62,006 research outputs found

    Towards best-practice access to services for culturally and linguistically diverse people with a disability

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    The research set out to understand the characteristics of good practice to increase access to systems and services for people with disability from culturally and linguistically diverse communities. The report finds many governments, businesses, not-for profit organisations and community organisations have policies or programs that support the inclusion of people with disability and people from culturally and linguistically diverse backgrounds. However, these policies or programs are often not integrated with each other or with other initiatives. It finds the policies or programs are often not properly implemented or adequately monitored or evaluated. In order for services to be accessible for people with disability from culturally and linguistically diverse backgrounds the report identifies ‘good practice’ should occur at three levels: - systemic level – for example, the Australian Government should provide information in different languages - organisational level – for example, organisations should have people with disability from culturally and linguistically diverse backgrounds on boards and employ people from diverse backgrounds. - individual level – for example, staff working to service these people’s needs should learn how to work with interpreters and with people from different backgrounds. ‘Good practice’ in the provision of services involves three key elements: - an understanding of and engagement with intersecting experiences of people with disability from culturally and linguistically diverse backgrounds. - involvement of people with disability from culturally and linguistically diverse backgrounds at all stages of developing, implementing and managing services. - continuous monitoring and improvement to adjust systems so they can respond to the needs of people with disability from culturally and linguistically diverse backgrounds. An organisational commitment to implementing good practice across systems and services has the potential to increase access to services and ensure the safety of people with disability from culturally and linguistically diverse backgrounds

    Educational Practices that Decrease Opportunity Gaps in Literacy

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    Historically, research in regards to the instruction of culturally and linguistically diverse students focuses predominantly on a comparison to mainstream culture as well as the use of primary language separate from the second language.  The traditional approach focuses on a deficit lens, or perceived deficiencies of culturally and linguistically diverse students in comparison to a mainstream monolingual culture.  This research perspective establishes one language and as a result, one culture, as dominant.  Despite a large body of research on the need for high quality rigorous instruction to support linguistically and culturally diverse students, minimal research focuses on instructional approaches to support diverse student literacy.  This paper discusses a review of the current research literature specific to evidence based practices to support academic literacy development in students of culturally and linguistically diverse backgrounds.  Overall, the research findings suggest that traditional approaches to academic literacy instruction are inadequate for developing academic literacy in culturally and linguistically diverse students.

    Gifted Culturally Linguistically Diverse Learners: A School-Based Exploration

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    The purpose of this case study was to explore educators’ perceptions of characteristics, needs, and practices relating to gifted culturally linguistically diverse learners. The research questions guiding the study included the following: What are educators’ perceptions of the characteristics, needs, and practices related to gifted culturally linguistically diverse learners? How do educators describe gifted culturally linguistically diverse learners? How do educators describe their understanding of culturally responsive teaching as it relates to diverse gifted learners? What are school-based practices for gifted culturally linguistically diverse learners that support or hinder learning? This study focused on an elementary school within Colorado. Seventeen educators (administrators and teachers) voluntarily participated in the study. One 30 minute semi-structured interview as well as one 60 minute classroom observation was conducted at the research site. The classroom observation tool was developed using culturally responsive pedagogical tenets (Gay, 2014) as well as gifted multicultural competencies (Ford and Trotman, 2001). Artifacts were also collected. Using the frameworks of Critical Race Theory and Constructivism as a guide, data was analyzed and coded to determine emerging themes. Results showed educators had positive perceptions of gifted culturally linguistically diverse learners; however, the practices related to gifted culturally linguistically diverse learners were inconsistent and showed differences between espoused theory and actual practice (Fullan, 2006; Argyris, 2000). The author proposes a new theoretical framework, GiftedCrit™ to examine gifted education. Lastly, a conceptual model is proposed highlighting the intersection of culturally responsive pedagogy and multicultural gifted competencies through which to view gifted classrooms

    Components of an oral program that can be implemented with culturally and linguistically diverse deaf and hard of hearing children and their families

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    This study examined oral education components that could be successfully implemented with culturally and linguistically diverse deaf and hard of hearing (DHH) children and their families. A literature review of oral program strategies used with culturally diverse families and their children with special needs, and federal guidelines related to programs serving DHH children were conducted. Recent statistics of children in programs for DHH students who are from racially and linguistically diverse backgrounds were discussed. Additional data sources included classroom observations and multidisciplinary interviews. The data obtained was utilized to design a framework for oral programs to support culturally and linguistically diverse DHH children and their families

    The Roles of School-Based Language Specialists: Implications for ELL Teacher and Speech-Language Pathologist Collaboration

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    The field of education is a dynamic one due to the ever-changing demographics of the society it seeks to serve. Research has shown that the number of culturally and linguistically diverse students in schools is increasing. As a result, schools and educators need to meet the academic and linguistic needs of culturally and linguistically diverse students. Past research as also shown that Speech-Language Pathologists must differentiate between a language disorder or language difference when working with a culturally and linguistically student and they should collaborate with a bilingual interpreter or bilingual teacher during this process. However, much of the past research does not elaborate on the role of the English Language Learner (ELL) teacher in this process. Researching the experiences of ELL teachers and Speech-Language Pathologists who work with culturally and linguistically diverse students will be beneficial in that it will help gain some more insight into what these language experts do when working with this student population. Furthermore, it will provide essential information for educators, administrators, and other important stakeholders in order to ensure that the academic and linguistic needs of culturally and linguistically diverse students are being met through appropriate language services

