90.9% during-COVID. Against the intended 30 participants, 40 participants took part in the initial data collection phase, with 23 going on to complete the project in its entirety. CONCLUSIONS The success of this program in recruiting and maintaining hard-to-reach CALD populations was preserved over pre and during-COVID periods. The emergence of COVID during the study period forced researchers to adjust study methods, thereby inadvertently contributing to the recruitment and retention success of the project. The maintenance of participants during this period is also due to flexibility offered by the research program through adoptive methods, such as the use of cultural gatekeepers, increased visibility of CALD researchers, limitation of intervention group size, use of digital platforms and more.

Teaching Culturally and Linguistically Diverse Students in Higher Education

2020 ◽  
pp. 84-103
Author(s):  
Jamie Harrison
Keyword(s):  
Higher Education ◽  
Second Language Acquisition ◽  
Teaching Practice ◽  
Linguistic Diversity ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Diverse Students ◽  
Pedagogical Practice ◽  
Linguistically Diverse Students ◽  
The University

This chapter discusses the concepts of cultural and linguistic diversity in relation to the higher education classroom. Essential components of culturally and linguistically responsive teaching are considered and a self-study of teaching practice explored. Applications of second language acquisition theory are applied to pedagogical practice to inform the reader about what effective instruction of culturally and linguistically diverse students in the university setting looks like. Conclusions and recommendations are made.

Can we talk?

2015 ◽  
Vol 116 (11/12) ◽  
pp. 748-780 ◽  
Author(s):  
Nadia Caidi ◽  
Keren Dali
Keyword(s):  
Interpersonal Communication ◽  
Interpersonal Relationships ◽  
Design Methodology ◽  
Information Science ◽  
Negative Emotion ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Library And Information Science ◽  
Content Type ◽  
Human Understanding

Purpose – This paper aims to examine the attractiveness of Library and Information Science (LIS) professions and programs to culturally and linguistically diverse individuals. Design/methodology/approach – Between September and December 2014, current students and alumni from 57 North American LIS programs were surveyed regarding their learning experiences and perceptions of the state of diversity in LIS. Findings – The findings point to deep, emotive reflections on diversity in LIS. Noting the general societal turn toward values-based, integral diversity, this paper proposes looking beyond the quantitative measures and paying attention to the volume of negative emotion surrounding the diversity debate in our field. Making both philosophical and practical arguments, a three-tiered approach is advocated, which can contribute to nurturing the climate of diversity: outreach and promotion; recruitment and retention; and interpersonal and intercultural dialog that will not only sustain diversity but also transform diverse environments into healthy and vibrant places with transparent communication channels. Originality/value – This paper departs from the focus on increasing diversity and emphasizes sustaining diversity in both academia and workplaces. The improvement of interpersonal relationships, human understanding and interpersonal communication is seen as a way to systemic change.

Perspectives on Preparing Graduate Students To Provide Services to Diverse Populations in Schools

2010 ◽  
Vol 11 (2) ◽  
pp. 33-39 ◽  
Author(s):  
Rochel Lazewnik ◽  
Nancy Creaghead ◽  
Sandra Combs ◽  
Lesley Raisor-Becker
Keyword(s):  
Graduate Students ◽  
Linguistic Diversity ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Diverse Populations ◽  
Speech Language Pathology ◽  
Cultural Backgrounds ◽  
School Settings ◽  
Language Pathology ◽  
Practicum Experiences

Abstract In today's school settings, speech-language pathologists are likely to engage in assessment, intervention, and consultation for students from culturally and linguistically diverse populations. Therefore, speech-language pathology graduate programs must make changes that will prepare monolingual and bilingual graduate students to meet the needs of these children. Graduate students can learn information about cultural and linguistic diversity through independent courses and when these topics are incorporated into all courses. Practicum placements and experiences with children from culturally and linguistically diverse populations in the community can provide the necessary skills. When practicum experiences with diverse children are not available, faculty may consider simulated experiences, as well as experiences with typical speakers from other linguistic and cultural backgrounds.

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.

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