Exploring the Experiences of Linguistically Diverse College of Education Student Writers

ERIC Educational Resources Information Center

Karathanos, Katya A.; Mena, Dolores D.

2014-01-01

Many linguistically diverse students at the post-secondary level have difficulty with academic language skills that are important to their success in content-area university courses. Although programs have been established to help English language learners (ELLs) transition from high school to college, little attention has been given to how…

Science knowledge and cognitive strategy use among culturally and linguistically diverse students

NASA Astrophysics Data System (ADS)

Lee, Okhee; Fradd, Sandra H.; Sutman, Frank X.

Science performance is determined, to a large extent, by what students already know about science (i.e., science knowledge) and what techniques or methods students use in performing science tasks (i.e., cognitive strategies). This study describes and compares science knowledge, science vocabulary, and cognitive strategy use among four diverse groups of elementary students: (a) monolingual English Caucasian, (b) African-American, (c) bilingual Spanish, and (d) bilingual Haitian Creole. To facilitate science performance in culturally and linguistically congruent settings, the study included student dyads and teachers of the same language, culture, and gender. Science performance was observed using three science tasks: weather phenomena, simple machines, and buoyancy. Data analysis involved a range of qualitative methods focusing on major themes and patterns, and quantitative methods using coding systems to summarize frequencies and total scores. The findings reveal distinct patterns of science knowledge, science vocabulary, and cognitive strategy use among the four language and culture groups. The findings also indicate relationships among science knowledge, science vocabulary, and cognitive strategy use. These findings raise important issues about science instruction for culturally and linguistically diverse groups of students.Received: 3 January 1995;

"Let's Think about It Together:" How Teachers Differentiate Discourse to Mediate Collaboration among Linguistically Diverse Students

ERIC Educational Resources Information Center

Martin-Beltrán, Melinda; Guzman, Natalia L.; Chen, Pei-Jie Jenny

2017-01-01

As linguistic diversity is increasing in schools worldwide, research is needed to examine how to modify teaching and learning contexts in response to emerging multilingual students' different needs. Grounded in sociocultural theory, this study examined how teachers used discourse differently to respond to diverse students' needs as they…

Culturally and Linguistically Diverse Students in Gifted Education: Recruitment and Retention Issues

ERIC Educational Resources Information Center

Ford, Donna Y.; Grantham, Tarek C.; Whiting, Gilman W.

2008-01-01

The field of gifted education has faced criticism about the underrepresentation of African American, Hispanic/Latino, and American Indian students who are culturally and linguistically diverse (CLD) in its programs. This article proposes that efforts targeting both recruitment and retention barriers are essential to remedying this disparity.…

Teaching Business Law to Non-Law Students, Culturally and Linguistically Diverse ("CaLD") Students, and Large Classes

ERIC Educational Resources Information Center

Kariyawasam, Kanchana; Low, Hang Yen

2014-01-01

This paper is largely based on the experience of teaching law to students with non-legal background in business schools, with a focus on internationalisation and the large class lecture format. Business schools often consist of large classes which include a significant proportion of Culturally and Linguistically Diverse (CaLD) students. Teaching a…

State Policy and Guidance for Identifying Learning Disabilities in Culturally and Linguistically Diverse Students

ERIC Educational Resources Information Center

Scott, Amy N.; Boynton Hauerwas, Laura; Brown, Rachel D.

2014-01-01

This study investigates how state Departments of Education address the needs of culturally and linguistically diverse (CLD) students as they relate to the identification of students with a specific learning disability (SLD). A qualitative research design of directed content analysis was used to examine each state's regulatory criteria for SLD, as…

Rates of Representation of Culturally and Linguistically Diverse Students in South Texas

ERIC Educational Resources Information Center

Guzmán, Norma A.; Fernandez, Mary Ruth

2014-01-01

This study adds to the research on the problem of disproportionality of Culturally and Linguistically Diverse (CLD) students in special education (SE) in four districts and 13 elementary campuses in south Texas. Data was disaggregated and analyzed at the state, district and campus level when possible utilizing the composition index (Donovan &…

Drawing Their Way into Writing: Culturally and Linguistically Diverse Students Finding Voice through Mini-Novelas

ERIC Educational Resources Information Center

Wessels, Stephanie; Herrera, Socorro G.

2014-01-01

Writing can be a difficult task for many students in today's classrooms; however, for students who are culturally and linguistically diverse (CLD), writing can be especially difficult. These students often are in the process of developing their facility with the English language, and they possess cultural backgrounds that differ from those of…

Counseling the Linguistically and Culturally Diverse Student: Meeting School Counselors' Professional Development Needs

ERIC Educational Resources Information Center

Schwallie-Giddis, Pat; Anstrom, Kristina; Sanchez, Patricio; Sardi, Victoria A.; Granato, Laura

2004-01-01

This study used qualitative methods to investigate the challenges and professional development needs of elementary and secondary school counselors who work with linguistically and culturally diverse students and families, and their perceptions of the impact of a 9-month professional development program focused on improving school counselors'…

Reaching New Horizons: Gifted and Talented Education for Culturally and Linguistically Diverse Students.

ERIC Educational Resources Information Center

Castellano, Jaime A., Ed.; Diaz, Eva I., Ed.

This book provides 14 readings on issues in the education of gifted and talented students from culturally or linguistically diverse populations. Its overall theme is the insoluble and reciprocal dependence of excellence and equity in education. Chapters include: (1) "Framing an Historical Context for the Education of Culturally and Linguistically…

Social-Skill Interventions for Culturally and Linguistically Diverse Students with Disabilities: A Comprehensive Review

ERIC Educational Resources Information Center

Kim, Sunyoung; Yan, Min-Chi; Kulkarni, Saili S.

2017-01-01

Teachers and researchers have considered social-skill interventions to be an essential component in the development and progress of students with disabilities. However, there is still relatively limited research on these interventions for individuals from culturally and linguistically diverse (CLD) backgrounds. This literature review was conducted…

Culturally Inclusive Science Teaching (CIST) Model for Teachers of Culturally and Linguistically Diverse Students

ERIC Educational Resources Information Center

Yoon, Jiyoon; Kim, Kyoung Jin; Martin, Leisa A.

2016-01-01

Purpose: This study aims to design and measure the effects of the culturally inclusive science teaching (CIST) model on 30 teacher candidates to teach science to culturally and linguistically diverse (CLD) students. Design/methodology/approach: The CIST model for culturally inclusive science lessons included six sessions: inquiring, questioning,…

Learning from Analyzing Linguistically Diverse Students' Work: A Contribution of Preservice Teacher Inquiry

ERIC Educational Resources Information Center

Athanases, Steven Z.; Wong, Joanna W.

2018-01-01

One task of Feiman-Nemser's teacher learning model--develop tools and dispositions to study teaching--frames how we organized learning opportunities during teacher preparation. We explored how and to what degree preservice teachers used teacher inquiry to analyze linguistically diverse students' work through an asset-based lens, beyond deficit…

The Relationship between Language Skills and Writing Outcomes for Linguistically Diverse Students in Upper Elementary School

ERIC Educational Resources Information Center

Silverman, Rebecca D.; Coker, David; Proctor, C. Patrick; Harring, Jeffrey; Piantedosi, Kelly W.; Hartranft, Anna M.

2015-01-01

The purpose of this study was to explore relationships between language variables and writing outcomes with linguistically diverse students in grades 3-5. The participants were 197 children from three schools in one district in the mid-Atlantic United States. We assessed students' vocabulary knowledge and morphological and syntactical skill as…

Successful Students Who Are Deaf or Hard of Hearing and Culturally and/or Linguistically Diverse in Inclusive Settings.

PubMed

Ayantoye, Catherine Adekemi; Luckner, John L

2016-01-01

The population of students who are deaf or hard of hearing is becoming more culturally and/or linguistically diverse. However, there is a paucity of practitioner literature and research available to professionals and families to guide decision making about daily practices with these students and their families. The study identified factors that contribute to the success of students who are deaf or hard of hearing and from culturally and/or linguistically diverse backgrounds who receive the majority of their education in inclusive settings. Students were recruited from two schools in two school districts in a western state. Students, educators, interpreters, and parents participated in individual in-depth, semi-structured interviews. Observations of the students were also done. Analysis of the data included coding the transcribed interviews and the field notes to identify common themes. Seven themes emerged and are reported. Recommendations for future research are provided.

Culturally Familiar Tasks on Reading Performance and Self-Efficacy of Culturally and Linguistically Diverse Students

ERIC Educational Resources Information Center

Kelley, Heather M.; Siwatu, Kamau Oginga; Tost, Jeremy R.; Martinez, James

2015-01-01

Grounded in the theoretical frameworks of constructivism and social cognitive theory, this study examined utilising culturally responsive pedagogy through a Latino themed reading task with the intention of increasing reading achievement and reading self-efficacy beliefs for culturally and linguistically diverse students. The research was conducted…

Teacher Efficacy Beliefs toward Serving Culturally and Linguistically Diverse Students in Special Education: Implications of a Pilot Study

ERIC Educational Resources Information Center

Chu, Szu-Yin

2013-01-01

Educating a nation of culturally, ethnically/racially, and linguistically diverse (CLD) students is one of the many challenges facing teachers and teacher educators, resulting in teachers' questioning their ability to improve learning for these groups. Yet teacher efficacy is significantly related to student achievement, motivation, and students'…

Peer Coaching: An Effective Staff Development Model for Educators of Linguistically and Culturally Diverse Students.

ERIC Educational Resources Information Center

Galbraith, Paul; Anstrom, Kris

1995-01-01

Peer coaching develops from a leadership role on the part of educators of linguistically and culturally diverse (LCD) students, together with an interdisciplinary cooperation between bilingual/English as a Second Language (ESL) and mainstream staff. Peer coaching is a professional development method in which teachers share their expertise and…

Teachers' Dispositions and Beliefs about Cultural and Linguistic Diversity

ERIC Educational Resources Information Center

Vázquez-Montilla, Elia; Just, Megan; Triscari, Robert

2014-01-01

Teachers' beliefs towards their students' cultural backgrounds and languages affect all aspects of learning. Critical consciousness of attitudes and beliefs about the increasing culturally and linguistically diverse (CLD) student population is necessary for aligning individual beliefs with effective teaching practices. Rethinking how to work with…

Adaptations for Culturally and Linguistically Diverse Families of English Language Learning Students with Autisim Spectrum Disorders

ERIC Educational Resources Information Center

Mitchell, Deborah J.

2012-01-01

The purpose of this qualitative, grounded theory study was to describe adaptations for culturally and linguistically diverse families of English language learning students with autism spectrum disorders. Each family's parent was interviewed three separate times to gather information to understand the needs and experiences regarding their…

Successful Students Who Are Deaf or Hard of Hearing and Culturally and/or Linguistically Diverse in Inclusive Settings

ERIC Educational Resources Information Center

Ayantoye, Catherine Adekemi; Luckner, John L.

2015-01-01

The population of students who are deaf or hard of hearing is becoming more culturally and/or linguistically diverse. However, there is a paucity of practitioner literature and research available to professionals and families to guide decision making about daily practices with these students and their families. The study identified factors that…

It ain't what you say, it's how you say it: linguistic and cultural diversity in the classroom.

PubMed

Robinson, Cynthia Cole; Clardy, Pauline

2011-01-01

The disparity between the cultural and linguistic diversity of the teaching population and the student population continues to grow as teacher education programs enroll and graduate primarily white teacher candidates (83.7%). At the same time, the diversity of the K-12 student body has increased with 65% of public school students being from culturally and linguistically diverse backgrounds (National Center for Education Statistics, 2007). This chasm between the diversity of the teaching force and student population is of concern as many teachers report that they do not have the cultural knowledge and experience of working or living in diverse environments, yet will be faced with teaching a very diverse student population. Hence, the need for teacher candidates and current teachers to be explicitly taught the skills needed to successfully teach diverse student populations is urgent. In this article, we explore the following phenomena: how linguistic and cultural diversity is regarded in teacher education programs, as well as teacher candidates' and current K-12 teachers' dispositions towards students who do not share their cultural backgrounds or language (including those who vary in their dialects). Finally, we will present strategies that teacher educators can use to embrace and empower culturally and linguistically diverse (CLD) teacher candidates, as well as prepare teacher candidates to teach diverse student populations.

Linguistic Multi-Competence of Fiji School Students and Their Conversational Partners

ERIC Educational Resources Information Center

Hopf, Suzanne C.; McLeod, Sharynne; McDonagh, Sarah H.

2018-01-01

This study explored linguistic multi-competence in Fiji students and their conversational partners through a description of linguistic diversity in one school community. Students' caregivers (n = 75), teachers (n = 25) and year 4 students (n = 40) in an urban school of Fiji completed paper-based questionnaires regarding: 75 students, 75 mothers,…

Linguistically Diverse Students and Special Education: A Mixed Methods Study of Teachers' Attitudes, Coursework, and Practice

ERIC Educational Resources Information Center

Greenfield, Renee A.

2011-01-01

While the number of linguistically diverse students (LDS) grows steadily in the U.S., schools, research and practice to support their education lag behind (Lucas & Grinberg, 2008). Research that describes the attitudes and practices of teachers who serve LDS and how those attitudes and practice intersect with language and special education is…

Teachers' Work in Culturally and Linguistically Diverse Schools

ERIC Educational Resources Information Center

Miller, Jennifer

2011-01-01

Teachers in culturally and linguistically diverse classrooms work in highly charged contexts where policy, curriculum, student backgrounds, equity issues and pedagogical expertise provide both resources and constraints. Often, these classrooms are in underachieving schools in low socio-economic areas. This study investigated one school in…

Collaborating with Cultural and Linguistically Diverse Families of Students in Rural Schools Who Receive Special Education Services

ERIC Educational Resources Information Center

Conroy, Paula Wenner

2012-01-01

The changes in demographics in the United States are creating challenges in today's schools as more children from culturally and linguistically diverse (CLD) backgrounds are identified with disabilities and live in rural areas. Collaboration with families is a foundation for the success of all CLD students with disabilities (Harry, 2008). This…

Positionings of Racial, Ethnic, and Linguistic Minority Students in High School Biology Class: Implications for Science Education in Diverse Classrooms

ERIC Educational Resources Information Center

Ryu, Minjung

2015-01-01

In the present study, I analyze ethnographic data from a year-long study of two Advanced Placement (AP) Biology classes that enrolled students with diverse racial, ethnic, and linguistic backgrounds. Specifically, I consider participation, positioning, and learning of newcomer Korean students in the focal classes. Building on the notion of figured…

Exploring the Role Teacher Perceptions Play in the Underrepresentation of Culturally and Linguistically Diverse Students in Gifted Programming

ERIC Educational Resources Information Center

Allen, Jennifer K.

2017-01-01

This qualitative study explored the role teacher perceptions play in the underrepresentation of culturally and linguistically diverse (CLD) students in gifted programming. Purposeful sampling was used to select six interview participants with at least 5 years of teaching experience. Each participant took part in two semistructured interviews over…

Facing the Challenges of Today and the Future: Ensuring Successful Outcomes for Students from Culturally and Linguistically Diverse Backgrounds

ERIC Educational Resources Information Center

Bullock, Lyndal M.; Gable, Robert A.; Carrero, Kelly; Lewis, Calli; Collins, Emerald; Zolkowski, Staci; Lusk, Mandy

2014-01-01

American schools are witnessing the increasing cultural heterogeneity of our nation's population. Educators are faced with the challenge of ensuring positive educational outcomes for all students, despite the lack of empirical understanding of how to effectively educate culturally and linguistically diverse learners. The purpose of this paper is…

Providing Transition Services for Students with Disabilities from Culturally and Linguistically Diverse Backgrounds

ERIC Educational Resources Information Center

Avoke, Selete Kofi; Simon-Burroughs, Marlene

2007-01-01

Youth with disabilities from culturally and linguistically diverse (CLD) backgrounds are at high risk for a number of negative postschool outcomes including high unemployment, low wages, and limited access to postsecondary education and training. Cultural and linguistic differences may negatively impact transition planning for these youth as they…

ESL TEACHER CANDIDATES' PERCEPTIONS OF STRENGTHS AND INADEQUACIES OF INSTRUCTING CULTURALLY AND LINGUISTICALLY DIVERSE STUDENTS: POST CLINICAL EXPERIENCE.

PubMed

Wong, Chiu-Yin; Indiatsi, John; Wong, Gary K W

2016-01-01

The present case study examined English as a second language (ESL) teacher candidates' views on their preparedness on instructing culturally and linguistically diverse students. A survey was administrated to a group of ESL teacher candidates at the end of the training program. Results revealed that although the participants received training in culture and instructional strategies, lacking adequate knowledge in students' diverse cultures and languages was reported as a major challenge. Personality traits and knowing specific strategies are reported as their strengths. However, there is a mismatch between the data gathered from the self-ranking component and the open-ended questions. Implications and suggestions are discussed.

Identifying and Integrating Relevant Educational/Instructional Technology (E/IT) for Culturally and Linguistically Diverse (CLD) Students with Disabilities in Urban Environments

ERIC Educational Resources Information Center

Brown, Monica R.

2013-01-01

The aim of this manuscript is to address the significant void in the literature related to technology integration for culturally and linguistically diverse (CLD) students with disabilities living in urban communities. Given that the vast majority of CLD students attend school within urban districts, the focus of this article is to (a) identify and…

Developing a Scale to Investigate In-Service Special Education Teacher Efficacy for Serving Students from Culturally and Linguistically Diverse Backgrounds

ERIC Educational Resources Information Center

Chu, Szu-Yin

2016-01-01

The purpose of this paper is to describe the development of the scale designed to investigate special education teachers' perceptions of their culturally responsive teaching (CRT) efficacy for teaching students from culturally and linguistically diverse (CLD) backgrounds. The scale includes three components: collective teacher efficacy, CRT…

Appropriating Scientific Vocabulary in Chemistry Laboratories: A Multiple Case Study of Four Community College Students with Diverse Ethno-Linguistic Backgrounds

ERIC Educational Resources Information Center

Cink, Ruth B.; Song, Youngjin

2016-01-01

This multiple case study investigated how college students with diverse ethno-linguistic backgrounds used chemistry vocabulary as a way to look at their discursive identities and cultural border crossings during first semester general chemistry laboratories. The data were collected in two major forms: video-taped laboratory observations and…

Challenging Venerable Assumptions: Literacy Instruction for Linguistically Different Students.

ERIC Educational Resources Information Center

Reyes, Maria de la Luz

1992-01-01

"One size fits all" literacy instruction works against the success of limited and non-English speaking students. Process instruction, tailoring literacy education to account for students' linguistic and cultural diversity, must begin with the premise that each learner brings a valid language and culture to the instructional context.…

Exploring How Korean Teacher's Attitudes and Self-Efficacy for Using Inquiry and Language Based Teaching Practices Impacts Learning for Culturally and Linguistically Diverse Students: Implications for Science Teacher Education

ERIC Educational Resources Information Center

Park, Jennifer; Chu, Hye-Eun; Martin, Sonya N.

2016-01-01

Demographic trends in Korea indicate that the student population is becoming more diverse with regards to culture, ethnicity and language. These changes have implications for science classrooms where inquiry-based, student-centered activities require culturally and linguistically diverse (CLD) students to connect with their peers and successfully…

Democratic Theory and the Challenge of Linguistic Diversity

ERIC Educational Resources Information Center

Language Policy, 2014

2014-01-01

This essay explores the relationship between democratic political theory and the reality of linguistic diversity in contemporary political communities. After suggesting a distinction between "liberal" and "participatory" democratic theories, and asserting that there have been fruitful explorations of linguistic diversity in…

Educando a Estudiantes con Diversidades Linguisticas y Culturales (Educating Linguistically and Culturally Diverse Students). Que Ningun Nino se Quede Atras (No Child Left Behind).

ERIC Educational Resources Information Center

Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students (ED), Washington, DC.

The brochure, written in Spanish, briefly outlines the U.S. Department of Education's most recent policy on educating students with diverse linguistic and cultural backgrounds. It states the Department's mission, describes today's student population, and outlines the role of the Office of English Language Acquisition, Language Enhancement and…

Learning to Attend to Culturally and Linguistically Diverse Learners through Teacher Inquiry in Teacher Education

ERIC Educational Resources Information Center

Athanases, Steven Z.; Wahleithner, Juliet Michelsen; Bennett, Lisa H.

2012-01-01

Background/Context: Learning to meet students' needs challenges new teachers often focused on procedures, management, materials, and curriculum. To avoid this development pattern, student teachers (STs) need opportunities to concentrate especially on needs of culturally and linguistically diverse (CLD) students. Teacher inquiry (TI) holds promise…

Culturally and Linguistically Diverse Parents' Perceptions of the IEP Process

ERIC Educational Resources Information Center

Wolfe, Katie; Durán, Lillian K.

2013-01-01

Many parents of students with disabilities face barriers to meaningful participation in Individualized Education Plan (IEP) meetings; parents who are culturally and linguistically diverse (CLD) encounter additional challenges. Given the changing demographics of the United States and the central role of the IEP in special education, it is important…

From Remediation to Acceleration: Recruiting, Retaining, and Graduating Future Culturally and Linguistically Diverse (CLD) Educators

ERIC Educational Resources Information Center

Herrera, Socorro G.; Morales, Amanda R.; Holmes, Melissa A.; Terry, Dawn Herrera

2012-01-01

This ethnographic case study explores one mid-western state university's response to the challenge of culturally and linguistically diverse (CLD), especially Latino/a, student recruitment and retention. BESITOS (Bilingual/Bicultural Education Students Interacting To Obtain Success) is an integrated teacher preparation program implemented at a…

Linguistic Diversity in the Pacific: On the Sources of Diversity. Working Papers in Linguistics, Vol. 7, No. 3.

ERIC Educational Resources Information Center

Grace, George W.

The Pacific area is generally acknowledged to manifest great linguistic diversity. Such diversity is generally assumed to be dysfunctional, an obstacle to efficient functioning of society. Such diversity must, however, have its functions at least in the circumstances in which it arose. It is also generally assumed that such diversity is the result…

Political Liberalism, Linguistic Diversity and Equal Treatment

ERIC Educational Resources Information Center

Bonotti, Matteo

2017-01-01

This article explores the implications of John Rawls' political liberalism for linguistic diversity and language policy, by focusing on the following question: what kind(s) of equality between speakers of different languages and with different linguistic identities should the state guarantee under political liberalism? The article makes three…

Teaching Advanced Literacy Skills: A Guide for Leaders in Linguistically Diverse Schools

ERIC Educational Resources Information Center

Lesaux, Nonie K.; Galloway, Emily Phillips; Marietta, Sky H.

2016-01-01

In our knowledge-based society, K-8 students need to develop increasingly sophisticated skills to read, write, and speak for a wide variety of purposes and audiences. Including an extended case example from a linguistically diverse school, this book guides school leaders to design and implement advanced literacy instruction through four key…

The diversity issue revisited: international students in clinical environment.

PubMed

Pitkäjärvi, Marianne; Eriksson, Elina; Pitkälä, Kaisu

2012-01-01

Background. Globalization within higher education leads to an increase in cultural and linguistic diversity in student populations. The purpose of this study was to explore culturally diverse health care students' experiences in clinical environment in Finland, and to compare them with those of native Finnish students' participating in the same program. Method. A cross-sectional survey was performed at 10 polytechnic faculties of health care in Finland. 283 respondents (148 international and 95 Finnish students) responded to items concerning clinical rotation. The survey included items grouped as dimensions: (1) welcoming clinical environment, (2) unsupportive clinical environment, (3) approach to cultural diversity, (4) communication, and (5) structural arrangements. Results. International students felt as welcome on their placements as Finnish students. Concerning structural arrangements set up to facilitate preceptorship and approach to cultural diversity in the learning environment, the two groups' opinions were similar. However, international students were more likely than Finnish students to experience their clinical learning environment as unsupportive (P < 0.001). In addition, their experiences of communication with the staff was poorer than that of their Finnish peers' (P = 0.04). Conclusions. Awareness of strategies that enhance understanding, acceptance, and appreciation of cultural and linguistic diversity in any health care setting are needed.

Improving Achievement for Linguistically and Culturally Diverse Learners through an Inquiry-Based Earth Systems Curriculum

ERIC Educational Resources Information Center

Lambert, Julie; Ariza, Eileen N. Whelan

2008-01-01

This report describes an inquiry-based Earth systems curriculum and strategies for teaching diverse students, which were embedded in the curriculum. The curriculum was implemented with 5th-grade students with varied linguistic, cultural, and socioeconomic backgrounds in five schools in a large, southeastern U.S., urban school district. At the end…

Supporting culturally and linguistically diverse students during clinical placement: strategies from both sides of the table.