    SEL for Culturally and Linguistically Diverse Students

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    There is abundant research about the benefits of SEL programs on social and emotional core competencies (e.g., increase in self-esteem, improvement of academic performance); however, general SEL programs are not necessarily designed with the English learners’ (ELs) needs in mind. Aiming at exploring valid and reliable SEL programs that meet the needs of the ELs, the article first examines the theoretical groundwork on which SEL is built upon. Next, this paper will first discuss Piaget’s, Vygotsky’s, and Dörnyei’s theories surrounding the cognitive, emotional, and sociocultural aspects involved in the learning process and language learning. It will then consider the needs for SEL programs adapted to the needs of English learners (e.g., cultural, linguistic, emotional). To conclude, this paper will propose a culturally and linguistically adapted SEL framework that would offer classroom practitioners, school administrators, and other instructional staff an adapted tool that can guide them when implementing SEL programs in settings with diverse student populations

    The effective practices of culturally responsive English as a second language teachers in the high school setting: a case study

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    Little attention has been given to the voices of English as a Second Language (ESL) teachers at the secondary level in sharing effective strategies that are responsive in meeting the needs of culturally and/or linguistically diverse students; the purpose of this study is to reveal those practices. For many culturally and/or linguistically diverse learners, American public schools have not provided them with a high-quality, equitable education that will prepare them to compete in a global society. An urgent need in research is to identify effective instructional practices that can be used by all educators to address the academic and social challenges that culturally and/or linguistically diverse students encounter both inside and outside of the school community. The purpose of this study is to discover how the practices of ESL teachers have a positive impact on the academic and social development of diverse learners. This qualitative study involving two ESL teachers at the high school level will explore their effective practices and how those practices address the academic and social needs of culturally and/or linguistically diverse students. The findings of this study shed light on how the effective practices of culturally responsive ESL teachers lead to instruction that can result in academic achievement for all learners in any classroom setting. This research has the potential to lend valuable insight into policies and procedures educational leaders develop to create culturally competent learning environments in which all students, particularly culturally and/or linguistically diverse learners, can flourish

    Language, Literacy, and Linguistically & Culturally Diverse Individuals

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    The purpose of this presentation is to address culturally and linguistically diverse students and how dialectal differences in speech and language do and do not affect performance on literacy tasks

    Pre-Service Teachers’ Perceptions of Preparedness and Self-efficacy in Instructing Students From Diverse Cultural and Linguistic Backgrounds

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    This study aims to determine a connection between the pre-service teachers’ perception of preparedness and their self-efficacy in instructing students from culturally and linguistically diverse backgrounds. The researcher was guided by three research questions: 1) What are pre-service teachers\u27 perceptions of their abilities to teach culturally and linguistically diverse students? 2) To what degree do pre-service teachers believe their teacher education program prepared them to teach culturally and linguistically diverse students? 3) To what extent do pre-service teachers\u27 self-efficacy influence culturally and linguistically diverse students? Participants were pre-service teachers (education undergraduates in their last year or last semester of graduation), community colleges, and university faculty in the North Texas area. A total of sixty-three participants participated in the study by completing a Teacher Demographic Questionnaire (TDQ) and the Culturally Responsive Teacher Self-Efficacy scale (CRTSES) (Siwatu, 2006). Also, ten faculty participants participated in the study by completing a Faculty Member Questionnaire (FMQ). None of the faculty member participants expressed an interest in participating in the follow-up interviews. Demographic and preparedness questions from the TDQ were selected to identify similarities and differences. CRTSES data were totaled by the question, ranked based on mean score, and then grouped by means. Results of the study indicated many pre-service teachers feel a significantly strong and positive perception of their abilities to instruct culturally linguistically diverse students, a high degree of preparedness received from their program (cultural awareness of the needs of CLD students), and more confidence (self-efficacy) in instructing students from culturally and linguistically diverse backgrounds. The findings of this study are insightful for teacher preparation programs, faculty members in colleges and universities, coordinators and directors of field experience at the university level, and anyone tasked with mentoring and guiding pre-service teachers

    Dementia care for people from culturally and linguistically diverse backgrounds: Qualitative secondary analysis of the aged care Australian royal commission data

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    Objective: Understanding the concerns and experiences of people living with dementia from culturally and linguistically diverse backgrounds is critical to ensure culturally appropriate care is delivered. This study aimed to describe the current experiences and concerns of older people from culturally and linguistically diverse backgrounds using the publicly available evidence from the Australian Royal Commission into Aged Care Quality and Safety. Methods: This was a qualitative secondary analysis of the Australian Royal Commission into Aged Care Quality and Safety data to explore new and nuanced insights about care for culturally and linguistically diverse people living with dementia. Using the keywords to search the data corpus, we extracted a topic-specific data set focused on dementia care and cultural diversity. Thematic analysis was used to identify and describe the present practices and challenges. Results: Our findings showed that the need for cultural connection for older people from culturally and linguistically diverse backgrounds increases as dementia progresses. Access to culture-specific food and music facilitated connection with their culture of origin. Many older people from culturally and linguistically diverse backgrounds with dementia reverted to their language of origin; however, the inability to communicate due to a lack of language support impacted their health and well-being, and care provision. Conclusions: Further work is needed to provide the necessary cultural experiences and language support to ensure comfort and equity in the provision of dementia care for Australians from migrant backgrounds
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