PubMed

O'Reilly, Sharleen L; Milner, Julia

2015-10-15

Increasing proportions of Culturally and Linguistically Diverse (CALD) students within health professional courses at universities creates challenges in delivering inclusive training and education. Clinical placements are a core component of most health care degrees as they allow for applied learning opportunities. A research gap has been identified in regard to understanding challenges and strategies for CALD students in health professional placements. A key stakeholder approach was used to examine barriers and enablers experienced by CALD students in clinical placement. Semi-structured focus groups with healthcare students (n = 13) and clinical placement supervisors (n = 12) were employed. The focus groups were analysed using open coding and thematic analysis. Three main barrier areas were identified: placement planning and preparation; teaching, assessment and feedback; and cultural and language issues. Potential solutions included addressing placement planning and preparation barriers, appropriate student placement preparation, pre-placement identification of higher risk CALD students, and diversity training for supervisors. For the barrier of teaching, assessment & feedback, addressing strategies were to: adapt student caseloads, encourage regular casual supervisor-student conversations, develop supportive placement delivery modes and structures, set expectations early, model the constructive feedback process, use visual aids, and tailor the learning environment to individual student needs. The enablers for cultural & language issues were to: build language and practical approaches for communication, raise awareness of the healthcare system (how it interacts with healthcare professions and how patients access it), and initiate mentoring programs. The findings suggest that teaching and learning strategies should be student-centred, aiming to promote awareness of difference and its impacts then develop appropriate responses by both student and teacher

Exploring an In-Service Staff Development System for Classroom Teachers in Culturally and Linguistically Diverse Classrooms

ERIC Educational Resources Information Center

Heiligenstein, Janna X.

2010-01-01

Population data across the nation demonstrates the growing number of students in public schools who are from culturally and linguistically diverse backgrounds, while public school data reflects a teacher population that is mainly white, middle class and female. While new teacher programs are beginning to respond to this diversity, in-service…

School Counselors' Partnerships with Linguistically Diverse Families: An Exploratory Study

ERIC Educational Resources Information Center

Aydin, Nadire Gulcin; Bryan, Julia A.; Duys, David K.

2012-01-01

Little research to date has investigated the involvement of school counselors in partnerships with linguistically diverse families. This article reviews the results of a study with school counselors (N = 95) in a Midwestern state on their involvement in school, family, and community partnerships with linguistically diverse families. The results…

Role of Linguistic and Sociocultural Diversity in Reading Literacy Achievement: A Multilevel Approach

ERIC Educational Resources Information Center

Netten, Andrea; Luyten, Hans; Droop, Mienke; Verhoeven, Ludo

2016-01-01

This study examined how linguistic and sociocultural diversity have an impact on the reading literacy outcomes of a representative sample of 3,549 first-language (L1) and 208 second-language (L2) fourth-grade students in the Netherlands. A multilevel modelling analysis was conducted using Progress in International Reading Literacy Study 2006 data…

Transition Planning for Culturally and Linguistically Diverse Youth. Brookes Transition to Adulthood Series

ERIC Educational Resources Information Center

Greene, Gary

2011-01-01

Too often, culturally and linguistically diverse (CLD) youth with disabilities have a tougher road to adulthood than their Caucasian peers with disabilities. Reverse the odds with this concise how-to book, the first guide to easing the complex transition process for CLD students with a wide range of special needs. A veteran trainer of transition…

A Distance-Delivered Teacher Education Program for Rural Culturally and Linguistically Diverse Teacher Candidates

ERIC Educational Resources Information Center

Lohfink, Gayla; Morales, Amanda; Shroyer, Gail; Yahnke, Sally; Hernandez, Cecilia

2011-01-01

This article describes a collaborative, distance-delivered, teacher preparation program for rural, culturally and linguistically diverse (CLD) teacher candidates. Multiple institutions partnered with one university in order to diversify the teaching force in the region and meet the needs of CLD students living there. In describing the program's…

Perspectives on Culturally and Linguistically Responsive RtI Pedagogics through a Cultural and Linguistic Lens

ERIC Educational Resources Information Center

Montalvo, Ricardo; Combes, Bertina H.; Kea, Cathy D.

2014-01-01

Response to intervention (RtI) originates from national legislation and critical research of evidence-based practices for low performing students and students at-risk of failing or receiving special education services. RtI proactively facilitates culturally and linguistically responsive pedagogy for culturally and linguistically diverse (CLD)…

Improving Fluency Skills of Secondary-Level Students from Diverse Backgrounds

ERIC Educational Resources Information Center

O'Shea, Doris J.; McQuiston, Kathleen; McCollin, Michelle

2009-01-01

Many secondary-level students from culturally and linguistically diverse (CLD) backgrounds need to nurture their ongoing literacy growth to become independent, tenacious readers. Middle and high school teachers' use of direct and explicit strategies that are focused on culturally and linguistically responsive practices (e.g., use of relevant texts…

Learning from Culturally and Linguistically Diverse Classrooms: Using Inquiry to Inform Practice. Language & Literacy Series

ERIC Educational Resources Information Center

Fingon, Joan C., Ed.; Ulanoff, Sharon H., Ed.

2012-01-01

This resource guide looks at new classroom-based literacy research that supports "all" learners, including culturally and linguistically diverse students. The authors demonstrate how teachers and researchers develop instructional practices based on multiple languages and the literacy contexts of their schools. They describe classrooms where…

A National Study: School Counselor Involvement in School, Family and Community Partnerships with Linguistically Diverse Families

ERIC Educational Resources Information Center

Aydin, Nadire Gulcin

2011-01-01

In recent years, the number of linguistically diverse students (LDS) in the U.S. public school system has significantly increased (Araujo, 2009). Public school enrollment is projected to grow to 54 million in the year 2018 (Planty et al., 2009). Currently, one in every four students in the public school system is a LDS (NCELA, 2007). Evidence…

Promoting Social and Cultural Competence for Students from Diverse Backgrounds with Disabilities

ERIC Educational Resources Information Center

Adera, Beatrice; Manning, Maria L.

2014-01-01

Amidst diversity in today's schools, challenges for students from culturally and linguistically diverse (CLD) backgrounds are growing. These students must acquire necessary social and cultural skills in order to navigate contrasting value systems and educational expectations despite potential cognitive and learning deficits. The combination of…

Empowering Equity in Postsecondary Transition for Marginalized Culturally and Linguistically Diverse Students with Disabilities by Implementing a Culturally Responsive Summary of Performance Teacher Training and Support Program

ERIC Educational Resources Information Center

Jez, Rebekka Joanne

2011-01-01

Marginalized culturally and linguistically diverse students with special needs often struggle after high school. Many special educators are unaware of legal mandates and best practice in postsecondary transition, especially the intricate needs when working this group. The culturally responsive Summary of Performance (CRSOP) training and support…

Teaching and learning science in linguistically diverse classrooms

NASA Astrophysics Data System (ADS)

Moore, Emilee; Evnitskaya, Natalia; Ramos-de Robles, S. Lizette

2017-01-01

In this paper we reflect on the article, Science education in a bilingual class: problematising a translational practice, by Zeynep Ünsal, Britt Jakobson, Bengt-Olav Molander and Per-Olaf Wickman (Cult Stud Sci Educ, 10.1007/s11422-016-9747-3). In their article, the authors present the results of a classroom research project by responding to one main question: How is continuity between everyday language and the language of science construed in a bilingual science classroom where the teacher and the students do not speak the same minority language? Specifically, Ünsal et al. examine how bilingual students construe relations between everyday language and the language of science in a class taught in Swedish, in which all students also spoke Turkish, whereas the teacher also spoke Bosnian, both being minority languages in the context of Swedish schools. In this forum, we briefly discuss why close attention to bilingual dynamics emerging in classrooms such as those highlighted by Ünsal et al. matters for science education. We continue by discussing changing ontologies in relation to linguistic diversity and education more generally. Recent research in bilingual immersion classroom settings in so-called "content" subjects such as Content and Language Integrated Learning, is then introduced, as we believe this research offers some significant insights in terms of how bilingualism contributes to knowledge building in subjects such as science. Finally, we offer some reflections in relation to the classroom interactional competence needed by teachers in linguistically diverse classrooms. In this way, we aim to further the discussion initiated by Ünsal et al. and to offer possible frameworks for future research on bilingualism in science education. In their article, Ünsal et al. conclude the analysis of the classroom data by arguing in favor of a translanguaging pedagogy, an approach to teaching and learning in which students' whole language repertoires are used as

Drawing upon Lessons Learned: Effective Curriculum and Instruction for Culturally and Linguistically Diverse Gifted Learners

ERIC Educational Resources Information Center

Swanson, Julie Dingle

2016-01-01

Javits Gifted and Talented Education Program has provided a wealth of knowledge on culturally and linguistically diverse (CLD) gifted learners and how to support teachers in their work with CLD students. This study examined five impactful Javits projects through qualitative inquiry centered on how innovative practice takes root or not. Using…

Restructuring Schools for Linguistic Diversity: Linking Decision Making to Effective Programs. Second Edition. Language & Literacy Series

ERIC Educational Resources Information Center

Miramontes, Ofelia B.; Nadeau, Adel; Commins, Nancy L.

2011-01-01

This bestselling book addresses a major instructional and policy concern in public education--how personnel and resources can best be utilized to develop strong instructional programs for a culturally and linguistically diverse (CLD) student population. This meticulously updated second edition incorporates the experience that the authors have…

The Road to Participation: The Construction of a Literacy Practice in a Learning Community of Linguistically Diverse Learners.

ERIC Educational Resources Information Center

Kong, Ailing; Pearson, P. David

2003-01-01

Describes a year-long process in which a group of fourth- and fifth-grade students with diverse cultural and linguistic backgrounds learned to participate in reading, writing, and talking about books in a literature-based instructional program. Reveals a gradual release of responsibility from the teacher to students as they developed the knowledge…

Collaborative Project on Serving Linguistically Diverse Seniors. Final Report.

ERIC Educational Resources Information Center

Burt, Miriam

In 2002, the Center for Applied Linguistics (CAL) collaborated with the Senior Service Association (SSA) and the American Society on Aging (ASA) on a two-phase project to improve the effectiveness of ASA's sub-grantees in serving linguistically and culturally diverse populations. SSA provides subsidized employment for low-income seniors and funds…

Co-occurrence of linguistic and biological diversity in biodiversity hotspots and high biodiversity wilderness areas.

PubMed

Gorenflo, L J; Romaine, Suzanne; Mittermeier, Russell A; Walker-Painemilla, Kristen

2012-05-22

As the world grows less biologically diverse, it is becoming less linguistically and culturally diverse as well. Biologists estimate annual loss of species at 1,000 times or more greater than historic rates, and linguists predict that 50-90% of the world's languages will disappear by the end of this century. Prior studies indicate similarities in the geographic arrangement of biological and linguistic diversity, although conclusions have often been constrained by use of data with limited spatial precision. Here we use greatly improved datasets to explore the co-occurrence of linguistic and biological diversity in regions containing many of the Earth's remaining species: biodiversity hotspots and high biodiversity wilderness areas. Results indicate that these regions often contain considerable linguistic diversity, accounting for 70% of all languages on Earth. Moreover, the languages involved are frequently unique (endemic) to particular regions, with many facing extinction. Likely reasons for co-occurrence of linguistic and biological diversity are complex and appear to vary among localities, although strong geographic concordance between biological and linguistic diversity in many areas argues for some form of functional connection. Languages in high biodiversity regions also often co-occur with one or more specific conservation priorities, here defined as endangered species and protected areas, marking particular localities important for maintaining both forms of diversity. The results reported in this article provide a starting point for focused research exploring the relationship between biological and linguistic-cultural diversity, and for developing integrated strategies designed to conserve species and languages in regions rich in both.

Educating Linguistically Diverse Students: A Mixed Methods Study of Elementary Teachers' Coursework, Attitudes, and Practice

ERIC Educational Resources Information Center

Greenfield, Renée A.

2016-01-01

This study followed a mixed-methods sequential explanatory design. Phase I involved the collection of quantitative data to examine inservice teachers' (N = 69) attitudes about language and linguistic diversity as well as their teacher education coursework. All participants were graduates from the same teacher education program. Phase II included…

Exploring Linguistic Diversity through World Englishes.

ERIC Educational Resources Information Center

Kubota, Ryuko; Ward, Lori

2000-01-01

Presents the rationale and basic concepts for teaching about World Englishes. Describes a sample instructional unit based on the pilot project the authors conducted in a public high school in North Carolina, in which they provided instruction in linguistic diversity once a week for seven weeks. Includes activities and resources for these seven…

Test item linguistic complexity and assessments for deaf students.

PubMed

Cawthon, Stephanie

2011-01-01

Linguistic complexity of test items is one test format element that has been studied in the context of struggling readers and their participation in paper-and-pencil tests. The present article presents findings from an exploratory study on the potential relationship between linguistic complexity and test performance for deaf readers. A total of 64 students completed 52 multiple-choice items, 32 in mathematics and 20 in reading. These items were coded for linguistic complexity components of vocabulary, syntax, and discourse. Mathematics items had higher linguistic complexity ratings than reading items, but there were no significant relationships between item linguistic complexity scores and student performance on the test items. The discussion addresses issues related to the subject area, student proficiency levels in the test content, factors to look for in determining a "linguistic complexity effect," and areas for further research in test item development and deaf students.

Using Video Effectively in Diverse Classes: What Students Want

ERIC Educational Resources Information Center

Fee, Anthony; Budde-Sung, Amanda E. K.

2014-01-01

This article presents the findings of an exploratory study into the perceptions of a culturally and linguistically diverse cohort of management students (n = 236) about the use of video as a teaching and learning tool. The results show that while students are generally favorable toward audiovisual materials, the choice of content, how the medium…

James M. Kauffman's Ideas about Special Education: Implications for Educating Culturally and Linguistically Diverse Students

ERIC Educational Resources Information Center

Tetzloff, Lynn; Obiakor, Festus E.

2015-01-01

For decades, James M. Kauffman has been a reputable scholar in the field of special education. While his contributions to the field cannot be doubted, his ideas about special education have been somewhat controversial and even devastating to the education of culturally and linguistically diverse (CLD) learners with and without disabilities.…

The Language of Ideas and the Language of Display: Reconceptualizing "Academic Language" in Linguistically Diverse Classrooms

ERIC Educational Resources Information Center

Bunch, George C.

2014-01-01

Introducing a distinction between language of ideas and language of display as a means of reconceptualizing what counts as "academic" language, I examine one brief stretch of talk by a small group of linguistically diverse 7th grade students in a U.S. mainstream social studies classroom designed to maximize academic and language…

Cooperative Learning: A Response to Linguistic and Cultural Diversity. Language in Education: Theory and Practice 81.

ERIC Educational Resources Information Center

Holt, Daniel D., Ed.

Essays on cooperative learning focus on the use of this strategy to address the special needs of linguistically and culturally diverse student groups in elementary and secondary education. The volume contains several essays on theory, principles, and techniques of cooperative learning and a series of model instructional units for a variety of…

Toward a Pedagogy of Linguistic Diversity: Understanding African American Linguistic Practices and Programmatic Learning Goals

ERIC Educational Resources Information Center

Perryman-Clark, Staci M.

2012-01-01

The relationship between cultural diversity, linguistic diversity, and composition has been a topic that has received much attention in rhetoric and composition's disciplinary conversations, even if current pedagogical practices used to address these matters lag behind in progress. In this essay, the author focuses on how to address linguistic…

Pedagogical Implications on Medical Students' Linguistic Needs

ERIC Educational Resources Information Center

Hwang, Yanling

2011-01-01

In this paper, an extended teaching implication is performed based on the study of medical students' linguistic needs in Tawian (Hwang, Lin, 2010). The aims of previous study were to provide a description of the linguistic needs and perceptions of medical students and faculty members in Taiwan. However, this paper put more thoughts on the…

An Examination of a Multitiered System of Language Support for Culturally and Linguistically Diverse Preschoolers: Implications for Early and Accurate Identification

ERIC Educational Resources Information Center

Weddle, Sarah A.; Spencer, Trina D.; Kajian, Mandana; Petersen, Douglas B.

2016-01-01

A disproportionate percentage of culturally and linguistically diverse students have difficulties with language-related skills that affect their academic success. Early and intensive language instruction may greatly improve these students' language skills, yet there is not sufficient research available to assist educators and school psychologists…

Co-occurrence of linguistic and biological diversity in biodiversity hotspots and high biodiversity wilderness areas

PubMed Central

Gorenflo, L. J.; Romaine, Suzanne; Mittermeier, Russell A.; Walker-Painemilla, Kristen

2012-01-01

As the world grows less biologically diverse, it is becoming less linguistically and culturally diverse as well. Biologists estimate annual loss of species at 1,000 times or more greater than historic rates, and linguists predict that 50–90% of the world’s languages will disappear by the end of this century. Prior studies indicate similarities in the geographic arrangement of biological and linguistic diversity, although conclusions have often been constrained by use of data with limited spatial precision. Here we use greatly improved datasets to explore the co-occurrence of linguistic and biological diversity in regions containing many of the Earth’s remaining species: biodiversity hotspots and high biodiversity wilderness areas. Results indicate that these regions often contain considerable linguistic diversity, accounting for 70% of all languages on Earth. Moreover, the languages involved are frequently unique (endemic) to particular regions, with many facing extinction. Likely reasons for co-occurrence of linguistic and biological diversity are complex and appear to vary among localities, although strong geographic concordance between biological and linguistic diversity in many areas argues for some form of functional connection. Languages in high biodiversity regions also often co-occur with one or more specific conservation priorities, here defined as endangered species and protected areas, marking particular localities important for maintaining both forms of diversity. The results reported in this article provide a starting point for focused research exploring the relationship between biological and linguistic–cultural diversity, and for developing integrated strategies designed to conserve species and languages in regions rich in both. PMID:22566626

Linguistically and Culturally Diverse Students' Perceptions of Successful Classroom Practices in a UK Graduate Program

ERIC Educational Resources Information Center

Rich, Sarah

2005-01-01

In this paper, I present the findings of a longitudinal study into the perceptions of linguistically and culturally diverse practicing teachers in a graduate program in the United Kingdom (UK) with regard to pedagogic practices deemed successful in helping them negotiate access to an academic community of practice. It is argued that an approach…

Across language families: Genome diversity mirrors linguistic variation within Europe

PubMed Central

Longobardi, Giuseppe; Ghirotto, Silvia; Guardiano, Cristina; Tassi, Francesca; Benazzo, Andrea; Ceolin, Andrea

2015-01-01

ABSTRACT Objectives: The notion that patterns of linguistic and biological variation may cast light on each other and on population histories dates back to Darwin's times; yet, turning this intuition into a proper research program has met with serious methodological difficulties, especially affecting language comparisons. This article takes advantage of two new tools of comparative linguistics: a refined list of Indo‐European cognate words, and a novel method of language comparison estimating linguistic diversity from a universal inventory of grammatical polymorphisms, and hence enabling comparison even across different families. We corroborated the method and used it to compare patterns of linguistic and genomic variation in Europe. Materials and Methods: Two sets of linguistic distances, lexical and syntactic, were inferred from these data and compared with measures of geographic and genomic distance through a series of matrix correlation tests. Linguistic and genomic trees were also estimated and compared. A method (Treemix) was used to infer migration episodes after the main population splits. Results: We observed significant correlations between genomic and linguistic diversity, the latter inferred from data on both Indo‐European and non‐Indo‐European languages. Contrary to previous observations, on the European scale, language proved a better predictor of genomic differences than geography. Inferred episodes of genetic admixture following the main population splits found convincing correlates also in the linguistic realm. Discussion: These results pave the ground for previously unfeasible cross‐disciplinary analyses at the worldwide scale, encompassing populations of distant language families. Am J Phys Anthropol 157:630–640, 2015. © 2015 Wiley Periodicals, Inc. PMID:26059462

Perspectives in Understanding the Schooling and Achievement of Students from Culturally and Linguistically Diverse Backgrounds

ERIC Educational Resources Information Center

Chu, Szu-Yin

2011-01-01

The U.S. is comprised of many different cultural and linguistic groups, and this diversity is reflected in every state and local school district. However, the ongoing underachievement and high dropout rate of some racial/ethnic groups is still of major concern. This paper focuses on a discussion of three powerful factors related to the schooling…

Reforzando a los Alumnos Diversos Culturalmente y Linguisticamente con Aprendizaje. Traduccion de ERIC EC Digest #E500. (Empowering Culturally and Linguistically Diverse Students with Learning Problems). Translation of ERIC EC Digest #E500.

ERIC Educational Resources Information Center

Cummins, Jim

This digest describes ways in which professionals who work with students from culturally and linguistically diverse backgrounds can create an educational climate that accepts and respects the language and culture of its students and empowers them to feel confident enough to risk getting involved in the learning process. Methods of creating such an…

Using the Comprehensive Support Model to Work with Culturally and Linguistically Diverse Students with Learning Disabilities

ERIC Educational Resources Information Center

Obiakor, Festus E.; McCollin, Michelle J.

2011-01-01

The whole village must take responsibility for the education of its children and youth. This is particularly critical for children from culturally and linguistically diverse (CLD) backgrounds with learning disabilities (LD). Since the establishment of the LD category, there have been different and conflicting rationalizations for the extremely…

Cultural Diversity Online: Student Engagement with Learning Technologies

ERIC Educational Resources Information Center

Hannon, John; D'Netto, Brian

2007-01-01

Purpose: The purpose of this research is to focus on how students from different cultural and linguistic backgrounds encounter online learning environments, and to assess the extent to which cultural factors impact on learners' engagement with online learning. Design/methodology/approach: The study explores how a culturally diverse cohort of…

Welcoming Linguistic Diversity and Saying Adios to Remediation: Stretch and Studio Composition at a Hispanic-Serving Institution

ERIC Educational Resources Information Center

Davila, Bethany A.; Elder, Cristyn L.

2017-01-01

In this program profile, we describe the stretch/studio program recently implemented at the University of New Mexico. This program responds both to an institutional move away from remediation and to the large number of linguistically and racially diverse students at our institution. In this profile, we describe the new program's curriculum, which…

Facilitating Quality Language Interpretation for Families of Diverse Students with Special Needs

ERIC Educational Resources Information Center

Hart, Juliet E.; Cheatham, Gregory; Jimenez-Silva, Margarita

2012-01-01

As the nation as a whole becomes progressively more diverse, increasing numbers of children from linguistically diverse backgrounds are served in special education programs. Ensuring that appropriate educational services are developed for these students in collaboration with their family members as equal participants on school-based teams…

Classroom, School, and District Impacts on Diverse Student Literacy Achievement

ERIC Educational Resources Information Center

Wilcox, Kristen Campbell; Lawson, Hal A.; Angelis, Janet

2015-01-01

Background/Context: Prior research has investigated the literacy achievement gap with particular focus on ethnically and linguistically diverse students' performance. This study extends that research by examining the relationships among classroom instructional practices, school priorities, and district policies in higher performing schools.…

Linguistic Minority Students Go to College: Preparation, Access, and Persistence

ERIC Educational Resources Information Center

Kanno, Yasuko, Ed.; Harklau, Linda, Ed.

2012-01-01

Currently, linguistic minority students--students who speak a language other than English at home--represent 21% of the entire K-12 student population and 11% of the college student population. Bringing together emerging scholarship on the growing number of college-bound linguistic minority students in the K-12 pipeline, this ground-breaking…

Recruitment of Diverse Students in School Psychology Programs: Direction for Future Research and Practice

ERIC Educational Resources Information Center

Proctor, Sherrie L.; Simpson, Chamane M.; Levin, Jacqueline; Hackimer, Laura

2014-01-01

Lack of racially, ethnically, and linguistically (REL) diverse school psychologists has been a concern for decades. Recent and rapid increases in student diversity within America's public schools require that school psychology address the longstanding lack of diversity within the field. This article details the demographics of school…

Teaching Linguistically and Culturally Diverse Learners: Effective Programs and Practices. Proceedings of an Institute Hosted by the National Center for Research on Cultural Diversity and Second Language Learning (Santa Cruz, California, June 28-30, 1994).

ERIC Educational Resources Information Center

Montone, Christopher L., Ed.

The proceedings presented consist of summaries and reports of the presentations given during a summer institute on teaching linguistically and culturally diverse learners. Summaries of the following papers are provided: "Education 2000 and Beyond: The Challenge of Our Culturally Diverse Students" (Eugene Garcia); "Second Language…

Prologue: Toward Accurate Identification of Developmental Language Disorder Within Linguistically Diverse Schools.

PubMed

Oetting, Janna B

2018-04-05

Although the 5 studies presented within this clinical forum include children who differ widely in locality, language learning profile, and age, all were motivated by a desire to improve the accuracy at which developmental language disorder is identified within linguistically diverse schools. The purpose of this prologue is to introduce the readers to a conceptual framework that unites the studies while also highlighting the approaches and methods each research team is pursuing to improve assessment outcomes within their respective linguistically diverse community. A disorder within diversity framework is presented to replace previous difference vs. disorder approaches. Then, the 5 studies within the forum are reviewed by clinical question, type of tool(s), and analytical approach. Across studies of different linguistically diverse groups, research teams are seeking answers to similar questions about child language screening and diagnostic practices, using similar analytical approaches to answer their questions, and finding promising results with tools focused on morphosyntax. More studies that are modeled after or designed to extend those in this forum are needed to improve the accuracy at which developmental language disorder is identified.

European Linguistic Diversity--For Whom? The Cases of Finland and Sweden. Mercator Working Papers.

ERIC Educational Resources Information Center

Lainio, Jarmo

Linguistic diversity in the Nordic countries has several dimensions. One main division is between what the majority group thinks it is about versus what the minority group thinks it is about. This paper examines the situation in Finland and Sweden, noting implications for linguistic diversity. Finland and Sweden contain five main varieties of…

Online cancer communication: meeting the literacy, cultural and linguistic needs of diverse audiences.

PubMed

Neuhauser, Linda; Kreps, Gary L

2008-06-01

This article provides an analysis of issues and empirical evidence related to literacy, cultural, and linguistic factors in online health and cancer communication, and recommendations to improve cancer communication for diverse audiences. We examined English-language online literature and selected books and policy documents related to literacy, cultural, and linguistic factors in health and cancer communication. Studies about literacy, cultural, and linguistic factors in online cancer communication for diverse audiences are limited, but have increased during the past 15 years. Empirical evidence and theoretical guidance describe the critical importance of these factors, significant unmet needs among low-literate, multicultural and non-English-speaking populations, and strategies to improve communication. Overall, online cancer communication has not met the literacy, cultural, and linguistic needs of diverse populations. The literature offers valuable recommendations about enhancing research, practice, and policy for better cancer communication. Practitioners should understand the strengths and weaknesses of online cancer communication for vulnerable groups, guide patients to better Websites, and supplement that information with oral and tailored communication.

Curricula and Pedagogic Potentials When Educating Diverse Students in Higher Education: Students' "Funds of Knowledge" as a Bridge to Disciplinary Learning

ERIC Educational Resources Information Center

Daddow, Angela

2016-01-01

With the massification of higher education in a knowledge-driven economy, Western universities have struggled to keep pace with the cultural, linguistic, educational and economic diversity of university students and the complex realities of their lifeworlds. This has generated systemic inequities for diverse or "non-traditional"…

Working with culturally and linguistically diverse students and their families: perceptions and practices of school speech-language therapists in the United States.

PubMed

Maul, Christine A

2015-01-01

Speech and language therapists (SLTs) working in schools worldwide strive to deliver evidence-based services to diverse populations of students. Many suggestions have been made in the international professional literature regarding culturally competent delivery of speech and language services, but there has been limited qualitative investigation of practices school SLTs find to be most useful when modifying their approaches to meet the needs of culturally and linguistically diverse (CLD) students. To examine perceptions of nine school SLTs regarding modifications of usual practices when interacting with CLD students and their families; to compare reported practices with those suggested in professional literature; to draw clinical implications regarding the results; and to suggest future research to build a more extensive evidence base for culturally competent service delivery. For this qualitative research study, nine school SLTs in a diverse region of the USA were recruited to participate in a semi-structured interview designed to answer the question: What dominant themes, if any, can be found in SLTs' descriptions of how they modify their approaches, if at all, when interacting with CLD students and their family members? Analysis of data revealed the following themes: (1) language-a barrier and a bridge, (2) communicating through interpreters, (3) respect for cultural differences, and (4) positive experiences interacting with CLD family members. Participants reported making many modifications to their usual approaches that have been recommended as best practices in the international literature. However, some practices the SLTs reported to be effective were not emphasized or were not addressed at all in the literature. Practical implications of results are drawn and future research is suggested. © 2015 Royal College of Speech and Language Therapists.

Preparing Bilingual Teachers for the Future: Developing Culture and Linguistic Global Competence

ERIC Educational Resources Information Center

Alfaro, Cristina

2008-01-01

Increasing diversity and linguistics complexity in classrooms is occurring in schools throughout the world. Bilingual teachers need to develop knowledge and skills to succees in teaching diverse students. Demographic shifts are bringing increasing numbers of international students from diverse racial, ethnic, religious, class, and linguistic…

Diverse Classrooms, Diverse Curriculum, Diverse Complications: Three Teacher Perspectives

ERIC Educational Resources Information Center

Ungemah, Lori D.

2015-01-01

Racial, ethnic, linguistic, and religious diversity continues to increase in classrooms. Many call for a more diverse curriculum, but curricular diversity brings its own challenges to both teachers and students. These three vignettes are drawn from my ethnographic data at Atlantic High School in Brooklyn, New York, where I worked for ten years as…

Science Inquiry and Student Diversity: Enhanced Abilities and Continuing Difficulties after an Instructional Intervention

ERIC Educational Resources Information Center

Lee, Okhee; Buxton, Cory; Lewis, Scott; LeRoy, Kathryn

2006-01-01

This study examines elementary students' abilities to conduct science inquiry through their participation in an instructional intervention over a school year. The study involved 25 third and fourth grade students from six elementary schools representing diverse linguistic and cultural groups. Prior to and at the completion of the intervention, the…

The experiences of culturally and linguistically diverse family caregivers in utilising dementia services in Australia

PubMed Central

2013-01-01

Background Older people from culturally and linguistically diverse groups are underrepresented in residential aged care but overrepresented in community aged care in Australia. However, little is known about culturally and linguistically diverse family caregivers in utilising dementia services in Australia because previous studies mainly focused on the majority cultural group. Experiences of caregivers from culturally and linguistically diverse groups who are eligible to utilise dementia services in Australia are needed in order to optimize the utilisation of dementia services for these caregivers. Methods The aim of the study was to explore the experiences of family caregivers from Chinese, Greek, Italian and Vietnamese groups in utilising dementia services. Gadamer's philosophical hermeneutics was used to interpret the experiences of the participants. Focus group discussions and in-depth individual interviews were used to collect data. Data collection was conducted over a six month period in 2011. In total, 46 family caregivers who were caring for 39 persons with dementia participated. Results Four themes were revealed: (1) negotiating services for the person with dementia; (2) the impact of acculturation on service utilisation; (3) the characteristics of satisfactory services; and (4) negative experiences in utilising services. The present study revealed that the participation of caregivers from culturally and linguistically diverse groups in planning and managing dementia services ranged markedly from limited participation to full participation. Conclusions The findings of this study suggest that caregivers from culturally and linguistically diverse groups need to be fully prepared so they can participate in the utilisation of dementia services available to them in Australia. PMID:24148155

The experiences of culturally and linguistically diverse family caregivers in utilising dementia services in Australia.

PubMed

Xiao, Lily Dongxia; De Bellis, Anita; Habel, Lesley; Kyriazopoulos, Helena

2013-10-22

Older people from culturally and linguistically diverse groups are underrepresented in residential aged care but overrepresented in community aged care in Australia. However, little is known about culturally and linguistically diverse family caregivers in utilising dementia services in Australia because previous studies mainly focused on the majority cultural group. Experiences of caregivers from culturally and linguistically diverse groups who are eligible to utilise dementia services in Australia are needed in order to optimize the utilisation of dementia services for these caregivers. The aim of the study was to explore the experiences of family caregivers from Chinese, Greek, Italian and Vietnamese groups in utilising dementia services. Gadamer's philosophical hermeneutics was used to interpret the experiences of the participants. Focus group discussions and in-depth individual interviews were used to collect data. Data collection was conducted over a six month period in 2011. In total, 46 family caregivers who were caring for 39 persons with dementia participated. Four themes were revealed: (1) negotiating services for the person with dementia; (2) the impact of acculturation on service utilisation; (3) the characteristics of satisfactory services; and (4) negative experiences in utilising services. The present study revealed that the participation of caregivers from culturally and linguistically diverse groups in planning and managing dementia services ranged markedly from limited participation to full participation. The findings of this study suggest that caregivers from culturally and linguistically diverse groups need to be fully prepared so they can participate in the utilisation of dementia services available to them in Australia.

A Culturally and Linguistically Responsive Framework for Improving Academic and Postsecondary Outcomes of Students with Moderate or Severe Intellectual Disability

ERIC Educational Resources Information Center

Rivera, Christopher J.; Jimenez, Bree A.; Baker, Joshua N.; Spies, Tracy; Mims, Pamela J.; Ginevra, Courtade

2016-01-01

The needs of culturally and linguistically diverse (CLD) students with moderate or severe intellectual disability (ID) are quite unique and complex. CLD students with moderate or severe ID face many of the same issues as their non-disabled CLD peers; however, due to the nature of their disability this may lead to even less access to the general…

Linguistic Error Analysis on Students' Thesis Proposals

ERIC Educational Resources Information Center

Pescante-Malimas, Mary Ann; Samson, Sonrisa C.

2017-01-01

This study identified and analyzed the common linguistic errors encountered by Linguistics, Literature, and Advertising Arts majors in their Thesis Proposal classes in the First Semester 2016-2017. The data were the drafts of the thesis proposals of the students from the three different programs. A total of 32 manuscripts were analyzed which was…

Collaboration with Culturally and Linguistically Diverse Families: Ideal versus Reality

ERIC Educational Resources Information Center

Harry, Beth

2008-01-01

This review identifies research-based definitions of ideal collaborative relationships between special education professionals and culturally and linguistically diverse (CLD) families of children with disabilities, examines research on actual collaboration with such families, and makes recommendations regarding improvement of such collaboration.…

"Give Me a Break--English Is Not My First Language!": Experiences of Linguistically Diverse Student Teachers

ERIC Educational Resources Information Center

Eros, John

2016-01-01

Today's K-12 music educators interact regularly with students from culturally diverse communities and backgrounds. Although research exists on culturally diverse students, there is comparatively little research on music teachers who do, themselves, represent diverse cultures. The purpose of this study was to investigate the experiences of three…

Language Accessibility in the Classroom: How UDL Can Promote Success for Linguistically Diverse Learners

ERIC Educational Resources Information Center

Rice Doran, Patricia

2015-01-01

This article provides an overview of the Universal Design for Learning (UDL) framework, which is based on brain-structure research and which incorporates multiple means of instruction, action and expression, and engagement. The article describes the relevance of this framework to linguistically diverse and culturally and linguistically diverse…

Effects of Teacher-Student Ethnoracial Matching and Overall Teacher Diversity in Elementary Schools on Educational Outcomes

ERIC Educational Resources Information Center

Banerjee, Neena

2018-01-01

The United States is facing culture gaps between students and teachers in schools. Although the U.S. school-age population is racially, culturally, and linguistically diverse, the teachers are predominantly White. This article investigates whether assignment to same-race teachers affects students' math and reading achievement growth in early…

Linguistic Demands of the Oral Directions for Administering the WISC-IV and WISC-V

ERIC Educational Resources Information Center

Cormier, Damien C.; Wang, Kun; Kennedy, Kathleen E.

2016-01-01

As the diversity of the school-age population in Canada continues to increase, it is important for school psychologists to consider the potential influence of culture and language when assessing the cognitive abilities of students from culturally and linguistically diverse backgrounds. The purpose of this study is to examine the linguistic demand…

Cultural and Linguistic Diversity Representation in School Psychology Intervention Research

ERIC Educational Resources Information Center

Villarreal, Victor

2014-01-01

An understanding of the current intervention research is critical to the adoption of evidence-based practices in the delivery of psychological services; however, the generalizability and utility of intervention research for culturally and linguistically diverse youth may be limited by the types of research samples utilized. This study addresses…

Linguistic Moments: Language, Teaching, and Teacher Education in the U.S.

ERIC Educational Resources Information Center

Brandon, LaVada; Baszile, Denise Marie Taliaferro; Berry, Theodora Regina

2009-01-01

Many diversity courses that prepare pre-service teachers do not address the significance or the impact of language barriers on linguistically diverse learners. Often time, new and veteran teachers construct their bilingual and/or bidialectical students as others and are unaware of how to use their students' social, cultural, and political…

Design Elements for Teacher Professional Development Workstation: Application of Technology To Develop Expert Teachers of Diverse Student Populations.

ERIC Educational Resources Information Center

Ward, Beatrice A.; Tikunoff, William J.

The multimedia workstation described here serves as an information resource center for teachers and others who are responsible for the education of children from ethnically and linguistically diverse backgrounds. The changing nature of student populations requires that all teachers become knowledgeable about the diverse cultural backgrounds of…

Role of Gender and Linguistic Diversity in Word Decoding Development

ERIC Educational Resources Information Center

Verhoeven, Ludo; van Leeuwe, Jan

2011-01-01

The purpose of the present study was to investigate the role of gender and linguistic diversity in the growth of Dutch word decoding skills throughout elementary school for a representative sample of children living in the Netherlands. Following a longitudinal design, the children's decoding abilities for (1) regular CVC words, (2) complex…

Improving science inquiry with elementary students of diverse backgrounds

NASA Astrophysics Data System (ADS)

Cuevas, Peggy; Lee, Okhee; Hart, Juliet; Deaktor, Rachael

2005-03-01

This study examined the impact of an inquiry-based instructional intervention on (a) children's ability to conduct science inquiry overall and to use specific skills in inquiry, and (b) narrowing the gaps in children's ability among demographic subgroups of students. The intervention consisted of instructional units, teacher workshops, and classroom practices. The study involved 25 third- and fourth-grade students from six elementary schools representing diverse linguistic and cultural groups. Quantitative results demonstrated that the intervention enhanced the inquiry ability of all students regardless of grade, achievement, gender, ethnicity, socioeconomic status (SES), home language, and English proficiency. Particularly, low-achieving, low-SES, and English for Speakers of Other Languages (ESOL) exited students made impressive gains. The study adds to the existing literature on designing learning environments that foster science inquiry of all elementary students.

Latin American students and language learning in Catalonia: what does the linguistic interdependence hypothesis show us?

PubMed

Huguet, Ángel

2014-01-01

The massive arrival in Spain of students of immigrant origin has visibly altered the traditional configuration of schools, where ethnic, cultural and linguistic diversity is becoming increasingly manifest. This situation is worth being mentioned insofar as it affects all the different autonomous communities in the country, even more clearly Catalonia, where the educational system is organized under the parameters of bilingual education. One of the theoretical constructs supporting this educational model is the Linguistic Interdependence Hypothesis, developed by Jim Cummins at the beginning of the 1980s. According to the author, whenever the instruction in a given language (Lx) takes place under certain conditions, competence acquired in this language can be transferred onto another (Ly). Bearing this theoretical construct in mind, our study focuses on a sample of 237 Spanish-speaking subjects (123 native and 114 immigrant students) who completed a series of parallel tests evaluating their skills in Catalan and Spanish. Drawing on the data analyzed we can conclude that the Hypothesis accounts for the results in both native and immigrant students with the same L1.

The Essential Link for Students with Disabilities from Diverse Backgrounds: Forging Partnerships with Families.

ERIC Educational Resources Information Center

Boscardin, Mary Lynn; Brown-Chidsey, Rachel; Gonzalez-Martinez, Julio C.

2001-01-01

This article urges educators and administrators to collaborate closely with families of students with disabilities from diverse linguistic, racial, and cultural backgrounds and participate in training activities that stress best practices for facilitating the participation of the family. The role of the Individualized Education Program in forging…

Situating Student Errors: Linguistic-to-Algebra Translation Errors

ERIC Educational Resources Information Center

Adu-Gyamfi, Kwaku; Bossé, Michael J.; Chandler, Kayla

2015-01-01

While it is well recognized that students are prone to difficulties when performing linguistic-to-algebra translations, the nature of students' difficulties remain an issue of contention. Moreover, the literature indicates that these difficulties are not easily remediated by domain-specific instruction. Some have opined that this is the case…

How and When Did You Learn Your Languages? Bilingual Students' Linguistic Experiences and Literacy Instruction

ERIC Educational Resources Information Center

Brooks, Maneka Deanna

2017-01-01

Educators are expected to take into account students' linguistic experiences when designing literacy instruction. However, official school records traditionally provide limited information about students' linguistic histories. This article presents educators with a linguistic survey that can help bridge this gap. The survey is an easy-to-use…

The Work of Interpreters to Gain Children's Perspectives within Culturally and Linguistically Diverse Classrooms

ERIC Educational Resources Information Center

Theobald, Maryanne

2017-01-01

Working within culturally and linguistically diverse classrooms may present challenges for monolingual researchers wishing to gain children's perspectives. Consequently, children who are not fluent speakers of the dominant language are under-represented in early years' research. When linguistic boundaries exist, one recommended approach is working…

Speech-Language Pathologists' Preparation, Practices, and Perspectives on Serving Culturally and Linguistically Diverse Children

ERIC Educational Resources Information Center

Guiberson, Mark; Atkins, Jenny

2012-01-01

This study describes the backgrounds, diversity training, and professional perspectives reported by 154 Colorado speech-language pathologists in serving children from culturally and linguistically diverse (CLD) backgrounds. The authors compare the results of the current survey to those of a similar survey collected in 1996. Respondents reported…

Linguistic measures of chemical diversity and the "keywords" of molecular collections.

PubMed

Woźniak, Michał; Wołos, Agnieszka; Modrzyk, Urszula; Górski, Rafał L; Winkowski, Jan; Bajczyk, Michał; Szymkuć, Sara; Grzybowski, Bartosz A; Eder, Maciej

2018-05-15

Computerized linguistic analyses have proven of immense value in comparing and searching through large text collections ("corpora"), including those deposited on the Internet - indeed, it would nowadays be hard to imagine browsing the Web without, for instance, search algorithms extracting most appropriate keywords from documents. This paper describes how such corpus-linguistic concepts can be extended to chemistry based on characteristic "chemical words" that span more than traditional functional groups and, instead, look at common structural fragments molecules share. Using these words, it is possible to quantify the diversity of chemical collections/databases in new ways and to define molecular "keywords" by which such collections are best characterized and annotated.

Ethiopian Population Dermatoglyphic Study Reveals Linguistic Stratification of Diversity

PubMed Central

2015-01-01

The manifestation of ethnic, blood type, & gender-wise population variations regarding Dermatoglyphic manifestations are of interest to assess intra-group diversity and differentiation. The present study reports on the analysis of qualitaive and quantitative finger Dermatoglyphic traits of 382 individuals cross-sectionally sampled from an administrative region of Ethiopia, consisting of five ethnic cohorts from the Afro-Asiatic & Nilo-Saharan affiliations. These Dermatoglyphic parameters were then applied in the assessment of diversity & differentiation, including Heterozygosity, Fixation, Panmixia, Wahlund’s variance, Nei’s measure of genetic diversity, and thumb & finger pattern genotypes, which were inturn used in homology inferences as summarized by a Neighbour-Joining tree constructed from Nei’s standard genetic distance. Results revealed significant correlation between Dermatoglyphics & population parameters that were further found to be in concordance with the historical accounts of the ethnic groups. Such inductions as the ancient north-eastern presence and subsequent admixure events of the Oromos (PII= 15.01), the high diversity of the Amharas (H= 0.1978, F= 0.6453, and P= 0.4144), and the Nilo-Saharan origin of the Berta group (PII= 10.66) are evidences to this. The study has further tested the possibility of applying Dermatoglyphics in population genetic & anthropologic research, highlighting on the prospect of developing a method to trace back population origins & ancient movement patterns. Additionally, linguistic clustering was deemed significant for the Ethiopian population, coinciding with recent genome wide studies that have ascertained that linguistic clustering as to being more crucial than the geographical patterning in the Ethiopian context. Finally, Dermatoglyphic markers have been proven to be endowed with a strong potential as non-invasive preliminary tools applicable prior to genetic studies to analyze ethnically sub

Linguistic diversity, global paradigms and taken-for-grantedness.

PubMed

Martel, Angéline

2004-01-01

In the first part of this paper taken-for-granted hypotheses in linguistic diversity are presented. In the second part the two constellations of globalized ideologies are described constituting paradigms that these hypotheses illustrate: competition and solidarity. In the third part, a condensed version of emerging globalized concerns is given. Sociolinguistics and anthropological linguistics are disciplines that increasingly theorize and analyze within the solidarity paradigm. It is suggested that a systematic uprooting of competition as taken-for-granted grounding of scientific research should allow for the development of theorization and successful applications of solidarity ideologies. In short, in this paper, our multifaceted taken-for-grantedness is challenged in many ways: (1) competition is ideological and many social movements are unmasking it by articulating solidarity as a basis for ideologies, (2) difference is not necessarily divisive but it is so in pervasive competition, (3) proponents of the Nation-State as a model of social organization have vested interests in competition, (4) competition has not favored the articulation of common human grounds but globalization helps to raise concerns and articulate commonness/solidarity in difference.

Promoting diversity through program websites: A multicultural content analysis of school psychology program websites.

PubMed

Smith, Leann V; Blake, Jamilia J; Graves, Scott L; Vaughan-Jensen, Jessica; Pulido, Ryne; Banks, Courtney

2016-09-01

The recruitment of culturally and linguistically diverse students to graduate programs is critical to the overall growth and development of school psychology as a field. Program websites serve as an effective recruitment tool for attracting prospective students, yet there is limited research on how school psychology programs use their websites to recruit diverse students. The purpose of this study was to evaluate whether school psychology program websites include sufficient levels of diversity-related content critical for attracting diverse applicants. The website content of 250 professional psychology programs (165 school psychology training programs and 85 clinical and counseling psychology programs) were examined for the presence of themes of diversity and multiculturalism that prospective racially/ethnically and linguistically diverse students deem important for selecting a graduate program. Results indicated that school psychology programs had less diversity-related content on their program's website relative to clinical and counseling psychology programs.' Implications for improving recruitment of racially/ethnically and linguistically diverse students through websites are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Conceptual Metaphors as Interpretive Tools in Qualitative Research: A Re-Examination of College Students' Diversity Discussions

ERIC Educational Resources Information Center

Kochis, Bruce; Gillespie, Diane

2006-01-01

In this contribution to the growing literature on conceptual metaphor as a fruitful heuristic for qualitative analysis, the authors re-analyzed transcripts of college student discussions of problematic situations involving cultural diversity and interpersonal conflict. The authors show how they identified metaphorical linguistic expressions and…

Addressing the Issue of Cultural and Linguistic Diversity and Assessment: Informal Evaluation Measures for English Language Learners

ERIC Educational Resources Information Center

Spinelli, Cathleen G.

2008-01-01

Existing research indicates that there is a disproportionate number of students with cultural and linguistic differences, English Language Learners (ELL), who are misidentified as learning disabled when their problems are due to cultural and/or linguistic differences. As a consequence, these students do not receive appropriate services. With the…

Science inquiry and student diversity: Enhanced abilities and continuing difficulties after an instructional intervention

NASA Astrophysics Data System (ADS)

Lee, Okhee; Buxton, Cory; Lewis, Scott; Leroy, Kathryn

2006-09-01

This study examines elementary students' abilities to conduct science inquiry through their participation in an instructional intervention over a school year. The study involved 25 third and fourth grade students from six elementary schools representing diverse linguistic and cultural groups. Prior to and at the completion of the intervention, the students participated in elicitation sessions as they conducted a semistructured inquiry task on evaporation. The results indicate that students demonstrated enhanced abilities with some aspects of the inquiry task, but continued to have difficulties with other aspects of the task even after instruction. Although students from all demographic subgroups showed substantial gains, students from non-mainstream and less privileged backgrounds in science showed greater gains in inquiry abilities than their more privileged counterparts. The results contribute to the emerging literature on designing learning environments that foster science inquiry of elementary students from diverse backgrounds.

Compendium: Writings on Effective Practices for Culturally and Linguistically Diverse Exceptional Learners.

ERIC Educational Resources Information Center

Ford, Bridgie Alexis, Ed.

Derived from two national multicultural symposia, this compendium focuses on an array of topics that combine research and educational practices for youth from culturally and linguistically diverse backgrounds with disabilities and/or gifts. Specific papers include: (1) "Parent-Involved Social Skill Instruction and the Perceptions of Children…

Rank diversity of languages: generic behavior in computational linguistics.

PubMed

Cocho, Germinal; Flores, Jorge; Gershenson, Carlos; Pineda, Carlos; Sánchez, Sergio

2015-01-01

Statistical studies of languages have focused on the rank-frequency distribution of words. Instead, we introduce here a measure of how word ranks change in time and call this distribution rank diversity. We calculate this diversity for books published in six European languages since 1800, and find that it follows a universal lognormal distribution. Based on the mean and standard deviation associated with the lognormal distribution, we define three different word regimes of languages: "heads" consist of words which almost do not change their rank in time, "bodies" are words of general use, while "tails" are comprised by context-specific words and vary their rank considerably in time. The heads and bodies reflect the size of language cores identified by linguists for basic communication. We propose a Gaussian random walk model which reproduces the rank variation of words in time and thus the diversity. Rank diversity of words can be understood as the result of random variations in rank, where the size of the variation depends on the rank itself. We find that the core size is similar for all languages studied.

A systematic review of assessment and intervention strategies for effective clinical communication in culturally and linguistically diverse students.

PubMed

Chan, Annie; Purcell, Alison; Power, Emma

2016-09-01

Culturally and linguistically diverse (CALD) students often experience difficulties with the clinical communication skills that are essential for successful interactions in the workplace. However, there is little evidence on the effectiveness of assessment and intervention strategies for this population. The two aims of this study were: to evaluate the effectiveness of assessment tools in identifying and describing the clinical communication difficulties of CALD health care students; and to determine whether communication programmes improved their clinical communication skills. Systematic review based on the Cochrane protocol. Articles were identified through a search of established databases using MeSH and key search terms. Studies published in English from 1990 to March 2015 were included if they described assessment strategies or a training programme for communication skills of CALD students. Studies were excluded if they did not describe implementation of a specific assessment or intervention programme. Data were extracted independently by the first author and verified by the second author. Quality was measured by the Best Evidence Medical Education guide and the Educational Interventions Critical Appraisal Tool. The Kirkpatrick hierarchy was used to measure impact. Meta-analysis was not conducted because of the heterogeneity of programme design and outcome measures. One hundred and twenty-nine articles met the criteria for full text review. Eighty-six articles were excluded. Thirteen articles addressing assessment and 30 articles reporting on communication training programmes were included in this review. Assessment tools used rubrics and rating scales effectively. Intervention studies focused on speech and language skills (n = 20), interpersonal skills (n = 7) and faculty-level support (n = 5). Although 17 studies reported positive findings on student satisfaction, only eight reported improved skills post-training. The development of effective

A Case of Generativity in a Culturally and Linguistically Complex English Language Arts Classroom

ERIC Educational Resources Information Center

Skerrett, Allison

2011-01-01

This article examines an ESL English language arts teacher's conceptions of linguistic diversity, literacy learning and her role as teacher in a culturally and linguistically complex classroom. It further examines her processes of learning about, and developing curricular and pedagogical innovations to meet, her students' learning needs. The…

Practicum Assessment of Culturally and Linguistically Diverse Early Childhood Pre-Service Teachers

ERIC Educational Resources Information Center

Nuttall, Joce; Ortlipp, Michelle

2012-01-01

The practicum is an integral component of teacher education courses, but culturally and linguistically diverse pre-service teachers can face particular struggles in meeting assessment requirements on the practicum in early childhood settings. This paper reports from a small, exploratory study of early childhood practicum handbooks from four…

Guarding against emerging epidemics: addressing HIV and AIDS among culturally and linguistically diverse communities in NSW.

PubMed

McMahon, Tadgh; Moreton, Renee J; Luisi, Barbara N

2010-01-01

In Australia, people from culturally and linguistically diverse backgrounds, largely born in low- and middle-income countries, accounted for 24% of HIV notifications in the period 2004-2008. NSW has one of the most culturally diverse communities in Australia and is also the most popular destination for both permanent and temporary migrants. Consequently people from culturally and linguistically diverse backgrounds have recently been recognised as a priority in the NSW HIV/AIDS Strategy. The National Health and Medical Research Council provides a cultural competency framework for re-orienting public health and health promotion programs to better meet the needs of these communities. It is being applied to re-orientate the HIV response in NSW. Examples of how this framework can be implemented are provided.

The effect of cultural and linguistic diversity on pregnancy outcome.

PubMed

Thomas, Penelope E; Beckmann, Michael; Gibbons, Kristen

2010-10-01

Cultural and linguistic diversity in Australia is increasing rapidly. Culturally and linguistically diverse (CALD) women include those born outside Australia/New Zealand, non-English speaking, non-Caucasian and refugees. Individually, each of these factors has the potential to influence health and pregnancy outcomes. The aim of this study was to determine whether CALD parameters, including country of birth, race, primary language spoken, need for an interpreter and refugee status are independent predictors of obstetric or neonatal outcomes. A retrospective analysis of 4751 women (including 461 women using an interpreter; 1046 non-Caucasian and 117 women identifying as refugees) was performed. Generalized ordered logistic modelling found no significant relationship between adverse outcomes and refugee status (P = 0.863). Use of interpreter services (P = 0.015) and country of birth (P < 0.001 when at least one adverse outcome has occurred) were significant indicating that using an interpreter and/or being born outside Australia/New Zealand reduced the likelihood of an adverse outcome. These findings are relevant to planning appropriate models of care and guiding effective use of resources. © 2010 The Authors. Australian and New Zealand Journal of Obstetrics and Gynaecology © 2010 The Royal Australian and New Zealand College of Obstetricians and Gynaecologists.

The New Voices = Nuevas Voces Guide to Cultural and Linguistic Diversity in Early Childhood/The New Voices = Nuevas Voces Facilitator's Guide to Cultural and Linguistic Diversity in Early Childhood

ERIC Educational Resources Information Center

Castro, Dina C.; Ayankoya, Betsy; Kasprzak, Christina

2011-01-01

As early childhood programs and schools become more culturally and linguistically diverse, professionals need to create settings that welcome "new voices" and help all children succeed. This comprehensive professional development course gives them the in-depth practical guidance they need. Developed by respected scholar Dina Castro and her expert…

Testing the Emotional Vulnerability Pathway to Problem Gambling in Culturally Diverse University Students.

PubMed

Hum, Sandra; Carr, Sherilene M

2018-02-12

Loneliness and adapting to an unfamiliar environment can increase emotional vulnerability in culturally and linguistically diverse (CALD) university students. According to Blaszczynski and Nower's pathways model of problem and pathological gambling, this emotional vulnerability could increase the risk of problem gambling. The current study examined whether loneliness was associated with problem gambling risk in CALD students relative to their Australian peers. Additionally, differences in coping strategies were examined to determine their buffering effect on the relationship. A total of 463 female and 165 male university students (aged 18-38) from Australian (38%), mixed Australian and CALD (23%) and CALD (28%) backgrounds responded to an online survey of problem gambling behaviour, loneliness, and coping strategies. The results supported the hypothesis that loneliness would be related to problem gambling in CALD students. There was no evidence of a moderating effect of coping strategies. Future research could test whether the introduction of programs designed to alleviate loneliness in culturally diverse university students reduces their risk of developing problem gambling.

The Influences of Linguistic Demand and Cultural Loading on Cognitive Test Scores

ERIC Educational Resources Information Center

Cormier, Damien C.; McGrew, Kevin S.; Ysseldyke, James E.

2014-01-01

The increasing diversity of the U.S. population has resulted in increased concerns about the psychological assessment of students from culturally and linguistically diverse backgrounds. To date, little empirical research supports recommendations in test selection and interpretation, such as those presented in the Culture-Language Interpretative…

Math Achievement and Self-Efficacy of Linguistically and Ethnically Diverse High School Students: Their Relationships with English Reading and Native Language Proficiency

ERIC Educational Resources Information Center

Son, Elena

2015-01-01

The under-preparation in math at the high school and college levels, as well as the low participation of ethnically and linguistically diverse individuals in STEM fields are concerning because their preparation for work in these areas is essential for the U.S. to remain competitive in the innovative knowledge economy. While there is now a…

Culturally diverse attitudes and beliefs of students majoring in speech-language pathology.

PubMed

Franca, Maria Claudia; Smith, Linda McCabe; Nichols, Jane Luanne; Balan, Dianna Santos

Academic education in speech-language pathology should prepare students to provide professional services that mirror current knowledge, skills, and scope of practice in a pluralistic society. This study seeks to examine the impact of speech-language pathology (SLP) students prior multicultural experiences and previous formal education on attitudes and beliefs toward language diversity. A survey to investigate SLP students attitudes toward language diversity was applied. After the research study and instructions to complete the consent form questionnaire was presented by a research assistant, an announcement was given by a graduate student who speaks English as a second language with an accent. The participants then completed a questionnaire containing questions related to attitudes about the presentation of the announcement in particular and toward language diversity in general. Responses suggested a relationship between self-reported cultural bias and ability to concentrate on speech with an accent, and the extent of interaction with individuals from a cultural and linguistic diverse (CLD) background. Additional outcomes revealed that cultural bias may be predicted by factors related to amount of CLD exposure. Results of this study indicated critical areas that need to be considered when developing curricula in speech-language pathology programs. The results will be useful in determining procedures applicable in larger investigations, and encourage future research on attitudes and beliefs toward aspects of cultural diversity.

Promoting Teachers of Culturally and Linguistically Diverse (CLD) Students as Change Agents: A Cultural Approach to Professional Learning

ERIC Educational Resources Information Center

Li, Guofang

2013-01-01

This article proposes a cultural approach to professional learning to empower pre- and in-service teachers to successfully address increasingly diverse student populations and become culturally responsive to students' diverse backgrounds. This cultural approach treats culture as a vital source for reshaping the politics of identity and…

Developing Collaborative Partnerships with Culturally and Linguistically Diverse Families during the IEP Process

ERIC Educational Resources Information Center

Rossetti, Zachary; Sauer, Janet Story; Bui, Oanh; Ou, Susan

2017-01-01

Although there has been a consistent vision for multicultural education and family collaboration in teacher preparation programs for decades, collaborative partnerships between culturally and linguistically diverse (CLD) families and their children's educators remain elusive (Harry, 2008; Trent, Kea, & Oh, 2008). Family engagement in special…

Alternative Secondary Mathematics Programs for Migrant Students: Cultural and Linguistic Considerations.

ERIC Educational Resources Information Center

Celedon-Pattichis, Sylvia

This chapter describes various programs providing secondary mathematics curricula to migrant students and discusses some challenges of integrating the cultural and linguistic experiences of migrant students learning mathematics. Among the distance-education programs designed for migrant students, the University of Texas Migrant Program delivers 22…

Linguistic Diversity in the International Workplace: Language Ideologies and Processes of Exclusion

ERIC Educational Resources Information Center

Lønsmann, Dorte

2014-01-01

This article draws on a study of language choice and language ideologies in an international company in Denmark. It focuses on the linguistic and social challenges that are related to the diversity of language competences among employees in the modern workplace. Research on multilingualism at work has shown that employees may be excluded from…

Culturally, Linguistically, and Cognitively Diverse Learners and Brain-Compatible Content Based Teaching

ERIC Educational Resources Information Center

Haley, Marjorie Hall

2007-01-01

As a teacher educator in a large public university, the author's methods courses are frequently comprised of both pre- and in-service teachers who are, or will be, working with culturally, linguistically, and cognitively diverse (CLCD) early language learners. It is incumbent upon the author to equip them with skills, strategies, and a sound…

Rank Diversity of Languages: Generic Behavior in Computational Linguistics

PubMed Central

Cocho, Germinal; Flores, Jorge; Gershenson, Carlos; Pineda, Carlos; Sánchez, Sergio

2015-01-01

Statistical studies of languages have focused on the rank-frequency distribution of words. Instead, we introduce here a measure of how word ranks change in time and call this distribution rank diversity. We calculate this diversity for books published in six European languages since 1800, and find that it follows a universal lognormal distribution. Based on the mean and standard deviation associated with the lognormal distribution, we define three different word regimes of languages: “heads” consist of words which almost do not change their rank in time, “bodies” are words of general use, while “tails” are comprised by context-specific words and vary their rank considerably in time. The heads and bodies reflect the size of language cores identified by linguists for basic communication. We propose a Gaussian random walk model which reproduces the rank variation of words in time and thus the diversity. Rank diversity of words can be understood as the result of random variations in rank, where the size of the variation depends on the rank itself. We find that the core size is similar for all languages studied. PMID:25849150

Literacy Instruction for Culturally and Linguistically Diverse Students: A Collection of Articles and Commentaries.

ERIC Educational Resources Information Center

Opitz, Michael F., Ed.

Addressing issues arising from increasing student diversity, this book brings together articles from "The Reading Teacher,""Journal of Reading," and "Language Arts" which offer teaching strategies, ways to capitalize on differences, and ways to use multicultural literature. Each section includes introductions by…

Linguistic Simplification of Mathematics Items: Effects for Language Minority Students in Germany

ERIC Educational Resources Information Center

Haag, Nicole; Heppt, Birgit; Roppelt, Alexander; Stanat, Petra

2015-01-01

In large-scale assessment studies, language minority students typically obtain lower test scores in mathematics than native speakers. Although this performance difference was related to the linguistic complexity of test items in some studies, other studies did not find linguistically demanding math items to be disproportionally more difficult for…

The Cultural and Linguistic Diversity of 3-Year-Old Children with Hearing Loss

ERIC Educational Resources Information Center

Crowe, Kathryn; McLeod, Sharynne; Ching, Teresa Y. C.

2012-01-01

Understanding the cultural and linguistic diversity of young children with hearing loss informs the provision of assessment, habilitation, and education services to both children and their families. Data describing communication mode, oral language use, and demographic characteristics were collected for 406 children with hearing loss and their…

Social media, digital video and health promotion in a culturally and linguistically diverse Australia.

PubMed

O'Mara, Ben

2013-09-01

Participatory processes are effective for digital video production that promotes health and wellbeing with communities from diverse cultural and linguistic backgrounds, including migrants and refugees. Social media platforms YouTube, Vimeo, Flickr and others demonstrate potential for extending and enhancing this production approach. However, differences within and between communities in terms of their quality of participation online suggest that social media risk becoming exclusive online environments and a barrier to health and wellbeing promotion. This article examines the literature and recent research and practice in Australia to identify opportunities and challenges when using social media with communities from diverse cultural and linguistic backgrounds. It proposes a hybrid approach for digital video production that integrates 'online' and 'offline' participation and engages with the differences between migrants and refugees to support more inclusive health and wellbeing promotion using digital technology.

Embedding international benchmarks of proficiency in English in undergraduate nursing programmes: challenges and strategies in equipping culturally and linguistically diverse students with English as an additional language for nursing in Australia.

PubMed

Glew, Paul J

2013-01-01

To meet the expected shortfalls in the number of registered nurses throughout the coming decade Australian universities have been recruiting an increasing number of students from culturally and linguistically diverse (CaLD) backgrounds. Given that international and domestic students who use English as an additional language (EAL) complement the number of native English speaking nursing students, they represent a valuable nurse education investment. Although university programmes are in a position to meet the education and learning needs of native English speaking nursing students, they can experience considerable challenges in effectively equipping EAL students with the English and academic language skills for nursing studies and registration in Australia. However, success in a nursing programme and in preparing for nurse registration can require EAL students to achieve substantial literacy skills in English and academic language through their engagement with these tertiary learning contexts. This paper discusses the education implications for nursing programmes and EAL students of developing literacy skills through pre-registration nursing studies to meet the English language skills standard for nurse registration and presents intervention strategies for nursing programmes that aim to build EAL student capacity in using academic English.

The Accessibility of Socio-Dramatic Play to Culturally and Linguistically Diverse Australian Preschoolers

ERIC Educational Resources Information Center

Scrafton, Eleanor; Whitington, Victoria

2015-01-01

Socio-dramatic play is preschool children's leading learning activity (Karpov 2005; Vygotsky 1978). Yet entering play often poses challenges (Corsaro 2003), particularly for culturally and linguistically diverse (CALD) children (Hruska 2007). At preschool four-year-old CALD children are both acquiring a new language, and learning new rules, social…

Talking about Writing: Culturally and Linguistically Diverse Adolescents' Socialization into Academic Literacy

ERIC Educational Resources Information Center

Gilliland, Elizabeth A.

2012-01-01

This dissertation describes and analyzes the academic language socialization of culturally and linguistically diverse adolescents through a multi-case ethnographic study of high school writing instruction in California. I argue that there is a significant gap between the norms for writing in English language development classes and those in the…

Evolutionary approaches to cultural and linguistic diversity.

PubMed

Steele, James; Jordan, Peter; Cochrane, Ethan

2010-12-12

Evolutionary approaches to cultural change are increasingly influential, and many scientists believe that a 'grand synthesis' is now in sight. The papers in this Theme Issue, which derives from a symposium held by the AHRC Centre for the Evolution of Cultural Diversity (University College London) in December 2008, focus on how the phylogenetic tree-building and network-based techniques used to estimate descent relationships in biology can be adapted to reconstruct cultural histories, where some degree of inter-societal diffusion will almost inevitably be superimposed on any deeper signal of a historical branching process. The disciplines represented include the three most purely 'cultural' fields from the four-field model of anthropology (cultural anthropology, archaeology and linguistic anthropology). In this short introduction, some context is provided from the history of anthropology, and key issues raised by the papers are highlighted.

Evolutionary approaches to cultural and linguistic diversity

PubMed Central

Steele, James; Jordan, Peter; Cochrane, Ethan

2010-01-01

Evolutionary approaches to cultural change are increasingly influential, and many scientists believe that a ‘grand synthesis’ is now in sight. The papers in this Theme Issue, which derives from a symposium held by the AHRC Centre for the Evolution of Cultural Diversity (University College London) in December 2008, focus on how the phylogenetic tree-building and network-based techniques used to estimate descent relationships in biology can be adapted to reconstruct cultural histories, where some degree of inter-societal diffusion will almost inevitably be superimposed on any deeper signal of a historical branching process. The disciplines represented include the three most purely ‘cultural’ fields from the four-field model of anthropology (cultural anthropology, archaeology and linguistic anthropology). In this short introduction, some context is provided from the history of anthropology, and key issues raised by the papers are highlighted. PMID:21041203

The Search for Common Ground: Part I. Lexical Performance by Linguistically Diverse Learners.

ERIC Educational Resources Information Center

Windsor, Jennifer; Kohnert, Kathryn

2004-01-01

This study examines lexical performance by 3 groups of linguistically diverse school-age learners: English-only speakers with primary language impairment (LI), typical English-only speakers (EO), and typical bilingual Spanish-English speakers (BI). The accuracy and response time (RT) of 100 8- to 13-year-old children in word recognition and…

Students from Non-Dominant Linguistic Backgrounds Making Sense of Cosmology Visualizations

ERIC Educational Resources Information Center

Buck Bracey, Zoë E.

2017-01-01

This article presents the results of exploratory research with community college students from non-dominant linguistic backgrounds (NDLB) in an introductory astronomy class as they collaborated to reconstruct dynamic cosmology visualizations through drawing. Data included student discourse during the drawing activity, post-activity interviews, and…

Personal and Formal Backgrounds as Factors Which Influence Linguistic and Cultural Competency in the Teaching of Mathematics

ERIC Educational Resources Information Center

Nguyen-Le, Khanh

2010-01-01

This dissertation addresses the need for effective teaching approaches in a society with increasing numbers of culturally and linguistically diverse (CLD) students. The focus of this study is on teachers' linguistic and cultural competency (LCC), which I define as teachers' critical thinking and sensitivity concerning issues of language and…

Discourses of dementia: a call for an ethnographic, action research approach to care in linguistically and culturally diverse environments.

PubMed

Müller, Nicole; Guendouzi, Jacqueline A

2009-08-01

The methods of ethnography and action research have much to offer to the field of speech-language pathology, particularly as our clinical populations are becoming increasingly diverse. We suggest that practicing speech-language pathologists and students, as well as researchers, will benefit from strategies that use the methods of participatory action research and ethnography as guiding principles to their work. Ethnography seeks to discover meaningful structures in a culture from the perspective of those whose culture it is. Action research, which shares a methodological basis with ethnography, is undertaken with the aim of improving the functioning of the social institution, practice, or structure investigated for the benefit of those most closely involved with that institution or practice. By way of illustration, we use data collected during fieldwork in Louisiana, involving persons with dementia from linguistically and culturally diverse backgrounds.

Negotiating Linguistic and Cultural Identity: One Borderlander's Leadership Initiative

ERIC Educational Resources Information Center

Rodriguez, Mariela Aime; Alanis, Iliana

2011-01-01

Meeting the academic needs of linguistically and culturally diverse students requires new perspectives on behalf of school leaders. Using the concept of the border epistemology of school leadership, this case study reveals the work of one "borderlander" in a dual-language school. Telling her story through self-reflection, the voices of…

Cultural and Linguistic Diversity and Special Education: A Case Study of One Mother's Experiences

ERIC Educational Resources Information Center

Steeley, Sherry L.; Lukacs, Karrin

2015-01-01

Special education services have seen great improvement since the passage of the Individuals with Disabilities in Education Act (IDEA) in 1975, but culturally and linguistically diverse (CLD) families still face exceptional challenges when advocating for special education services for their children (Artiles & Harry, 2006; Palawat & May,…

Learning in Linguistically Diverse Middle School Classrooms: The Role of the Classroom Peer Network

ERIC Educational Resources Information Center

Elreda, Lauren Molloy; Kibler, Amanda; Futch Ehrlich, Valerie A.; Johnson, Haley

2016-01-01

The literature suggests there is much to be gained from exploring the role of the peer network in linguistically diverse "mainstream" middle school classrooms (i.e., classrooms that include English language learners alongside fluent English-speakers). The present study uses social network analysis to examine whether between-classroom and…

Linguistic Competence Profiles in English as a Foreign Language in Mexican University Students.

ERIC Educational Resources Information Center

Vivaldo-Lima, Javier; Gonzalez-Robles, Rosa O.; Castillo-Morales, Alberto

Linguistic competence in English (LCE) as a foreign language has been acknowledged as an important determinant of academic success in higher education. The purpose of this study is to determine the LCE profiles of Mexican freshman students as well as the main factors associated with differences in linguistic competence between proficient and poor…

How fifth grade Latino/a bilingual students use their linguistic resources in the classroom and laboratory during science instruction

NASA Astrophysics Data System (ADS)

Stevenson, Alma R.

2013-12-01

This qualitative, sociolinguistic research study examines how bilingual Latino/a students use their linguistic resources in the classroom and laboratory during science instruction. This study was conducted in a school in the southwestern United States serving an economically depressed, predominantly Latino population. The object of study was a fifth grade science class entirely comprised of language minority students transitioning out of bilingual education. Therefore, English was the means of instruction in science, supported by informal peer-to-peer Spanish-language communication. This study is grounded in a social constructivist paradigm. From this standpoint, learning science is a social process where social, cultural, and linguistic factors are all considered crucial to the process of acquiring scientific knowledge. The study was descriptive in nature, examining specific linguistic behaviors with the purpose of identifying and analyzing the linguistic functions of students' utterances while participating in science learning. The results suggest that students purposefully adapt their use of linguistic resources in order to facilitate their participation in science leaning. What is underscored in this study is the importance of explicitly acknowledging, supporting, and incorporating bilingual students' linguistic resources both in Spanish and English into the science classroom in order to optimize students' participation and facilitate their understanding.

Do students' and authors' genders affect evaluations? A linguistic analysis of Medical Student Performance Evaluations.

PubMed

Isaac, Carol; Chertoff, Jocelyn; Lee, Barbara; Carnes, Molly

2011-01-01

Recent guidelines for the Medical Student Performance Evaluation (MSPE) have standardized the "dean's letter." The authors examined MSPEs for linguistic differences according to student or author gender. This 2009 study analyzed 297 MSPEs for 227 male and 70 female medical students applying to a diagnostic radiology residency program. Text analysis software identified word counts, categories, frequencies, and contexts; factor analysis detected patterns of word categories in student-author gender pairings. Analyses showed a main effect for student gender (P=.046) and a group difference for the author-student gender combinations (P=.048). Female authors of male student MSPEs used the fewest "positive emotion" words (P=.006). MSPEs by male authors were shorter than those by females (P=.014). MSPEs for students ranked in the National Resident Matching Program contained more "standout" (P=.002) and "positive emotion" (P=.001) words. There were no differences in the author-gender pairs in the proportion of students ranked, although predominant word categories differed by author and student gender. Factor analysis revealed differences among the author-student groups in patterns of correlations among word categories. MSPEs differed slightly but significantly by student and author gender. These differences may derive from societal norms for male and female behaviors and the subsequent linguistic interpretation of these behaviors, which itself may be colored by the observer's gender. Although the differences in MSPEs did not seem to influence students' rankings, this work underscores the need for awareness of the complex effects of gender in evaluating students and guiding their specialty choices.

Cultural and Linguistic Diversity in Early Childhood Teacher Preparation: The Impact of Contextual Characteristics on Coursework and Practica

ERIC Educational Resources Information Center

Lim, Chih-Ing; Maxwell, Kelly L.; Able-Boone, Harriet; Zimmer, Catherine R.

2009-01-01

The population of children in early childhood settings is becoming increasingly culturally and linguistically diverse, and these changes in demographics have warranted teachers becoming more culturally responsive and better prepared to work with diverse young children and families. Teacher preparation programs across the nation have responded…

Poetry and Linguistic Awareness.

ERIC Educational Resources Information Center

Blades, Stephen

As part of an investigation of ways to increase the linguistic awareness and communication skills of community college students from a variety of linguistic and cultural backgrounds, a study was conducted to determine if poetry study would enhance the word comprehension sensitivity of bilingual and bidialectal students. The 38 students involved in…

Reflections of Young Language Learners on Diversity Dimensions in EFL Classrooms

ERIC Educational Resources Information Center

Bozdogan, Derya

2016-01-01

Despite the proclaimed mono-cultural and mono-linguistic profile, in reality, diversity lies at the core of classrooms. This paper outlines the literature on diversity in young learners' classrooms followed by student and teacher reflections on diversity issues in the EFL context. Sixty-two primary school students studying at the 4th and 5th grade…

Writer Identity Construction in Mexican Students of Applied Linguistics

ERIC Educational Resources Information Center

Mora, Alberto

2017-01-01

The paper examines the connection between discursive and non-discursive features and the construction of writer identity. In particular, the paper compares and contrasts the writer identity development of two groups of undergraduate students of applied linguistics in the Mexican context, one made up of locally educated ones and the other composed…

Professional development in inquiry-based science for elementary teachers of diverse student groups

NASA Astrophysics Data System (ADS)

Lee, Okhee; Hart, Juliet E.; Cuevas, Peggy; Enders, Craig

2004-12-01

As part of a larger project aimed at promoting science and literacy for culturally and linguistically diverse elementary students, this study has two objectives: (a) to describe teachers' initial beliefs and practices about inquiry-based science and (b) to examine the impact of the professional development intervention (primarily through instructional units and teacher workshops) on teachers' beliefs and practices related to inquiry-based science. The research involved 53 third- and fourth-grade teachers at six elementary schools in a large urban school district. At the end of the school year, teachers reported enhanced knowledge of science content and stronger beliefs about the importance of science instruction with diverse student groups, although their actual practices did not change significantly. Based on the results of this first year of implementation as part of a 3-year longitudinal design, implications for professional development and further research are discussed.

Urban Culturally and Ethnically Diverse Doctoral Students and Their Perceptions of Doctoral Program Design Features and Procedures: An Evaluation Report

ERIC Educational Resources Information Center

Nevin, Ann I.; Barbetta, Patricia; Cramer, Elizabeth

2009-01-01

The mission for Urban SEALS (Special Education Academic Leaders), a federally funded doctoral preparation program, is to prepare doctoral-level special educators, including those who are culturally and/or linguistically diverse (CLD) to assume leadership roles in the education of urban students with disabilities who are CLD. This report provides…

Describing Students' Talk about Physical Science Phenomena outside and inside the Classroom: A Case of Secondary School Students from Maragoli, Western Region of Kenya

ERIC Educational Resources Information Center

Orado, Grace N.

2014-01-01

Because of cultural and linguistic influences on science learning involving students from diverse cultural and linguistic backgrounds, calls have been made for teachers to enact teaching that is sensitive to these students' backgrounds. However, most of the research involving such students has tended to focus on students at elementary grade levels…

The effects of linguistic modification on ESL students' comprehension of nursing course test items.

PubMed

Bosher, Susan; Bowles, Melissa

2008-01-01

Recent research has indicated that language may be a source of construct-irrelevant variance for non-native speakers of English, or English as a second language (ESL) students, when they take exams. As a result, exams may not accurately measure knowledge of nursing content. One accommodation often used to level the playing field for ESL students is linguistic modification, a process by which the reading load of test items is reduced while the content and integrity of the item are maintained. Research on the effects of linguistic modification has been conducted on examinees in the K-12 population, but is just beginning in other areas. This study describes the collaborative process by which items from a pathophysiology exam were linguistically modified and subsequently evaluated for comprehensibility by ESL students. Findings indicate that in a majority of cases, modification improved examinees' comprehension of test items. Implications for test item writing and future research are discussed.

An Ever Closer Union . . . of Linguistic Diversity

ERIC Educational Resources Information Center

Tomozeiu, Daniel

2017-01-01

The analysis carried out between October 2014 and February 2015 by a team of researchers from the University of Westminster with support from colleagues from across the EU identified the linguistic communities across the 28 EU member states as recognized (or not) by the country's legislation and the linguistic rights of these communities in…

Being Smart in a Diverse World

ERIC Educational Resources Information Center

Westby, Carol

2007-01-01

This article reviews the concept of intelligence from different cultural perspectives and explains why the traditional approach to determining "who is smart" is inappropriate for students from culturally/linguistically diverse backgrounds and inadequate even for determining if mainstream students will be successful in daily living. The concept of…

Training medical students to communicate with a linguistic minority group.

PubMed

Drouin, Jeanne; Rivet, Christine

2003-06-01

Effective communication is central to a successful physician-patient relationship. Communication is usually enhanced when the linguistic and cultural attributes of patients are incorporated in health care delivery. With this purpose in mind, the Faculty of Medicine at the University of Ottawa has developed a French-language stream to train future physicians for the francophone minority population of Ontario. As part of this project, a communication skills laboratory was created for francophone students in 1996, since all three tertiary care teaching hospitals operated in English only. The laboratory consists of a controlled environment where francophone students conduct interviews in French while being observed by clinicians trained in observation and feedback techniques. It makes use of simulated patients trained to play specific roles and to give feedback to students. Laboratory sessions take place throughout the first and second years and expose students to 15 scenarios covering different themes in each year. Each scenario includes a communication problem. Facilities are in place for filming the encounters for review by students. The project has had favorable outcomes. Both students and clinician-supervisors find that the laboratory offers an excellent learning environment and describe the cases as realistic and instructive. Clerkship preceptors are pleased with the students' communication skills. Because of the success of the laboratory, faculty authorities plan to translate the scenarios and offer similar sessions to students in the English-language stream. The teaching methods used in the communication skills laboratory may be of interest to other medical schools that serve linguistic minority populations.

Barriers to Full Participation in the Individualized Education Program for Culturally and Linguistically Diverse Parents

ERIC Educational Resources Information Center

Tamzarian, Arpi; Menzies, Holly M.; Ricci, Leila

2012-01-01

The Individuals with Disabilities Education Improvement Act (2004) mandates that schools facilitate parent participation in planning the Individual Education Program (IEP). However, culturally and linguistically diverse parents are less likely to feel fully included in the IEP process. In this article we examine three sources of cross-cultural…

Is there a relationship between the diversity characteristics of nursing students and their clinical placement experiences? A literature review.

PubMed

Koch, Jane; Everett, Bronwyn; Phillips, Jane; Davidson, Patricia M

2015-01-01

There has been an increase in ethno-cultural, linguistic, and socio-demographical diversity in students enrolling in undergraduate nursing programs. Diversity also involves other characteristics, but little is known about how diversity impacts on the clinical experiences of nursing students. The aim of this review is to identify studies which describe the clinical placement experiences of nursing students who have a broad range of diversity characteristics. Major databases were searched and original studies published from 2003 to 30 June 2013 were eligible for inclusion. An expanded definition of diversity was used to include characteristics such as ethnicity, language, age, religion, gender, socioeconomic status, carer responsibilities, sexual orientation and special needs/disability. Male gender and speaking English as a second language are diversity characteristics associated with a less positive clinical experience. These students are also more likely to leave their nursing program. Mature-aged students and those from ethnic minority groups were also noted to have a less positive clinical experience and in some cases, this also increased attrition. However, it was difficult to determine the impact of these characteristics alone as they appeared to be linked with other characteristics such as financial difficulties and carer responsibilities in the case of mature-aged students, and language and international student status in the case of ethnicity. Given the significant benefits associated with preparing a diverse nursing workforce, it is an imperative to better understand the impact of diversity on nursing students to ensure that every placement becomes a positive and valuable learning experience.

Student diversity and implications for clinical competency development amongst domestic and international speech-language pathology students.

PubMed

Attrill, Stacie; Lincoln, Michelle; McAllister, Sue

2012-06-01

International students graduating from speech-language pathology university courses must achieve the same minimum competency standards as domestic students. This study aimed to collect descriptive information about the number, origin, and placement performance of international students as well as perceptions of the performance of international students on placement. University Clinical Education Coordinators (CECs), who manage clinical placements in eight undergraduate and six graduate entry programs across the 10 participating universities in Australia and New Zealand completed a survey about 3455 international and domestic speech-language pathology students. Survey responses were analysed quantitatively and qualitatively with non-parametric statistics and thematic analysis. Results indicated that international students came from a variety of countries, but with a regional focus on the countries of Central and Southern Asia. Although domestic students were noted to experience significantly less placement failure, fewer supplementary placements, and reduced additional placement support than international students, the effect size of these relationships was consistently small and therefore weak. CECs rated international students as more frequently experiencing difficulties with communication competencies on placement. However, CECs qualitative comments revealed that culturally and linguistically diverse (CALD) students may experience more difficulties with speech-language pathology competency development than international students. Students' CALD status should be included in future investigations of factors influencing speech-language pathology competency development.

Acculturation and Linguistic Factors on International Students' Self-Esteem and Language Confidence

ERIC Educational Resources Information Center

Lopez, Iris Y.; Bui, Ngoc H.

2014-01-01

Acculturation and linguistic factors were examined as predictors of self-esteem and language confidence among 91 international college students. The majority of participants were Asian (64.8%), female (59.3%), and graduate students (76.9%). Assimilative (adopting host cultural values) and integrative (blending both host and home cultural values)…

Language Use, Attitude, and Linguistic Identity among Palestinian Students in East Jerusalem

ERIC Educational Resources Information Center

Olsen, Kristen; Olsen, Holly

2010-01-01

Language-switching, attitude, and linguistic identity among 10th-grade female students in East Jerusalem are influenced by current political, social, and ethnic conflicts. The students make decisions to use English, Hebrew, and Arabic--the 3 regional languages--based on issues of hegemony and social influences. Participants in this study track…

A word-count approach to analyze linguistic patterns in the reflective writings of medical students.

PubMed

Lin, Chi-Wei; Lin, Meei-Ju; Wen, Chin-Chen; Chu, Shao-Yin

2016-01-01

Teaching reflection and administering reflective writing assignments to students are widely practiced and discussed in medical education and health professional education. However, little is known about how medical students use language to construct their narratives. Exploring students' linguistic patterns in their reflective writings can facilitate understanding the scope and facets of their reflections and their representational or communication approaches to share their experiences. Moreover, research findings regarding gender differences in language use are inconsistent. Therefore, we attempted to examine how females and males differ in their use of words in reflective writing within our research circumstance to detect the unique and gender-specific approaches to learning and their applications. We analyzed the linguistic profiles of psychological process categories in the reflective writings of medical students and examined the difference in word usage between male and female medical students. During the first year of a clinical rotation, 60 fifth-year medical students wrote reflective narratives regarding pediatric patients and the psychosocial challenges faced by the patients and their family members. The narratives were analyzed using the Chinese version of Linguistic Inquiry and Word Count (CLIWC), a text analysis software program. Multivariate procedures were applied for statistical analysis. Cognitive words were most pervasive, averaging 22.16%, whereas perceptual words (2.86%) were least pervasive. Female students used more words related to positive emotions and sadness than did male students. The male students exceeded the female students only in the space category. The major limitation of this study is that CLIWC cannot directly acquire contextual text meanings; therefore, depending on the research topic, further qualitative study of the given texts might be necessary. To enhance students' empathy toward the psychosocial issues faced by patients and

A word-count approach to analyze linguistic patterns in the reflective writings of medical students.

PubMed

Lin, Chi-Wei; Lin, Meei-Ju; Wen, Chin-Chen; Chu, Shao-Yin

2016-01-01

Background Teaching reflection and administering reflective writing assignments to students are widely practiced and discussed in medical education and health professional education. However, little is known about how medical students use language to construct their narratives. Exploring students' linguistic patterns in their reflective writings can facilitate understanding the scope and facets of their reflections and their representational or communication approaches to share their experiences. Moreover, research findings regarding gender differences in language use are inconsistent. Therefore, we attempted to examine how females and males differ in their use of words in reflective writing within our research circumstance to detect the unique and gender-specific approaches to learning and their applications. Methods We analyzed the linguistic profiles of psychological process categories in the reflective writings of medical students and examined the difference in word usage between male and female medical students. During the first year of a clinical rotation, 60 fifth-year medical students wrote reflective narratives regarding pediatric patients and the psychosocial challenges faced by the patients and their family members. The narratives were analyzed using the Chinese version of Linguistic Inquiry and Word Count (CLIWC), a text analysis software program. Multivariate procedures were applied for statistical analysis. Results Cognitive words were most pervasive, averaging 22.16%, whereas perceptual words (2.86%) were least pervasive. Female students used more words related to positive emotions and sadness than did male students. The male students exceeded the female students only in the space category. The major limitation of this study is that CLIWC cannot directly acquire contextual text meanings; therefore, depending on the research topic, further qualitative study of the given texts might be necessary. Conclusions To enhance students' empathy toward the

Collaborative Teaching in a Linguistically and Culturally Diverse Higher Education Setting: A Case Study of a Postgraduate Accounting Program

ERIC Educational Resources Information Center

Evans, Elaine; Tindale, Jen; Cable, Dawn; Mead, Suzanne Hamil

2009-01-01

The Language for Professional Communication in Accounting project has changed teaching practice in a linguistically and culturally diverse postgraduate accounting program at Macquarie University in Australia. This paper reflects on the project's interdisciplinary and collaborative approach to diversity in the classroom by tracing its growth and…

Explaining the Linguistic Diversity of Sahul Using Population Models

PubMed Central

Reesink, Ger; Singer, Ruth; Dunn, Michael

2009-01-01

The region of the ancient Sahul continent (present day Australia and New Guinea, and surrounding islands) is home to extreme linguistic diversity. Even apart from the huge Austronesian language family, which spread into the area after the breakup of the Sahul continent in the Holocene, there are hundreds of languages from many apparently unrelated families. On each of the subcontinents, the generally accepted classification recognizes one large, widespread family and a number of unrelatable smaller families. If these language families are related to each other, it is at a depth which is inaccessible to standard linguistic methods. We have inferred the history of structural characteristics of these languages under an admixture model, using a Bayesian algorithm originally developed to discover populations on the basis of recombining genetic markers. This analysis identifies 10 ancestral language populations, some of which can be identified with clearly defined phylogenetic groups. The results also show traces of early dispersals, including hints at ancient connections between Australian languages and some Papuan groups (long hypothesized, never before demonstrated). Systematic language contact effects between members of big phylogenetic groups are also detected, which can in some cases be identified with a diffusional or substrate signal. Most interestingly, however, there remains striking evidence of a phylogenetic signal, with many languages showing negligible amounts of admixture. PMID:19918360

Linguistic Method: Yesterday and Today.

ERIC Educational Resources Information Center

Rauch, Irmengard

This paper introduces the reader to a brief history of the focus of linguistic method from prehistoric times, through the Classical era, the Middle Ages, to the present. The scientific orientation of linguistic method is exploited; a set of specific principles is found to unify most of today's diverse methods. The success of linguistics is…

Supporting culturally and linguistically diverse children with speech, language and communication needs: Overarching principles, individual approaches.

PubMed

Verdon, Sarah; McLeod, Sharynne; Wong, Sandie

2015-01-01

Speech-language pathologists (SLPs) are working with an increasing number of families from culturally and linguistically diverse backgrounds as the world's population continues to become more internationally mobile. The heterogeneity of these diverse populations makes it impossible to identify and document a one size fits all strategy for working with culturally and linguistically diverse families. This paper explores approaches to practice by SLPs identified as specialising in multilingual and multicultural practice in culturally and linguistically diverse contexts from around the world. Data were obtained from ethnographic observation of 14 sites in 5 countries on 4 continents. The sites included hospital settings, university clinics, school-based settings, private practices and Indigenous community-based services. There were 652 individual artefacts collected from the sites which included interview transcripts, photographs, videos, narrative reflections, informal and formal field notes. The data were analysed using Cultural-Historical Activity Theory (Engeström, 1987). From the analysis six overarching Principles of Culturally Competent Practice (PCCP) were identified. These were: (1) identification of culturally appropriate and mutually motivating therapy goals, (2) knowledge of languages and culture, (3) use of culturally appropriate resources, (4) consideration of the cultural, social and political context, (5) consultation with families and communities, and (6) collaboration between professionals. These overarching principles align with the six position statements developed by the International Expert Panel on Multilingual Children's Speech (2012) which aim to enhance the cultural competence of speech pathologists and their practice. The international examples provided in the current study demonstrate the individualised ways that these overarching principles are enacted in a range of different organisational, social, cultural and political contexts

Paraeducators' Perceptions and Experiences Working with Diverse Families

ERIC Educational Resources Information Center

Sheehey, Patricia H.; Wells, Jenny C.; Ogata, Veronica F.

2018-01-01

This investigation explored the interactions between paraeducators and the culturally and linguistically diverse families of their students with disabilities. Paraeducators (n = 117) attending a statewide professional development event responded to a questionnaire designed to explore their interactions with diverse parents and families. Results…

Preparing Linguistically Responsive Teachers: Laying the Foundation in Preservice Teacher Education

ERIC Educational Resources Information Center

Lucas, Tamara; Villegas, Ana Maria

2013-01-01

It takes teachers many years to develop expertise in the complex set of knowledge, skills, and orientations needed to teach culturally and linguistically diverse (CLD) students well. The process begins in preservice preparation and continues into the early years of teaching and throughout a teacher's career. This article examines preservice…

Early Biliteracy Development: Exploring Young Learners' Use of Their Linguistic Resources

ERIC Educational Resources Information Center

Bauer, Eurydice B., Ed.; Gort, Mileidis, Ed.

2011-01-01

A large and growing number of students from culturally and linguistically diverse backgrounds in the US and around the world have the potential to develop bilingualism and biliteracy if supported in their immediate environment. At the forefront in focusing exclusively on biliteracy development in early childhood across a variety of languages, this…

Critical Entanglement: Research on Culturally and Linguistically Diverse Parental Involvement in Special Education 2000-2010

ERIC Educational Resources Information Center

Cobb, Cam

2014-01-01

If parental involvement in a child's education is generally viewed in positive terms, then it is important to understand what sorts of barriers might hinder it. This article reviews literature on culturally and linguistically diverse parental involvement in special education in the United States and Canada. In analyzing 20 articles published in…

Embodied experiences for science learning: A cognitive linguistics exploration of middle school students' language in learning about water

NASA Astrophysics Data System (ADS)

Salinas Barrios, Ivan Eduardo

I investigated linguistic patterns in middle school students' writing to understand their relevant embodied experiences for learning science. Embodied experiences are those limited by the perceptual and motor constraints of the human body. Recent research indicates student understanding of science needs embodied experiences. Recent emphases of science education researchers in the practices of science suggest that students' understanding of systems and their structure, scale, size, representations, and causality are crosscutting concepts that unify all scientific disciplinary areas. To discern the relationship between linguistic patterns and embodied experiences, I relied on Cognitive Linguistics, a field within cognitive sciences that pays attention to language organization and use assuming that language reflects the human cognitive system. Particularly, I investigated the embodied experiences that 268 middle school students learning about water brought to understanding: i) systems and system structure; ii) scale, size and representations; and iii) causality. Using content analysis, I explored students' language in search of patterns regarding linguistic phenomena described within cognitive linguistics: image schemas, conceptual metaphors, event schemas, semantical roles, and force-dynamics. I found several common embodied experiences organizing students' understanding of crosscutting concepts. Perception of boundaries and change in location and perception of spatial organization in the vertical axis are relevant embodied experiences for students' understanding of systems and system structure. Direct object manipulation and perception of size with and without locomotion are relevant for understanding scale, size and representations. Direct applications of force and consequential perception of movement or change in form are relevant for understanding of causality. I discuss implications of these findings for research and science teaching.

Teacher Diversity Awareness in the Context of Changing Demographics

ERIC Educational Resources Information Center

Acquah, Emmanuel O.; Tandon, Madhavi; Lempinen, Sonia

2016-01-01

This study examined awareness of and knowledge of how to address increasing linguistic and cultural diversity among 89 teachers in an ethnically and racially diverse school located in Southwest Finland. The empirical evidence suggests that in a school with many years of experience with a diverse student population the levels of awareness and…

Culturally and Linguistically Responsive Teaching in Practice: A Case Study of a Fourth-Grade Mainstream Classroom Teacher

ERIC Educational Resources Information Center

Zhang-Wu, Qianqian

2017-01-01

As a result of increases in immigration, more students from culturally and linguistically diverse backgrounds are entering K-12 classrooms in the United States. Thus, the need to study the education of diverse learners is intensified. Drawing upon semi-structured interviews, observations, and informal conversations, this case study examined how a…

Learning to Teach Elementary Science through Iterative Cycles of Enactment in Culturally and Linguistically Diverse Contexts

ERIC Educational Resources Information Center

Bottoms, SueAnn I.; Ciechanowski, Kathryn M.; Hartman, Brian

2015-01-01

Iterative cycles of enactment embedded in culturally and linguistically diverse contexts provide rich opportunities for preservice teachers (PSTs) to enact core practices of science. This study is situated in the larger Families Involved in Sociocultural Teaching and Science, Technology, Engineering and Mathematics (FIESTAS) project, which weaves…

Hispanic Heritage Language Speakers in the United States: Linguistic Exclusion in Education

ERIC Educational Resources Information Center

Schreffler, Sandra B.

2007-01-01

The Hispanic population of the United States is quite diverse and with each passing year, due to (im)migration patterns, more and more students are entering language classrooms with some degree of familiarity with the language. However, because of the tendency toward intergenerational loss of Spanish, the linguistic proficiency covers the…

WWC Review of the Report "The Impact of Collaborative Strategic Reading on the Reading Comprehension of Grade 5 Students in Linguistically Diverse Schools." What Works Clearinghouse Single Study Review

ERIC Educational Resources Information Center

What Works Clearinghouse, 2013

2013-01-01

The study reviewed in this paper examined the impact of "Collaborative Strategic Reading" ("CSR"), a set of instructional strategies used to build reading proficiency, on the reading comprehension of fifth-grade students. The analysis included 1,355 students from 74 social studies classrooms within 26 linguistically diverse…

Culturally diverse health care students' experiences with teaching strategies in Finland: a national survey.

PubMed

Pitkajarvi, Marianne; Eriksson, Elina; Pitkala, Kaisu

2013-06-01

All over the world, current health care students come from a variety of cultural, linguistic and educational backgrounds. Their expectations and learning needs vary, yet little is known about how our current education system meets their needs. The purpose of this study was to explore culturally diverse health care students' experiences of teaching strategies in polytechnic faculties of health care in Finland. Specifically, we aimed to compare how international students and Finnish students experience the same curriculum. A cross sectional survey. Ten polytechnic faculties of health care in Finland offering English-Language-Taught Degree Programmess (ELTDPs). 283 students studying nursing, public health nursing, or physiotherapy in English. Of these, 166 were international students and 112 were Finnish students. The data were collected using a questionnaire designed specifically for this study. The survey included items grouped into seven dimensions: 1. concreteness of theoretical instruction, 2. encouragement of student activity, 3. use of skills labs, 4. variation among teaching strategies, 5. assessment, 6. interaction in the English-Language-Taught Degree Programmes, and 7. approach to diversity in the English-Language-Taught Degree Programmes. The most positive experiences for all students were with the approach to cultural diversity and the concreteness of theoretical instruction, whereas the most negative experiences were with assessment. International students' experiences were more positive than Finnish students' in the following dimensions: encouragement of student activity (p=0.005), variation among teaching strategies (p<0.001), and assessment (p<0.001). Compared to the Finnish students, more than double the number of international students were dissatisfied with their lives (p<0.001). The implications for education include the strengthening teachers' leadership role in small group activities, providing individual and detailed feedback, and ensuring

Technical Assistance Document for Assessment and Evaluation of Preschool Children Who Are Culturally and Linguistically Diverse.

ERIC Educational Resources Information Center

Flores, Jeff; Lopez, Eric J.; De Leon, Jozi

This manual presents New Mexico state guidelines for the assessment and evaluation of preschool children who are culturally and linguistically diverse, and focuses on the principles of parent participation and nondiscriminatory evaluation as defined in the Individuals with Disabilities Education Act and the New Mexico Administrative Codes. A…

A Linguistic Analysis of Errors in the Compositions of Arba Minch University Students

ERIC Educational Resources Information Center

Tizazu, Yoseph

2014-01-01

This study reports the dominant linguistic errors that occur in the written productions of Arba Minch University (hereafter AMU) students. A sample of paragraphs was collected for two years from students ranging from freshmen to graduating level. The sampled compositions were then coded, described, and explained using error analysis method. Both…

Problems of Understanding English Ironic Expressions by M.A. Students of Applied Linguistics at Mu'tah University in Jordan

ERIC Educational Resources Information Center

Al Khawaldeh, Suhaib

2015-01-01

The present study attempts to investigate the problems of understanding English ironic expressions M.A. of Applied Linguistics students at Mu'tah University in Jordan. This quantitative and qualitative study includes 15 of M.A. students of Applied Linguistics at Mu'tah University. The participants were selected randomly. Two research instruments…

Opening Doors for Bilingual Students: Recommendations for Building Linguistically Responsive Schools

ERIC Educational Resources Information Center

Heineke, Amy J.; Coleman, Elizabeth; Ferrell, Elizabeth; Kersemeier, Craig

2012-01-01

In this article, we outline the necessary action steps for schools to improve the achievement of bilingual students. We review, summarize, and utilize the pertinent scholarly literature to make suggestions for school-wide, collaborative efforts to support the achievement of bilingual learners through linguistically responsive pedagogy and…

Teaching Culturally Diverse Students.

ERIC Educational Resources Information Center

Correa, Vivian; Tulbert, Beth

1991-01-01

Characteristics of culturally diverse students are discussed in terms of language, culture, and socioeconomic factors. Meeting the educational needs of culturally diverse students can involve interactive teaming of professionals; parent involvement; and providing appropriate services, assessment, curriculum, and instruction. (JDD)

The Routledge Applied Linguistics Reader

ERIC Educational Resources Information Center

Wei, Li, Ed.

2011-01-01

"The Routledge Applied Linguistics Reader" is an essential collection of readings for students of Applied Linguistics. Divided into five sections: Language Teaching and Learning, Second Language Acquisition, Applied Linguistics, Identity and Power and Language Use in Professional Contexts, the "Reader" takes a broad…

Designing Transition Programs for Culturally & Linguistically Diverse Students with Disabilities

ERIC Educational Resources Information Center

Cote, Debra L.; Jones, Vita L.; Sparks, Shannon L.; Aldridge, Patricia A.

2012-01-01

Parents from culturally diverse backgrounds need to feel that they play a vital role in the future success of their sons or daughters with disabilities. Differences in culture and ethnicity can affect families' involvement in transition planning and the goals that they emphasize for their children. Families of diverse backgrounds were surveyed and…

Exploring Linguistic Barriers to Help-Seeking Behaviors: The Lived Experiences of Chinese Undergraduate Students

ERIC Educational Resources Information Center

Hillis, Erin Rene

2017-01-01

First time college undergraduate students from China face linguistic and cultural barriers when seeking academic help from their faculty members, but there is little research addressing these students' experiences of encountering these barriers, nor how the barriers are overcome. This qualitative transcendental phenomenological study sought…

Maintaining High Challenge and High Support for Diverse Learners

ERIC Educational Resources Information Center

Athanases, Steven

2012-01-01

As teachers, schools and school leaders work to better prepare California's culturally and linguistically diverse students, methods for doing so vary widely. One approach prioritizes safe spaces, welcoming environments, well-structured routines--school and classroom culture features essential for students' well-being. A second key priority, often…

Global Times Call for Global Measures: Investigating Automated Essay Scoring in Linguistically-Diverse MOOCs

ERIC Educational Resources Information Center

Reilly, Erin D.; Williams, Kyle M.; Stafford, Rose E.; Corliss, Stephanie B.; Walkow, Janet C.; Kidwell, Donna K.

2016-01-01

This paper utilizes a case-study design to discuss global aspects of massive open online course (MOOC) assessment. Drawing from the literature on open-course models and linguistic gatekeeping in education, we position freeform assessment in MOOCs as both challenging and valuable, with an emphasis on current practices and student resources. We…

Student Perceptions of the Acceptance of Communication Diverseness

ERIC Educational Resources Information Center

Davis, Barbara D.

2006-01-01

Transacting business with individuals who may speak English fluently but have an accent is common today. Use of translation services such as in transportation facilities, government offices, educational institutions, and manufacturers' instruction manuals is on the increase. Consequently, linguistic diversity issues require relevant academic…

Longitudinal Study of EFL Students Using the Systemic Functional Linguistics Method

ERIC Educational Resources Information Center

Nagao, Akiko

2017-01-01

This study examined the progress of English as a foreign language (EFL) writers using the instructional framework of systemic functional linguistics (SFL) and the communities of practice (CoPs) model. The study participants comprised 11 first-year undergraduate students in Japan with intermediate-level English proficiency who were exposed to SFL…

Multimedia Shared Stories: Teaching Literacy Skills to Diverse Learners

ERIC Educational Resources Information Center

Rivera, Christopher J.

2013-01-01

Through research, shared stories have demonstrated their effectiveness in teaching literacy skills to students with disabilities, including students who are culturally and linguistically diverse. In an effort to keep pace with ever-changing technology, shared stories can be transformed into a multimedia experience using software that is commonly…

A Systematic Examination of the Linguistic Demand of Cognitive Test Directions Administered to School-Age Populations

ERIC Educational Resources Information Center

Cormier, Damien C.; Bulut, Okan; Singh, Deepak; Kennedy, Kathleen E.; Wang, Kun; Heudes, Alethea; Lekwa, Adam J.

2018-01-01

The selection and interpretation of individually administered norm-referenced cognitive tests that are administered to culturally and linguistically diverse (CLD) students continue to be an important consideration within the psychoeducational assessment process. Understanding test directions during the assessment of cognitive abilities is…

Cross-cultural feigning assessment: A systematic review of feigning instruments used with linguistically, ethnically, and culturally diverse samples.

PubMed

Nijdam-Jones, Alicia; Rosenfeld, Barry

2017-11-01

The cross-cultural validity of feigning instruments and cut-scores is a critical concern for forensic mental health clinicians. This systematic review evaluated feigning classification accuracy and effect sizes across instruments and languages by summarizing 45 published peer-reviewed articles and unpublished doctoral dissertations conducted in Europe, Asia, and North America using linguistically, ethnically, and culturally diverse samples. The most common psychiatric symptom measures used with linguistically, ethnically, and culturally diverse samples included the Structured Inventory of Malingered Symptomatology, the Miller Forensic Assessment of Symptoms Test, and the Minnesota Multiphasic Personality Inventory (MMPI). The most frequently studied cognitive effort measures included the Word Recognition Test, the Test of Memory Malingering, and the Rey 15-item Memory test. The classification accuracy of these measures is compared and the implications of this research literature are discussed. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Comprehensive School Reform in Culturally and Linguistically Diverse Contexts: Implementation and Outcomes from a Four-Year Study

ERIC Educational Resources Information Center

Datnow, Amanda; Borman, Geoffrey D.; Stringfield, Sam; Overman, Laura T.; Castellano, Marisa

2003-01-01

This article presents findings from a 4-year study of 13 culturally and linguistically diverse elementary schools implementing comprehensive school reform (CSR) models. The study focused on: (a) the actions at the state and district levels that facilitated or inhibited reform implementation; (b) the adaptability of the various reforms in…

Consultation and Collaboration to Develop and Implement Restorative Practices in a Culturally and Linguistically Diverse Elementary School

ERIC Educational Resources Information Center

Ingraham, Colette L.; Hokoda, Audrey; Moehlenbruck, Derek; Karafin, Monica; Manzo, Caroline; Ramirez, Daniel

2016-01-01

Through an embedded single-case study design and qualitative methods, this article describes the school-wide implementation and preliminary results of a restorative practices (RP) program within a culturally and linguistically diverse (CLD) elementary school. Located in an urban area with high rates of crime, violence, and poverty, the three-year…

Role of mobile health in the care of culturally and linguistically diverse US populations.

PubMed

Tirado, Miguel

2011-01-01

Emerging trends in the health-related use of cell phones include the proliferation of mobile health applications for the care and monitoring of patients with chronic diseases and the rise in cell phone usage by Latinos and African Americans in the United States. This article reviews public policy in four areas with the goal of improving the care of patients belonging to culturally and linguistically diverse populations: 1) mobile health service access and the physician's duty of care, 2) affordability of and reimbursement for health related services via mobile phone, 3) protocols for mobile health enabled patient health data collection and distribution, and 4) cultural and linguistic appropriateness of health related messages delivered via cell phone. The review demonstrates the need for policy changes that would allow for reimbursement of both synchronous and asynchronous patient-provider communication, subsidize broadband access for lower-income patients, introduce standards for confidentiality of health data transmitted via cell phone as well as amplify existing cultural and linguistic standards to encompass mobile communication, and consider widespread public accessibility when certifying new technologies as "medical devices." Federal and state governments must take prompt action to ensure that the benefits of mobile health are accessible to all Americans.

Computer Access and Computer Use for Science Performance of Racial and Linguistic Minority Students

ERIC Educational Resources Information Center

Chang, Mido; Kim, Sunha

2009-01-01

This study examined the effects of computer access and computer use on the science achievement of elementary school students, with focused attention on the effects for racial and linguistic minority students. The study used the Early Childhood Longitudinal Study (ECLS-K) database and conducted statistical analyses with proper weights and…

The cultural and linguistic diversity of 3-year-old children with hearing loss.

PubMed

Crowe, Kathryn; McLeod, Sharynne; Ching, Teresa Y C

2012-01-01

Understanding the cultural and linguistic diversity of young children with hearing loss informs the provision of assessment, habilitation, and education services to both children and their families. Data describing communication mode, oral language use, and demographic characteristics were collected for 406 children with hearing loss and their caregivers when children were 3 years old. The data were from the Longitudinal Outcomes of Children with Hearing Impairment (LOCHI) study, a prospective, population-based study of children with hearing loss in Australia. The majority of the 406 children used spoken English at home; however, 28 other languages also were spoken. Compared with their caregivers, the children in this study used fewer spoken languages and had higher rates of oral monolingualism. Few children used a spoken language other than English in their early education environment. One quarter of the children used sign to communicate at home and/or in their early education environment. No associations between caregiver hearing status and children's communication mode were identified. This exploratory investigation of the communication modes and languages used by young children with hearing loss and their caregivers provides an initial examination of the cultural and linguistic diversity and heritage language attrition of this population. The findings of this study have implications for the development of resources and the provision of early education services to the families of children with hearing loss, especially where the caregivers use a language that is not the lingua franca of their country of residence.

Ethiopian Genetic Diversity Reveals Linguistic Stratification and Complex Influences on the Ethiopian Gene Pool

PubMed Central

Pagani, Luca; Kivisild, Toomas; Tarekegn, Ayele; Ekong, Rosemary; Plaster, Chris; Gallego Romero, Irene; Ayub, Qasim; Mehdi, S. Qasim; Thomas, Mark G.; Luiselli, Donata; Bekele, Endashaw; Bradman, Neil; Balding, David J.; Tyler-Smith, Chris

2012-01-01

Humans and their ancestors have traversed the Ethiopian landscape for millions of years, and present-day Ethiopians show great cultural, linguistic, and historical diversity, which makes them essential for understanding African variability and human origins. We genotyped 235 individuals from ten Ethiopian and two neighboring (South Sudanese and Somali) populations on an Illumina Omni 1M chip. Genotypes were compared with published data from several African and non-African populations. Principal-component and STRUCTURE-like analyses confirmed substantial genetic diversity both within and between populations, and revealed a match between genetic data and linguistic affiliation. Using comparisons with African and non-African reference samples in 40-SNP genomic windows, we identified “African” and “non-African” haplotypic components for each Ethiopian individual. The non-African component, which includes the SLC24A5 allele associated with light skin pigmentation in Europeans, may represent gene flow into Africa, which we estimate to have occurred ∼3 thousand years ago (kya). The non-African component was found to be more similar to populations inhabiting the Levant rather than the Arabian Peninsula, but the principal route for the expansion out of Africa ∼60 kya remains unresolved. Linkage-disequilibrium decay with genomic distance was less rapid in both the whole genome and the African component than in southern African samples, suggesting a less ancient history for Ethiopian populations. PMID:22726845

Language Policies and Linguistic Super-Diversity in Contemporary Urban Societies: The Case of the City of Southampton, UK

ERIC Educational Resources Information Center

Cadier, Linda; Mar-Molinero, Clare

2012-01-01

Our aim here is to investigate the multilingual "super-diverse" environment of Southampton City's work places, in public and private sector sites, and to observe how speakers interact and use their linguistic competences; whether this facilitates communication and social/professional integration, or whether this produces obstacles and…

First Year Teachers' Perceptions of Preparedness to Meet the Needs of Culturally and Linguistically Diverse Students

ERIC Educational Resources Information Center

Anthony, Hannah M.

2017-01-01

This study was designed to determine if there is a connection between the preparation of first year teachers to meet the needs of culturally diverse students and the pedagogical education they receive in their preparation program. The researcher was guided by three research questions: 1) How do first year teachers feel about how their…

Preparing Pre-Service Teachers for Culturally Diverse Classrooms: A Conceptual Model

ERIC Educational Resources Information Center

Delano-Oriaran, Omobolade

2012-01-01

Society in the USA has become increasingly diverse, with schools across the nation serving student populations that are culturally and linguistically very different from the European-American majority of the past. It is imperative that pre-service teachers are effectively prepared for diverse learning environments. This article describes a…

The Impact of Classroom Diversity on Teachers' Perspectives of Their Schools as Workplaces.

ERIC Educational Resources Information Center

Chen, Michael; Goldring, Ellen

Changing demographic patterns present teachers with students of diverse ethnic backgrounds, learning abilities, family structures, and linguistic traditions. This study assessed the impact of classroom diversity on Israeli teachers' perspectives of the their workplace. Generally favorable perceptions of multiculturalism in the abstract conflict…

"My Goldfish Name Is Scaley" Is What We Say at Home: Code-Switching--A Potent Tool for Reducing the Achievement Gap in Linguistically Diverse Classrooms.

ERIC Educational Resources Information Center

Wheeler, Rebecca S.; Swords, Rachel

Correctionist models of error, problem, and omission presume that Standard English (SE) is the sole language variety of America. America's classrooms, however, are neither culturally nor linguistically monolithic. Instead, they are diverse, and current teaching metaphors do not reflect the linguistic and cultural realities of the classrooms. This…

The Knowledge Base of Teaching in Linguistically Diverse Contexts: 10 Grounded Principles of Multilingual Classroom Pedagogy for EAL

ERIC Educational Resources Information Center

Liu, Yongcan; Fisher, Linda; Forbes, Karen; Evans, Michael

2017-01-01

This paper aims to define the knowledge base of teaching in linguistically diverse secondary schools in England. Based on extensive interviews with the teachers across two schools, the paper identifies a range of good practices centred on flexibility and differentiation. These include diversifying teaching resources by using bilingual materials…

Educating Everybody's Children: Diverse Teaching Strategies for Diverse Learners, Revised and Expanded 2nd Edition

ERIC Educational Resources Information Center

Cole, Robert W.

2008-01-01

Since its first publication in 1995, hundreds of thousands of teachers in every grade and subject have benefited from this landmark guide on how to teach students from economically, ethnically, culturally, and linguistically diverse groups. Now at last, this all-new and expanded edition--nearly twice the size of the original--explains how these…

Toward a Humanizing Pedagogy: Leveling the Cultural and Linguistic Capital in a Fifth-Grade Writing Classroom

ERIC Educational Resources Information Center

Zisselsberger, Margarita

2016-01-01

The increasing number of culturally and linguistically diverse (CLD) students in the United States has created a priority for examining the perspectives, dispositions, and attitudes that best support these learners' writing. This study explores the link between a teacher's developing pedagogical language knowledge and humanizing practices and her…

Special Education and Linguistic Minority Students: The Historical Bases of Discriminatory Practices.

ERIC Educational Resources Information Center

Gelb, Steven A.

The paper reviews the history of assigning linguistic minority students to special education classes. The review begins with the Darwinistic view of J. Down who noted that the existence of "idiots" in European families was a throwback to lower developmental stages characteristic of the "Mongol race." Minority language groups and the disabled were…

Linking Adverbials in Academic Writing on Applied Linguistics by Chinese Doctoral Students

ERIC Educational Resources Information Center

Lei, Lei

2012-01-01

The present paper reports an investigation into the use of linking adverbials in the academic writing of Chinese doctoral students. The learner corpus used in the present study is composed of 20 applied linguistics doctoral dissertations. We also compiled a control corpus of 120 published articles in six international journals of applied…

Contribution of Oral Language Skills, Linguistic Skills, and Transcription Skills to Chinese Written Composition among Fourth-Grade Students

ERIC Educational Resources Information Center

Yeung, Pui-sze; Ho, Connie Suk-han; Chan, David Wai-ock; Chung, Kevin Kien-hoa

2013-01-01

The present study aimed to investigate the contribution of oral language skills, linguistic skills, and transcription skills to Chinese written composition among Grade 4 students in Hong Kong. Measures assessing verbal working memory, oral language skills, linguistic skills (i.e., syntactic skills and discourse skills), transcription skills (i.e.,…

Linguistic nonimmediacy and self-presentation.

PubMed

Conville, R L

1975-07-01

It has been previously shown that Ss accurately infer communicators' levels of negative effect on the basis of communicators' levels of linguistic nonimmediacy (the degree of verbal indirectness with which a communicator refers to himself or to that about which he communicates). It was hypothesized that Ss would also rely on communicators' levels of linguistic nonimmediacy for impression formation, specifically that Ss would perceive communicators using lower levels of linguistic nonimmediacy as more authoritative and as having a more positive character than communicators using higher levels of linguistic nonimmediacy. The hypothesis was partially confirmed in a study of 12 college students who rated samples of student speeches by means of McCroskey's impression formation instrument for public speakers. The results were discussed in terms of the role of language in self-presentation and the role of interpretative procedures in social interaction.

Diverse Language Profiles: Leveraging Resources of Potential Bilingual Teachers of Color

ERIC Educational Resources Information Center

Athanases, Steven Z.; Banes, Leslie C.; Wong, Joanna W.

2015-01-01

Bilingual prospective teachers of color may possess experiences and knowledge particularly suitable for teaching linguistically diverse students but may need guidance and support to leverage such resources for teaching. In a class of 76 undergraduates, with a focus on bilingual students of color intending to teach, this study used self-reflexive…

Racial and Ethnic Diversity in Schools: The Case of English Canada

ERIC Educational Resources Information Center

Gerin-Lajoie, Diane

2012-01-01

In recent decades, schools located in English Canada have experienced important demographic changes in their student population. This article examines the racial, ethnic, linguistic, and cultural diversity in these schools, through the discourses of those who spend the most time with the students: teachers and principals. Here, the concept of…

The Effects of Positive Behavior Support Parent-Training Programs on Parent-Child Relationships in Culturally and Linguistically Diverse Families

ERIC Educational Resources Information Center

Hall, Tonya P.; Turnbull, Ann P.; McCart, Amy; Griggs, Peter; Choi, Jeong-Hoon; Markey, Ursula; Markey, D. J.; Sailor, Wayne

2007-01-01

A pre-postassessment, single-subject, pilot study was implemented, testing the hypothesis that positive behavior support (PBS) would improve family quality-of-life outcomes by reducing parental stress and challenging behaviors of preschool children who are culturally and linguistically diverse and reside in urban, disadvantaged communities. Six…

An administrative concern: Science teachers' instructional efficacy beliefs regarding racially, culturally, economically, and linguistically diverse student populations

NASA Astrophysics Data System (ADS)

Tuck Bonner, Natalie Christine

A teacher's sense of {instructional} efficacy has been considered a critical variable in student academic performance. Researchers Tschannen-Moran and Hoy Woolfolk (2001, p.783) defined teachers' {instructional} efficacy as a teacher's judgment of his or her capabilities to bring about desired outcomes of student engagement and learning, even among those students who may be difficult or unmotivated. There has been a substantial amount of research which reveals a strong correlation among teacher efficacy, teaching performance, and student achievement (Goddard & Goddard, et.al., 2000; Hackett; Hackett, 1995; Pajares, 1997 as cited in Villereal, 2005). This research study explored the content area of science and teacher's personal perception of their competency level in teaching science to all learners regardless of socio-economic, ethnicity/race or gender for grade levels Pre-K to 12. Lewthwaite states that a science teacher's personal teacher attributes or intrinsic factors such as science teaching self-efficacy, professional science knowledge, science teaching, instructional methodologies, interest in science, and motivation to teach science are critical dimensions and noted barriers in the delivery of science programs on elementary level campuses (Lewthwaite, Stableford & Fisher, 2001). This study focused on teacher instructional efficacy issues which may affect diverse learners' classroom and state-mandated assessment academic performance outcomes. A SPSS analysis of data was obtained from the following teacher survey instruments: The Bandura Teacher Efficacy Scale, the SEBEST, and the SETAKIST. Research findings revealed that a majority of science teachers surveyed believe they can effectively teach learners of diverse backgrounds, but responded with a sense of lower efficaciousness in teaching English Language Learners. There was also a statistically significant difference found between a state science organization and a national science organization

Harnessing Linguistic Variation to Improve Education. Rethinking Education. Volume 5

ERIC Educational Resources Information Center

Yiakoumetti, Androula, Ed.

2012-01-01

This volume brings together research carried out in a variety of geographic and linguistic contexts including Africa, Asia, Australia, Canada, the Caribbean, Europe and the United States and explores efforts to incorporate linguistic diversity into education and to "harness" this diversity for learners' benefit. It challenges the largely…

The role of emotional vulnerability and abuse in the financial exploitation of older people from culturally and linguistically diverse communities in Australia.

PubMed

Zannettino, Lana; Bagshaw, Dale; Wendt, Sarah; Adams, Valerie

2015-01-01

While the literature acknowledges that older people from culturally and linguistically diverse (CaLD) communities are particularly susceptible to financial abuse by their family members, there is a dearth of research that explores the nature of CaLD older people's vulnerability to this form of abuse. This case study examines unique dynamics shaping this form of abuse and demonstrates how emotional vulnerability and dependence, exacerbated by cultural and linguistic disconnection, can place older people at risk.

The impact of cultural diversity forum on students' openness to diversity.

PubMed

Sanner, Susan; Baldwin, Dee; Cannella, Kathleen A S; Charles, Jennell; Parker, Lillian

2010-01-01

As the population demographics for the United States (U.S.) shift towards increasing diversity, it is essential that nurses provide culturally competent care. Cultural sensitivity has been identified as a major curricular element in the American Association of Colleges of Nursing's (AACN) The Essentials of Baccalaureate Education for Professional Nursing Practice. Thus it is imperative that nursing faculty use effective strategies to help nursing students develop cultural sensitivity and competence. Educational workshops focusing on cultural diversity are usually designed to increase people's cultural sensitivity. The purpose of this study was to assess the effectiveness of a cultural diversity forum on nursing students' cultural sensitivity as measured by their openness to diversity. A convenience sample of students was recruited from a public university in the southeastern United States. The workshop was designed as a forum that combined a keynote presentation, shared meal, and a small group interactional activity. Cultural sensitivity was measured using the Openness to Diversity/Challenge Scale (ODCS), and was administered to students before and after the forum. A convenience sample of 47 students agreed to participate and completed both the pretest and posttest. Following the workshop, the students had more cultural sensitivity as measured by their scores on the ODCS (Wilcoxin Signed-Rank test z= -3.286, p = 0.001). The findings suggested that an educational format like the cultural diversity forum can promote students' cultural sensitivity. Further research needs to continue to focus on the effectiveness of strategies to increase the cultural sensitivity of baccalaureate nursing students.

Changes in physical activity levels, lesson context, and teacher interaction during physical education in culturally and linguistically diverse Australian schools.

PubMed

Dudley, Dean A; Okely, Anthony D; Pearson, Philip; Cotton, Wayne G; Caputi, Peter

2012-09-18

Recent data show that only 15% of Australian adolescents participate in adequate amounts of physical activity (PA) and those students from Asian and Middle-Eastern backgrounds in Grades 6-12 are significantly less active than their English-speaking background peers. Schools have recently been recognised as the most widely used and cost-effective setting for promoting PA among youth and one domain within schools where PA can occur regularly for all youth, regardless of cultural background or socio-economic status, is during physical education (PE). This study describes changes in physical activity (PA), lesson context and teacher interaction in physical education over the first two years in culturally and linguistically diverse secondary schools. Grade 7 PE classes in six schools were randomly observed using systematic direct observation (n = 81) and then followed up over the same period (n = 51) twelve months later. There was no significant decline in moderate-to-vigorous physical activity (MVPA) during PE (MD = -4.8%; p = .777), but a significant decline and medium negative effect in time spent in vigorous physical activity (VPA) (MD = -7.9%; p = .009) during PE was observed. Significant declines and large negative effects over time in percentage of PE time spent in management (MD = -8.8%; p < .001) and the number of observations where teachers promoted PA (MD = -20.7%; p < .001). The decline of VPA and teacher promotion of PA in culturally and linguistically diverse schools is of concern. Given the declines in VPA and the increases in time spent in game play, further research is needed to ascertain whether PE instruction could be improved by focussing on skill instruction and fitness in a games-based PE instruction model. Further research for increasing teacher promotion of PA during PE is needed.

Does cultural and linguistic diversity affect health-related outcomes for people with stroke at discharge from hospital?

PubMed

Davies, Sarah E; Dodd, Karen J; Hill, Keith D

2017-04-01

Primary purpose to determine if cultural and linguistic diversity affects health-related outcomes in people with stroke at discharge from hospital and secondary purpose to explore whether interpreter use alters these outcomes. Systematic search of: Cochrane, PEDro, CINAHL, Medline, Pubmed, Embase, PsycINFO and Ageline databases. Publications were classified into whether they examined the impact of diversity in culture, or language or culture and language combined. Quality of evidence available was summarized using Best Evidence Synthesis. Eleven studies met inclusion criteria and were reviewed. Best Evidence Synthesis indicated conflicting evidence about the impact of culture alone and language barriers alone on health-related outcomes. There was strong evidence that hospital length of stay does not differ between groups when the combined impact of culture and language was investigated. Conflicting evidence was found for other outcomes including admission, discharge and change in FIM scores, and post-hospital discharge living arrangements. It is unknown if interpreter use alters health-related outcomes, because this was infrequently reported. The current limited research suggests that cultural and linguistic diversity does not appear to impact on health-related outcomes at discharge from hospital for people who have had a stroke, however further research is needed to address identified gaps. Implications for Rehabilitation The different language, culture and beliefs about health demonstrated by patients with stroke from minority groups in North America do not appear to significantly impact on their health-related outcomes during their admission to hospital. It is not known whether interpreter use influences outcomes in stroke rehabilitation because there is insufficient high quality research in this area. Clinicians in countries with different health systems and different cultural and linguistic groups within their communities need to view the results with caution

Health promotion programme design and efficacy in relation to ageing persons with culturally and linguistically diverse backgrounds: a systematic literature review and meta-analysis.

PubMed

Lood, Qarin; Häggblom-Kronlöf, Greta; Dahlin-Ivanoff, Synneve

2015-12-16

Health promotion has the potential to empower people to develop or maintain healthy lifestyles. However, previous research has visualised serious health and healthcare inequities associated with ageing, cultural affiliations and linguistic preferences. Therefore, this study was part of a larger health promotion project, set out to bridge barriers to health for ageing persons who have migrated to Sweden. More specifically, the present study aimed to elucidate the content and effects of multidimensional health promotion programmes in the context of ageing persons with culturally and linguistically diverse backgrounds. Databases were systematically searched to identify relevant randomised controlled trial publications. All potentially relevant publications were assessed for relevance and design and after this screening, a final sample of eight publications could be included in the review. Those publications evaluated six different programmes and a mixed-methods approach to data analysis was applied, using a combination of narrative synthesis, meta-analyses and evidence grading. The findings suggest a multidimensional health promotion programme design for ageing persons with culturally and linguistically diverse backgrounds, involving culturally and linguistically modified activities and health information that should be provided by professionals with a person-centred approach. In addition, the meta-analyses revealed statistically significant effects in favour of health promotion on: general health, depression, mental health, physical health, and vitality. However, the evidence for the identified effects is low, and further research findings are likely to change the estimations. The present study provides an aggregation of health promotion intervention research with older persons with culturally and linguistically diverse backgrounds; a group of people who are commonly excluded from research, and marginalised when it comes to health and healthcare. By visualising the

Teaching Diverse Learners: Principles for Best Practice

ERIC Educational Resources Information Center

Mazur, Amy J.; Doran, Patricia Rice

2010-01-01

Based on current research, legislation, and best practices for the classroom, this user-friendly guide offers a comprehensive overview of everything teachers need to know to differentiate instruction for students who are culturally and linguistically diverse, as well as those who have or might have special education needs. Amy G. Mazur and…

Measuring the impact of a 3D simulation experience on nursing students' cultural empathy using a modified version of the Kiersma-Chen Empathy Scale.

PubMed

Everson, Naleya; Levett-Jones, Tracy; Lapkin, Samuel; Pitt, Victoria; van der Riet, Pamela; Rossiter, Rachel; Jones, Donovan; Gilligan, Conor; Courtney-Pratt, Helen

2015-10-01

To determine the effect of immersive 3D cultural simulation on nursing students' empathy towards culturally and linguistically diverse patients. Accelerated globalisation has seen a significant increase in cultural diversity in most regions of the world over the past forty years. Clinical encounters that do not acknowledge cultural factors contribute to adverse patient outcomes and health care inequities for culturally and linguistically diverse people. Cultural empathy is an antecedent to cultural competence. Thus, appropriate educational strategies are needed to enhance nursing students' cultural empathy and the capacity to deliver culturally competent care. A one-group pretest, post-test design was used for this study. The simulation exposed students to an unfolding scene in a hospital ward of a developing county. A convenience sample of second-year undergraduate nursing students (n = 460) from a semi-metropolitan university in Australia were recruited for the study. Characteristics of the sample were summarised using descriptive statistics. T-tests were performed to analyse the differences between pre- and post simulation empathy scores using an eight item modified version of the Kiersma-Chen Empathy Scale. Students' empathy towards culturally and linguistically diverse patients significantly improved after exposure to the 3D simulation experience. The mean scores for the Perspective Taking and Valuing Affective Empathy subscales also increased significantly postsimulation. The immersive 3D simulation had a positive impact on nursing students' empathy levels in regards to culturally and linguistically diverse groups. Research with other cohorts and in other contexts is required to further explore the impact of this educational approach. Immersive cultural simulation experiences offer opportunities to enhance the cultural empathy of nursing students. This may in turn have a positive impact on their cultural competence and consequently the quality of care they

D-PLACE: A Global Database of Cultural, Linguistic and Environmental Diversity.

PubMed

Kirby, Kathryn R; Gray, Russell D; Greenhill, Simon J; Jordan, Fiona M; Gomes-Ng, Stephanie; Bibiko, Hans-Jörg; Blasi, Damián E; Botero, Carlos A; Bowern, Claire; Ember, Carol R; Leehr, Dan; Low, Bobbi S; McCarter, Joe; Divale, William; Gavin, Michael C

2016-01-01

From the foods we eat and the houses we construct, to our religious practices and political organization, to who we can marry and the types of games we teach our children, the diversity of cultural practices in the world is astounding. Yet, our ability to visualize and understand this diversity is limited by the ways it has been documented and shared: on a culture-by-culture basis, in locally-told stories or difficult-to-access repositories. In this paper we introduce D-PLACE, the Database of Places, Language, Culture, and Environment. This expandable and open-access database (accessible at https://d-place.org) brings together a dispersed corpus of information on the geography, language, culture, and environment of over 1400 human societies. We aim to enable researchers to investigate the extent to which patterns in cultural diversity are shaped by different forces, including shared history, demographics, migration/diffusion, cultural innovations, and environmental and ecological conditions. We detail how D-PLACE helps to overcome four common barriers to understanding these forces: i) location of relevant cultural data, (ii) linking data from distinct sources using diverse ethnonyms, (iii) variable time and place foci for data, and (iv) spatial and historical dependencies among cultural groups that present challenges for analysis. D-PLACE facilitates the visualisation of relationships among cultural groups and between people and their environments, with results downloadable as tables, on a map, or on a linguistic tree. We also describe how D-PLACE can be used for exploratory, predictive, and evolutionary analyses of cultural diversity by a range of users, from members of the worldwide public interested in contrasting their own cultural practices with those of other societies, to researchers using large-scale computational phylogenetic analyses to study cultural evolution. In summary, we hope that D-PLACE will enable new lines of investigation into the major drivers

D-PLACE: A Global Database of Cultural, Linguistic and Environmental Diversity

PubMed Central

Kirby, Kathryn R.; Gray, Russell D.; Greenhill, Simon J.; Jordan, Fiona M.; Gomes-Ng, Stephanie; Bibiko, Hans-Jörg; Blasi, Damián E.; Botero, Carlos A.; Bowern, Claire; Ember, Carol R.; Leehr, Dan; Low, Bobbi S.; McCarter, Joe; Divale, William; Gavin, Michael C.

2016-01-01

From the foods we eat and the houses we construct, to our religious practices and political organization, to who we can marry and the types of games we teach our children, the diversity of cultural practices in the world is astounding. Yet, our ability to visualize and understand this diversity is limited by the ways it has been documented and shared: on a culture-by-culture basis, in locally-told stories or difficult-to-access repositories. In this paper we introduce D-PLACE, the Database of Places, Language, Culture, and Environment. This expandable and open-access database (accessible at https://d-place.org) brings together a dispersed corpus of information on the geography, language, culture, and environment of over 1400 human societies. We aim to enable researchers to investigate the extent to which patterns in cultural diversity are shaped by different forces, including shared history, demographics, migration/diffusion, cultural innovations, and environmental and ecological conditions. We detail how D-PLACE helps to overcome four common barriers to understanding these forces: i) location of relevant cultural data, (ii) linking data from distinct sources using diverse ethnonyms, (iii) variable time and place foci for data, and (iv) spatial and historical dependencies among cultural groups that present challenges for analysis. D-PLACE facilitates the visualisation of relationships among cultural groups and between people and their environments, with results downloadable as tables, on a map, or on a linguistic tree. We also describe how D-PLACE can be used for exploratory, predictive, and evolutionary analyses of cultural diversity by a range of users, from members of the worldwide public interested in contrasting their own cultural practices with those of other societies, to researchers using large-scale computational phylogenetic analyses to study cultural evolution. In summary, we hope that D-PLACE will enable new lines of investigation into the major drivers

Organizational-Pedagogical Conditions to Form the Foreign Competence in Students with the Features of Linguistic Giftedness

ERIC Educational Resources Information Center

Panfilova, Valentina Michailovna; Panfilov, Alexey Nikolaevich; Merzon, Elena Efimovna

2015-01-01

The study of foreign competence at the present stage of the higher education development becomes more relevant. The article emphasizes the organizational-pedagogical conditions, providing the formation of foreign competence in students with the features of linguistic giftedness. The way to reveal the students, who have the features of linguistic…

Incorporating Diversity Content into Courses and Concerns about Teaching Culturally Diverse Students

ERIC Educational Resources Information Center

Prieto, Loreto R.

2018-01-01

I examined concerns surrounding teaching culturally diverse students and attitudes toward incorporating diversity content into courses, held by a national sample of psychology educators (N = 91). Findings indicated that as instructors' personal acceptance of culturally diverse students increased, instructors' level of "backlash"…

Empirically Derived Combinations of Tools and Clinical Cutoffs: An Illustrative Case with a Sample of Culturally/Linguistically Diverse Children

ERIC Educational Resources Information Center

Oetting, Janna B.; Cleveland, Lesli H.; Cope, Robert F., III

2008-01-01

Purpose: Using a sample of culturally/linguistically diverse children, we present data to illustrate the value of empirically derived combinations of tools and cutoffs for determining eligibility in child language impairment. Method: Data were from 95 4- and 6-year-olds (40 African American, 55 White; 18 with language impairment, 77 without) who…

Observing Engineering Student Teams from the Organization Behavior Perspective Using Linguistic Analysis of Student Reflections and Focus Group Interviews

ERIC Educational Resources Information Center

Kearney, Kerri S.; Damron, Rebecca; Sohoni, Sohum

2015-01-01

This paper investigates group/team development in computer engineering courses at a University in the Central USA from the perspective of organization behavior theory, specifically Tuckman's model of the stages of group development. The investigation, conducted through linguistic analysis of student reflection essays, and through focus group…

Meeting People Where They Are: A Study of Social Supports for Culturally and Linguistically Diverse Families of Children with Disabilities

ERIC Educational Resources Information Center

Montgomery, LaQuita Spivey

2017-01-01

Little research has been devoted to the study of parent centers serving culturally and linguistically diverse (CLD) families of children with disabilities. Community Parent Resource Centers (CPRCs), provide information and emotional supports to families from traditionally underserved communities. The traditionally underserved for the most part are…

Cultural diversity, economic development and societal instability.

PubMed

Nettle, Daniel; Grace, James B; Choisy, Marc; Cornell, Howard V; Guégan, Jean-François; Hochberg, Michael E

2007-09-26

Social scientists have suggested that cultural diversity in a nation leads to societal instability. However, societal instability may be affected not only by within-nation or alpha diversity, but also diversity between a nation and its neighbours or beta diversity. It is also necessary to distinguish different domains of diversity, namely linguistic, ethnic and religious, and to distinguish between the direct effects of diversity on societal instability, and effects that are mediated by economic conditions. We assembled a large cross-national dataset with information on alpha and beta cultural diversity, economic conditions, and indices of societal instability. Structural equation modeling was used to evaluate the direct and indirect effects of cultural diversity on economics and societal stability. Results show that different types and domains of diversity have interacting effects. As previously documented, linguistic alpha diversity has a negative effect on economic performance, and we show that it is largely through this economic mechanism that it affects societal instability. For beta diversity, the higher the linguistic diversity among nations in a region, the less stable the nation. But, religious beta diversity has the opposite effect, reducing instability, particularly in the presence of high linguistic diversity. Within-nation linguistic diversity is associated with reduced economic performance, which, in turn, increases societal instability. Nations which differ linguistically from their neighbors are also less stable. However, religious diversity between neighboring nations has the opposite effect, decreasing societal instability.

Cultural diversity, economic development and societal instability

USGS Publications Warehouse

Nettle, D.; Grace, J.B.; Choisy, M.; Cornell, H.V.; Guegan, J.-F.; Hochberg, M.E.

2007-01-01

Background. Social scientists have suggested that cultural diversity in a nation leads to societal instability. However, societal instability may be affected not only by within-nation on ?? diversity, but also diversity between a nation and its neighbours or ?? diversity. It is also necessary to distinguish different domains of diversity, namely linguistic, ethnic and religious, and to distinguish between the direct effects of diversity on societal instability, and effects that are mediated by economic conditions. Methodology/Principal Findings. We assembled a large cross-national dataset with information on ?? and ?? cultural diversity, economic conditions, and indices of societal instability. Structural equation modeling was used to evaluate the direct and indirect effects of cultural diversity on economics and societal stability. Results show that different type and domains of diversity have interacting effects. As previously documented, linguistic ?? diversity has a negative effect on economic performance, and we show that it is largely through this economic mechanism that it affects societal instability. For ?? diversity, the higher the linguistic diversity among nations in a region, the less stable the nation. But, religious ?? diversity has the opposite effect, reducing instability, particularly in the presence of high linguistic diversity. Conclusions. Within-nation linguistic diversity is associated with reduced economic performance, which, in turn, increases societal instability. Nations which differ linguistically from their neighbors are also less stable. However, religious diversity between, neighboring nations has the opposite effect, decreasing societal instability.

Cultural Diversity, Economic Development and Societal Instability

PubMed Central

Nettle, Daniel; Grace, James B.; Choisy, Marc; Cornell, Howard V.; Guégan, Jean-François; Hochberg, Michael E.

2007-01-01

Background Social scientists have suggested that cultural diversity in a nation leads to societal instability. However, societal instability may be affected not only by within-nation or α diversity, but also diversity between a nation and its neighbours or β diversity. It is also necessary to distinguish different domains of diversity, namely linguistic, ethnic and religious, and to distinguish between the direct effects of diversity on societal instability, and effects that are mediated by economic conditions. Methodology/Principal Findings We assembled a large cross-national dataset with information on α and β cultural diversity, economic conditions, and indices of societal instability. Structural equation modeling was used to evaluate the direct and indirect effects of cultural diversity on economics and societal stability. Results show that different types and domains of diversity have interacting effects. As previously documented, linguistic α diversity has a negative effect on economic performance, and we show that it is largely through this economic mechanism that it affects societal instability. For β diversity, the higher the linguistic diversity among nations in a region, the less stable the nation. But, religious β diversity has the opposite effect, reducing instability, particularly in the presence of high linguistic diversity. Conclusions Within-nation linguistic diversity is associated with reduced economic performance, which, in turn, increases societal instability. Nations which differ linguistically from their neighbors are also less stable. However, religious diversity between neighboring nations has the opposite effect, decreasing societal instability. PMID:17895970

Linguistic Diversity and Traffic Accidents: Lessons from Statistical Studies of Cultural Traits

PubMed Central

Roberts, Seán; Winters, James

2013-01-01

The recent proliferation of digital databases of cultural and linguistic data, together with new statistical techniques becoming available has lead to a rise in so-called nomothetic studies [1]–[8]. These seek relationships between demographic variables and cultural traits from large, cross-cultural datasets. The insights from these studies are important for understanding how cultural traits evolve. While these studies are fascinating and are good at generating testable hypotheses, they may underestimate the probability of finding spurious correlations between cultural traits. Here we show that this kind of approach can find links between such unlikely cultural traits as traffic accidents, levels of extra-martial sex, political collectivism and linguistic diversity. This suggests that spurious correlations, due to historical descent, geographic diffusion or increased noise-to-signal ratios in large datasets, are much more likely than some studies admit. We suggest some criteria for the evaluation of nomothetic studies and some practical solutions to the problems. Since some of these studies are receiving media attention without a widespread understanding of the complexities of the issue, there is a risk that poorly controlled studies could affect policy. We hope to contribute towards a general skepticism for correlational studies by demonstrating the ease of finding apparently rigorous correlations between cultural traits. Despite this, we see well-controlled nomothetic studies as useful tools for the development of theories. PMID:23967132

Linguistic diversity and traffic accidents: lessons from statistical studies of cultural traits.

PubMed

Roberts, Seán; Winters, James

2013-01-01

The recent proliferation of digital databases of cultural and linguistic data, together with new statistical techniques becoming available has lead to a rise in so-called nomothetic studies [1]-[8]. These seek relationships between demographic variables and cultural traits from large, cross-cultural datasets. The insights from these studies are important for understanding how cultural traits evolve. While these studies are fascinating and are good at generating testable hypotheses, they may underestimate the probability of finding spurious correlations between cultural traits. Here we show that this kind of approach can find links between such unlikely cultural traits as traffic accidents, levels of extra-martial sex, political collectivism and linguistic diversity. This suggests that spurious correlations, due to historical descent, geographic diffusion or increased noise-to-signal ratios in large datasets, are much more likely than some studies admit. We suggest some criteria for the evaluation of nomothetic studies and some practical solutions to the problems. Since some of these studies are receiving media attention without a widespread understanding of the complexities of the issue, there is a risk that poorly controlled studies could affect policy. We hope to contribute towards a general skepticism for correlational studies by demonstrating the ease of finding apparently rigorous correlations between cultural traits. Despite this, we see well-controlled nomothetic studies as useful tools for the development of theories.

Barriers Accessing Mental Health Services Among Culturally and Linguistically Diverse (CALD) Immigrant Women in Australia: Policy Implications.

PubMed

Wohler, Yvonne; Dantas, Jaya Ar

2017-06-01

Immigrant and refugee women from diverse ethnic backgrounds encounter multiple barriers in accessing mental healthcare in various settings. A systematic review on the prevalence of mental health disorders among culturally and linguistically diverse (CALD) women in Australia documented the following barriers: logistical, language and communication, dissonance between participants and care providers and preference for alternative interventions. This article proposes recommendations for policies to better address the mental health needs of immigrant and refugee women. Key policy recommendations include: support for gender specific research, implementation and evaluation of transcultural policies, cultural responsiveness in service delivery, review of immigration and refugee claims policies and social integration of immigrants.

Expanding Educational Opportunity in Linguistically Diverse Societies.

ERIC Educational Resources Information Center

Dutcher, Nadine

This report provides information designed to encourage those working in international education to directly confront "language problems" by considering the effectiveness and feasibility of initial education in the mother tongue or local language. It serves as a bridge between applied linguistics and developmental education, exploring…

The Impact of Collaborative Strategic Reading on the Reading Comprehension of Grade 5 Students in Linguistically Diverse Schools. Final Report. NCEE 2011-4001

ERIC Educational Resources Information Center

Hitchcock, John; Dimino, Joseph; Kurki, Anja; Wilkins, Chuck; Gersten, Russell

2011-01-01

Collaborative Strategic Reading (CSR) is a set of instructional strategies designed to improve the reading comprehension of students with diverse abilities (Klingner and Vaughn 1996). Teachers implement CSR at the classroom level using scaffolded instruction to guide students in the independent use of four comprehension strategies; students apply…

Cross-Linguistic Transfer among Iranian Learners of English as a Foreign Language

ERIC Educational Resources Information Center

Talebi, Seyed Hassan

2014-01-01

Cross-linguistic transfer studies began from linguistic aspects of language learning and moved to non-linguistic aspects. The intriguing question is whether students are aware of the nature of these cross-linguistic interactions in their minds. For this purpose, a semi-structured interview was conducted with four Iranian university students. It…

Reactions to Diversity: Using Theater to Teach Medical Students about Cultural Diversity.

PubMed

Ivory, Kimberley D; Dwyer, Paul; Luscombe, Georgina

2016-01-01

Training medical students to understand the effects of culture and marginalization on health outcomes is important to the future health of increasingly diverse populations. We devised and evaluated a short training module on working with diversity to challenge students' thinking about the role of both patient and practitioner culture in health outcomes. The workshop combined didactic teaching about culture as a social determinant of health using the cultural humility model, interactive exercises, and applied theater techniques. We evaluated changes in the students' perceptions and attitudes over time using the Reaction to Diversity Inventory. There was initial significant improvement. Women and students with no past diversity training responded best. However, scores largely reverted to baseline over 12 months.

Genetic and linguistic coevolution in Northern Island Melanesia.

PubMed

Hunley, Keith; Dunn, Michael; Lindström, Eva; Reesink, Ger; Terrill, Angela; Healy, Meghan E; Koki, George; Friedlaender, Françoise R; Friedlaender, Jonathan S

2008-10-01

Recent studies have detailed a remarkable degree of genetic and linguistic diversity in Northern Island Melanesia. Here we utilize that diversity to examine two models of genetic and linguistic coevolution. The first model predicts that genetic and linguistic correspondences formed following population splits and isolation at the time of early range expansions into the region. The second is analogous to the genetic model of isolation by distance, and it predicts that genetic and linguistic correspondences formed through continuing genetic and linguistic exchange between neighboring populations. We tested the predictions of the two models by comparing observed and simulated patterns of genetic variation, genetic and linguistic trees, and matrices of genetic, linguistic, and geographic distances. The data consist of 751 autosomal microsatellites and 108 structural linguistic features collected from 33 Northern Island Melanesian populations. The results of the tests indicate that linguistic and genetic exchange have erased any evidence of a splitting and isolation process that might have occurred early in the settlement history of the region. The correlation patterns are also inconsistent with the predictions of the isolation by distance coevolutionary process in the larger Northern Island Melanesian region, but there is strong evidence for the process in the rugged interior of the largest island in the region (New Britain). There we found some of the strongest recorded correlations between genetic, linguistic, and geographic distances. We also found that, throughout the region, linguistic features have generally been less likely to diffuse across population boundaries than genes. The results from our study, based on exceptionally fine-grained data, show that local genetic and linguistic exchange are likely to obscure evidence of the early history of a region, and that language barriers do not particularly hinder genetic exchange. In contrast, global patterns may

Genetic and Linguistic Coevolution in Northern Island Melanesia

PubMed Central

Hunley, Keith; Dunn, Michael; Lindström, Eva; Reesink, Ger; Terrill, Angela; Healy, Meghan E.; Koki, George; Friedlaender, Françoise R.; Friedlaender, Jonathan S.

2008-01-01

Recent studies have detailed a remarkable degree of genetic and linguistic diversity in Northern Island Melanesia. Here we utilize that diversity to examine two models of genetic and linguistic coevolution. The first model predicts that genetic and linguistic correspondences formed following population splits and isolation at the time of early range expansions into the region. The second is analogous to the genetic model of isolation by distance, and it predicts that genetic and linguistic correspondences formed through continuing genetic and linguistic exchange between neighboring populations. We tested the predictions of the two models by comparing observed and simulated patterns of genetic variation, genetic and linguistic trees, and matrices of genetic, linguistic, and geographic distances. The data consist of 751 autosomal microsatellites and 108 structural linguistic features collected from 33 Northern Island Melanesian populations. The results of the tests indicate that linguistic and genetic exchange have erased any evidence of a splitting and isolation process that might have occurred early in the settlement history of the region. The correlation patterns are also inconsistent with the predictions of the isolation by distance coevolutionary process in the larger Northern Island Melanesian region, but there is strong evidence for the process in the rugged interior of the largest island in the region (New Britain). There we found some of the strongest recorded correlations between genetic, linguistic, and geographic distances. We also found that, throughout the region, linguistic features have generally been less likely to diffuse across population boundaries than genes. The results from our study, based on exceptionally fine-grained data, show that local genetic and linguistic exchange are likely to obscure evidence of the early history of a region, and that language barriers do not particularly hinder genetic exchange. In contrast, global patterns may

Science, Technology, Engineering and Math Readiness: Ethno-linguistic and gender differences in high-school course selection patterns

NASA Astrophysics Data System (ADS)

Adamuti-Trache, Maria; Sweet, Robert

2014-03-01

The study examines science-related course choices of high-school students in the culturally diverse schools of the province of British Columbia, Canada. The analysis employs K-12 provincial data and includes over 44,000 students born in 1990 who graduated from high school by 2009. The research sample reflects the presence of about 27% of students for whom English is not a first language. We construct an empirical model that examines ethno-linguistic and gender differences in Grade 12 course choices while accounting for personal and situational differences among students. The study employs a course selection typology that emphasizes readiness for science, technology, engineering and math fields of study. Findings indicate that math- and science-related course selection patterns are strongly associated with ethnicity, qualified not only by gender and prior math and science achievement but also by the individual's grade level at entry to the system and enrollment in English as a Second Language program. Students who are more likely to engage in math and science courses belong to Asian ethno-linguistic groups and entered the provincial school system during the senior high-school years. We suggest that ethnic diversity and broader academic exposure may play a crucial role in changing the gender composition of science classrooms, university fields of study and science-related occupations.

Speed Bumps, Roadblocks and Tollbooths: How Culturally and Linguistically Diverse Parents Navigate the Highways and Byways of Giftedness in Ontario

ERIC Educational Resources Information Center

Cobb, Cam

2012-01-01

In reviewing literature on culturally and linguistically diverse (CLD) parental inclusion and disproportionality, Cam Cobb, assistant professor at the University of Windsor, Ontario, illustrates how CLD giftedness--and especially CLD giftedness in Canadian settings--represents an area in need of further research. In part, this article begins to…

Examining Doctoral Students' Perceptions of Diversity in a Diversity Studies Specialization

ERIC Educational Resources Information Center

de Souza Correa, Daniel

2017-01-01

A recent challenge for contemporary education has been to efficiently educate the increasingly diverse American population (Holley, 2013). Seeking to resolve the problems related to the education of a diverse student population, colleges and universities across the United States have begun to require students to enroll in diversity courses…

The Role of Linguistic Modification in Nursing Education.

PubMed

Moore, Brenda S; Clark, Michele C

2016-06-01

English-as-a-second-language (ESL) nursing students fail to graduate from programs at alarming rates. For many of these students, academic failure results from poor performance on multiple choice examinations, which frequently contain linguistic errors. A remedy for these errors is to linguistically modify examination questions. This study assessed the effects of linguistic modification on examination scores. Scores of ESL and non-ESL nursing students were compared on an experimental multiple choice examination and a control examination. After exclusion, 67 ESL and 252 non-ESL students completed the experimental examination; 68 ESL and 257 non-ESL students completed the control examination. Both ESL and non-ESL students scored higher on the experimental examination than on the control examination. For ESL students, the increase in observed means between the experimental and control examination was 0.6%; for non-ESL students, the increase was 0.48%. [J Nurs Educ. 2016;55(6):309-315.]. Copyright 2016, SLACK Incorporated.

Applied Linguistics Project: Student-Led Computer Assisted Research in High School EAL/EAP

ERIC Educational Resources Information Center

Bohát, Róbert; Rödlingová, Beata; Horáková, Nina

2015-01-01

The Applied Linguistics Project (ALP) started at the International School of Prague (ISP) in 2013. Every year, Grade 9 English as an Additional Language (EAL) students identify an area of learning in need of improvement and design a research method followed by data collection and analysis using basic computer software tools or online corpora.…

Increasing Diversity in School Psychology: Uniting the Efforts of Institutions, Faculty, Students, and Practitioners

ERIC Educational Resources Information Center

Grapin, Sally L.; Bocanegra, Joel O.; Green, Tonika Duren; Lee, Erica T.; Jaafar, Dounia

2016-01-01

Historically, practitioners from culturally diverse backgrounds, especially racial, ethnic, and linguistic (REL) minority backgrounds, have been significantly underrepresented in the field of school psychology. A lack of diversity in the workforce is problematic for a number of reasons and ultimately limits the range of talents, ideas, and…

Instruction of Diverse Students in Mainstream Classrooms

ERIC Educational Resources Information Center

Chang, Sau Hou

2013-01-01

This chapter focuses on the instruction of diverse students in mainstream classrooms. The first part summarizes academic achievement of diverse students from different ethnicity, gender, language and social class. The second part discusses the characteristics of different diverse instruction. The third part suggests specific instructional…

Voices in English Classrooms: Honoring Diversity and Change. Classroom Practices in Teaching English, Vol. 28.

ERIC Educational Resources Information Center

Cook, Lenora, Ed.; Lodge, Helen C., Ed.

This book presents a collection of classroom practices that view the personal experiences of diverse student populations as valuable resources for instruction. It offers teachers various responses to the challenges posed by students' cultural, linguistic, and social group affiliations. The book contains essays arranged into three interwoven…

Meeting the Challenge of Linguistic and Cultural Diversity in Early Childhood Education. Yearbook in Early Childhood Education Series, Volume 6.

ERIC Educational Resources Information Center

Garcia, Eugene E., Ed.; And Others

Geared toward early childhood educators, reading and writing teachers, bilingual and English as a Second Language teachers, and to courses in these fields, this yearbook examines the issues of linguistic and cultural diversity in early childhood programs. Following an introduction (Eugene Garcia and Barry McLaughlin) on the cultural context…

Do Students’ and Authors’ Genders Affect Evaluations? A Linguistic Analysis of Medical Student Performance Evaluations

PubMed Central

Isaac, Carol; Chertoff, Jocelyn; Lee, Barbara; Carnes, Molly

2012-01-01

Purpose Recent guidelines for the Medical Student Performance Evaluation (MSPE) have standardized the “dean’s letter.” The authors examined MSPEs for linguistic differences according to student or author gender. Method This 2009 study analyzed 297 MSPEs for 227 male and 70 female medical students applying to a diagnostic radiology residency program. Text analysis software identified word counts, categories, frequencies, and contexts; factor analysis detected patterns of word categories in student–author gender pairings. Results Analyses showed a main effect for student gender (P=.046) and a group difference for the author–student gender combinations (P=.048). Female authors of male student MSPEs used the fewest “positive emotion” words (P=.006). MSPEs by male authors were shorter than those by females (P=.014). MSPEs for students ranked in the National Resident Matching Program contained more “standout” (P=.002) and “positive emotion” (P=.001) words. There were no differences in the author–gender pairs in the proportion of students ranked, although predominant word categories differed by author and student gender. Factor analysis revealed differences among the author–student groups in patterns of correlations among word categories. Conclusions MSPEs differed slightly but significantly by student and author gender. These differences may derive from societal norms for male and female behaviors and the subsequent linguistic interpretation of these behaviors, which itself may be colored by the observer’s gender. Although the differences in MSPEs did not seem to influence students’ rankings, this work underscores the need for awareness of the complex effects of gender in evaluating students and guiding their specialty choices. PMID:21099389

Student Heterogeneity and Diversity at Catholic Colleges

ERIC Educational Resources Information Center

Elliott, Diane Cardenas

2012-01-01

The purpose of this study was to examine structural diversity at Catholic colleges; more specifically, the variation in the student body diversity characteristics of a sample of freshman students matriculated at Catholic colleges. For the purpose of this article, diversity characteristics include background characteristics associated with student…

Promoting Diversity through Program Websites: A Multicultural Content Analysis of School Psychology Program Websites

ERIC Educational Resources Information Center

Smith, Leann V.; Blake, Jamilia J.; Graves, Scott L.; Vaughan-Jensen, Jessica; Pulido, Ryne; Banks, Courtney

2016-01-01

The recruitment of culturally and linguistically diverse students to graduate programs is critical to the overall growth and development of school psychology as a field. Program websites serve as an effective recruitment tool for attracting prospective students, yet there is limited research on how school psychology programs use their websites to…

Affirming Students' Right to Their Own Language: Bridging Language Policies and Pedagogical Practices

ERIC Educational Resources Information Center

Scott, Jerrie Cobb, Ed.; Straker, Dolores Y., Ed.; Katz, Laurie, Ed.

2008-01-01

How can teachers make sound pedagogical decisions and advocate for educational policies that best serve the needs of students in today's diverse classrooms? What is the pedagogical value of providing culturally and linguistically diverse students greater access to their own language and cultural orientations? This landmark volume responds to the…

What Can Technology Offer to Linguistically Diverse Classrooms? Using Multilingual Content in a Computer-Based Learning Environment for Primary Education

ERIC Educational Resources Information Center

Van Laere, Evelien; Rosiers, Kirsten; Van Avermaet, Piet; Slembrouck, Stef; van Braak, Johan

2017-01-01

Computer-based learning environments (CBLEs) have the potential to integrate the linguistic diversity present in classrooms as a resourceful tool in pupils' learning process. Particularly for pupils who speak a language at home other than the language which is used at school, more understanding is needed on how CBLEs offering multilingual content…

Understanding Diversity in Millennial Students

ERIC Educational Resources Information Center

Broido, Ellen M.

2004-01-01

The Millennial generation of college students has demographics and attitudes toward diversity issues different from their predecessors; this chapter explores those differences and their implications for student affairs work.

Incorporating Popular Literature into the Curriculum for Diverse Learners.

ERIC Educational Resources Information Center

Jairrels, Veda; Brazil, Nettye; Patton, James R.

1999-01-01

Discusses how teachers can use magazines written for culturally and linguistically diverse groups to increase their own knowledge base and to use as a resource for multicultural-education lesson planning in order to provide students with an opportunity to learn about high achieving individuals who come from backgrounds similar to their own.…

At the Crossroads of Language Variation: Urban College Students Learn about Sociolinguistics

ERIC Educational Resources Information Center

Levinson, Kenneth

2005-01-01

Learning about how language works not only gives students a better grounding in English; it also provides insights into the nature of what it means to be human. Language is both universal and a key element of human diversity. In becoming schooled in linguistic aspects of diversity, students become aware of their own language choices and the…

Addressing Student Diversity and Equity

ERIC Educational Resources Information Center

Januszyk, Rita; Miller, Emily C.; Lee, Okhee

2016-01-01

While student demographics continue to change nationwide, science achievement gaps persist, as measured by the National Assessment of Educational Progress (NCES 2012). As traditional racial and ethnic minority students have become the numeric majority (NCES 2013), teaching science for all increasingly means addressing diverse student populations.…

Understanding the Conceptual and Language Challenges Encountered by Grade 4 Students When Writing Scientific Explanations

NASA Astrophysics Data System (ADS)

Seah, Lay Hoon

2016-06-01

This study is an attempt to examine the use of linguistic resources by primary science students so as to understand the conceptual and language demands encountered by them when constructing written explanations. The students' written explanations and the instructional language (whole-class discussion and textbook) employed over the topic, the life cycle of plants, in four grade 4 classrooms (age 10) taught by three teachers constitute the data for this study. Students' written explanations were subjected to a combination of content and linguistic analysis. The linguistic analysis was conducted using selected analytical tools from the systemic functional linguistics framework. A diversity of linguistic resources and meanings were identified from the students' explanations, which reveal the extent to which the students were able to employ linguistic resources to construct written scientific explanations and the challenges involved. Both content and linguistic analyses also illuminate patterns of language use that are significant for realising scientific meanings. Finally, a comparison is made in the use of linguistic resources between the students' explanations and the instructional language to highlight possible links. This comparison reveals that the teachers' expectations of the students' written explanations were seldom reflected in their oral questioning or made explicit during the instruction. The findings of this study suggest that a focus on conceptual development is not sufficient in itself to foster students' ability to construct explanations. Pedagogical implications involving the support needed by primary students to construct scientific explanations are discussed.

Educational Decisions and Academic Achievement: A Focus on Mexican American Students

ERIC Educational Resources Information Center

Fernandez, Mary Ruth; Guzman, Norma

2014-01-01

This mixed methods study examines factors associated with student learning outcomes for Mexican American students in the public elementary schools. The problem of disproportionate identification of cultural and linguistically diverse students in special education is addressed. This study looks at 23 third and fourth grade students by means of a…

Changes in physical activity levels, lesson context, and teacher interaction during physical education in culturally and linguistically diverse Australian schools

PubMed Central

2012-01-01

Background Recent data show that only 15% of Australian adolescents participate in adequate amounts of physical activity (PA) and those students from Asian and Middle-Eastern backgrounds in Grades 6–12 are significantly less active than their English-speaking background peers. Schools have recently been recognised as the most widely used and cost-effective setting for promoting PA among youth and one domain within schools where PA can occur regularly for all youth, regardless of cultural background or socio-economic status, is during physical education (PE). Methods This study describes changes in physical activity (PA), lesson context and teacher interaction in physical education over the first two years in culturally and linguistically diverse secondary schools. Grade 7 PE classes in six schools were randomly observed using systematic direct observation (n = 81) and then followed up over the same period (n = 51) twelve months later. Results There was no significant decline in moderate-to-vigorous physical activity (MVPA) during PE (MD = −4.8%; p = .777), but a significant decline and medium negative effect in time spent in vigorous physical activity (VPA) (MD = −7.9%; p = .009) during PE was observed. Significant declines and large negative effects over time in percentage of PE time spent in management (MD = −8.8%; p < .001) and the number of observations where teachers promoted PA (MD = −20.7%; p < .001). Conclusions The decline of VPA and teacher promotion of PA in culturally and linguistically diverse schools is of concern. Given the declines in VPA and the increases in time spent in game play, further research is needed to ascertain whether PE instruction could be improved by focussing on skill instruction and fitness in a games-based PE instruction model. Further research for increasing teacher promotion of PA during PE is needed. PMID:22989149

Can yu rid guat ay rot? A developmental investigation of cross-linguistic spelling errors among Spanish-English bilingual students

PubMed Central

Howard, Elizabeth R.; Green, Jennifer D.; Arteagoitia, Igone

2014-01-01

This study contributes to the literature on cross-linguistic literacy relationships for English language learners, and in particular, the Spanish-influenced spelling patterns of Spanish-English bilinguals. English spelling, reading and vocabulary assessments were administered to 220 students in four TWI programs over a three-year period, from 2nd grade to 4th grade. Data analysis consisted of t-tests and multiple regression. The incidence of cross-linguistic spelling errors was found to be low at all grade levels and to virtually disappear by 4th grade, indicating that this is a developmental issue that is common among bilingual students and that resolves itself without remediation. PMID:25302051

Something That Test Scores Do Not Show: Engaging in Community Diversity as a Local Response to Global Education Trends

ERIC Educational Resources Information Center

Valdiviezo, Laura A.

2014-01-01

At Smith Street Elementary School, the globalizing education trends that English language learner (ELL) teachers face focus on measuring student achievement through testing and the English mainstreaming of non-dominant students as opposed to the cultivation of the students' linguistic and cultural diversity. The ELL teachers at Smith Street…

The Linguistic Landscape of International Students in English-Medium Master's Programmes at the University of Helsinki: Student Perceptions on the Use of English and Plurilingualism

ERIC Educational Resources Information Center

Pitkänen, Kari K.; Siddall, Roy; Lehtonen, Tuula

2013-01-01

The internationalization of European higher education and the corresponding proliferation of international Master's degree programmes are creating plurilingual educational environments that potentially enhance linguistic diversity. However, there is concern that the focus on English as the sole medium of instruction in such programmes could have…

Analogous Study of the Linguistic Knowledge between Monolingual and Bilingual Students in the Minority Region of Northwestern China

ERIC Educational Resources Information Center

He, Hao

2008-01-01

Minority students' English learning is a special and an indispensable component of English education system in China. This article studies students' linguistic knowledge that live in Northwestern China--Gan Nan Autonomy State of Gan Su Province with majority population of Tibetan, mixed with Chinese and some Muslim. An analogous analysis is…

The Influence of Professional Development on Teachers' Attitudes in Differentiation: Implications for Intermediate Elementary Teachers to Improve Student Achievement

ERIC Educational Resources Information Center

Braggs, Lydia M.

2012-01-01

Across the United States, K-12 schools are challenged by rapid growth in the percentage of students of color, culturally and linguistically diverse students, and students from low-income families. A failing practice in the educational system has been to teach these diverse students as if they were the same. This quantitative study examined the…

A model for ethical practices in clinical phonetics and linguistics.

PubMed

Powell, Thomas W

2007-01-01

The emergence of clinical phonetics and linguistics as an area of scientific inquiry gives rise to the need for guidelines that define ethical and responsible conduct. The diverse membership of the International Clinical Phonetics and Linguistics Association (ICPLA) and the readership of this journal are uniquely suited to consider ethical issues from diverse perspectives. Accordingly, this paper introduces a multi-tiered six-factor model for ethical practices to stimulate discussion of ethical issues.

Experiences and perceptions of culturally and linguistically diverse family carers of people with dementia.

PubMed

Boughtwood, Desiree Leone; Adams, Jon; Shanley, Chris; Santalucia, Yvonne; Kyriazopoulos, Helena

2011-06-01

Dementia incidence rates are rapidly increasing among culturally and linguistically diverse (CALD) Australians, and there is very little local research to inform practice. In response, a qualitative study employing focus group methods was undertaken with carers from 4 CALD communities-Arabic-speaking, Chinese-speaking, Italian-speaking and, Spanish-speaking. The study examined the experiences and perceptions of these family carers with regard to their caregiving for a person living with dementia (PLWD). Analysis revealed that while considerable similarities exist across the experiences and perceptions of carers from all 4 CALD communities, there were nevertheless some important distinctions across the different groups. These study findings have significant implications for those working with CALD communities.

A Story of African American Students as Mathematics Learners

ERIC Educational Resources Information Center

Morton, Crystal Hill

2014-01-01

Educational systems throughout the world serve students from diverse populations. Often students from minority populations (i.e. racial, ethnic, linguistic, cultural, economic) face unique challenges when learning in contexts based on the cultural traditions and learning theories of the majority population. These challenges often leave minority…

Australia and New Zealand Applied Linguistics (ANZAL): Taking Stock

ERIC Educational Resources Information Center

Kleinsasser, Robert C.

2004-01-01

This paper reviews some emerging trends in applied linguistics in both Australia and New Zealand. It sketches the current scene of (selected) postgraduate applied linguistics programs in higher education and considers how various university programs define applied linguistics through the classes (titles) they have postgraduate students complete to…

Providing Outreach to Families of Youth with Disabilities from Culturally and Linguistically Diverse Backgrounds by Working with Cultural Groups and Community Organizations

ERIC Educational Resources Information Center

Williams, Tracey R.

2010-01-01

This qualitative study explored how informal community networks (i.e., faith based organizations, community cultural centers and service agencies) provided information to culturally and linguistically diverse families. The goals of this study were, first, to gain a better understanding of the methods the informal community networks used to…

Educational Assessment in Khyber Pakhtunkhwa Pakistan's North-West Frontier Province: Practices, Issues, and Challenges for Educating Culturally Linguistically Diverse and Exceptional Children

ERIC Educational Resources Information Center

Gouleta, Eirini

2015-01-01

This article presents the case of Khyber Pakhtunkhwa (KP), Pakistan's former North-West Frontier Province, and its provincial educational assessment policies and practices. These policies and practices affect millions of Culturally Linguistically Diverse and Exceptional (CLDE) children who live in rural and remote areas, and areas afflicted by…

LINGUISTICS AND THE PURSUIT OF RELEVANCE.

ERIC Educational Resources Information Center

POSTMAN, NEIL

FROM EITHER A FEAR OF STUDENTS OR A FEAR OF LANGUAGE AS IT ACTUALLY EXISTS, MANY ENGLISH TEACHERS HAVE PERMITTED GRAMMATICAL ANALYSIS TO DOMINATE THE NEW ENGLISH CURRICULA AND CONSEQUENTLY HAVE MADE LINGUISTICS IRRELEVANT. THESE TEACHERS PREFER THE MANIPULATION OF GRAMMATICAL SYSTEMS AS AN END IN ITSELF RATHER THAN THE USE OF LINGUISTICS TO…

Ethnicity, Language-in-Education Policy and Linguistic Discrimination: Perspectives of Nepali Students in Hong Kong

ERIC Educational Resources Information Center

Thapa, Chura Bahadur; Adamson, Bob

2018-01-01

Educational issues in relation to ethnicity and language education policies have been underexplored in Asian contexts. In particular, issues related to ethnic and linguistic minority students have not received much attention in the post-colonial context of Hong Kong. This paper highlights challenges and tensions faced by Nepali ethnic minority…

Verbal and nonverbal indicators of quality of communication between care staff and residents in ethnoculturally and linguistically diverse long-term care settings.

PubMed

Small, Jeff; Chan, Sing Mei; Drance, Elisabeth; Globerman, Judith; Hulko, Wendy; O'Connor, Deborah; Perry, JoAnn; Stern, Louise; Ho, Lorraine

2015-09-01

Linguistic and ethnocultural diversity in long-term residential care is a growing trend in many urban settings. When long-term care staff and residents do not share the same language or ethnocultural background, the quality of their communication and care are jeopardized. There is very little research addressing how staff and residents communicate when they experience a mismatch in their language and ethnocultural backgrounds. Thus, the goals of the present study were to 1) document the verbal and nonverbal behaviours used by staff and residents in diverse interactions, and 2) identify and account for behaviours that either promoted or detracted from positive communication by drawing on principles from 'Communication Accommodation Theory'. Two long-term care facilities in British Columbia Canada were selected due to the diverse linguistic and ethnocultural backgrounds of their staff and residents. Twenty-seven staff and 27 residents consented to being video-recorded during routine activities (e.g., mealtimes, recreational activities). The recorded observations were transcribed, translated, and coded using qualitative descriptive and interpretive analyses. A number of verbal and nonverbal behaviours were identified and interpreted in relation to whether they promoted or detracted from positive communication. The findings point to considering a variety of proactive strategies that staff and administrators could employ to effectively accommodate to language and ethnocultural diversity in long-term care practice.

Decolonising medical curricula through diversity education: lessons from students.

PubMed

Nazar, Mahdi; Kendall, Kathleen; Day, Lawrence; Nazar, Hamde

2015-04-01

The General Medical Council (GMC) expects that medical students graduate with an awareness of how the diversity of the patient population may affect health outcomes and behaviours. However, little guidance has been provided on how to incorporate diversity teaching into medical school curricula. Research highlights the existence of two different models within medical education: cultural competency and cultural humility. The Southampton medical curriculum includes both models in its diversity teaching, but little was known about which model was dominant or about the students' experience. Fifteen semi-structured, in-depth interviews were carried out with medical students at the University of Southampton. Data were analysed thematically using elements of grounded theory and constant comparison. Students identified early examples of diversity teaching consistent with a cultural humility approach. In later years, the limited diversity teaching recognised by students generally adopted a cultural competency approach. Students tended to perceive diversity as something that creates problems for healthcare professionals due to patients' perceived differences. They also reported witnessing a number of questionable practices related to diversity issues that they felt unable to challenge. The dissonance created by differences in the largely lecture based and the clinical environments left students confused and doubting the value of cultural humility in a clinical context. Staff training on diversity issues is required to encourage institutional buy-in and establish consistent educational and clinical environments. By tackling cultural diversity within the context of patient-centred care, cultural humility, the approach students valued most, would become the default model. Reflective practice and the development of a critical consciousness are crucial in the improvement of cultural diversity training and thus should be facilitated and encouraged. Educators can adopt a

York Papers in Linguistics, 16.

ERIC Educational Resources Information Center

Harlow, S. J., Ed.; Warner, A. R., Ed.

Articles on diverse areas of linguistics include the following: "Correlative Constructions in Chinese" (Steve Harlow, Connie Cullen); "Xhosa Isinkalakahliso Again" (John Kelly); "Conversational Phonetics: Some Aspects of News Receipts in Everyday Talk" (John Local); "Parametric Interpretation in Yorktalk"…

Enhancing Student Compositional Diversity in the Sociology Classroom

ERIC Educational Resources Information Center

Lyon, Katherine A.; Guppy, Neil

2016-01-01

It is well documented that interaction between diverse students encourages positive learning outcomes. Given this, we examine how to enhance the quantity and quality of student diversity in university classrooms. Drawing on sociological theory linking life experiences with ways of knowing, we investigate how to increase classroom diversity by…

Linguistic Identity and Career Decision-Making Difficulties among French-Speaking Canadian Students Living in an Anglo-Dominant Context

ERIC Educational Resources Information Center

Sovet, Laurent; DiMillo, Julia; Samson, André

2017-01-01

Career decision-making difficulties (CDMD) are often faced by students entering their final year of high school, and can further complicate when a student belongs to a minority group, such as a linguistic minority (Francophone) within an Anglo-dominant society (Ontario, Canada). The current study aimed to examine CDMD in 984 Franco-Ontarian grade…

Latino Immigration: Preparing School Psychologists to Meet Students' Needs

ERIC Educational Resources Information Center

Garcia-Joslin, Jacqueline J.; Carrillo, Gerardo L.; Guzman, Veronica; Vega, Desireé; Plotts, Cynthia A.; Lasser, Jon

2016-01-01

As the population of immigrant Latino students continues to rise, school psychologists serving Latino children and families must develop the knowledge and skills necessary to provide high-quality psychological services to culturally and linguistically diverse students from immigrant families. Following a review of the relevant literature on the…

Meeting the linguistic needs of urban communities.

PubMed

Aponte, Judith

2009-05-01

In a collaborative effort to address the linguistic disparities within communities, an urban public university, school of nursing (SON), and a certified home healthcare (HHC) agency partnered in an Influenza Initiative. Undergraduate nursing students provided individual health screenings, education, and materials on the importance of influenza vaccination. In order to address the linguistic needs of the New York City (NYC) residents the nursing students, many of who were bilingual, served as translators for non-English speaking Spanish, Chinese, Russian, and Ukraine NYC residents.

Students' Perception of Diversity in an International Classroom

ERIC Educational Resources Information Center

Jeannin, Loïse

2013-01-01

This paper presents students' perception of diversity in an international classroom in one international university in Thailand. The aim of this exploratory study is to better understand students' perception of diversity to better meet their learning needs. By conducting a survey among students enrolled in bachelor's and master's international…

Pathways to Tolerance: Student Diversity.

ERIC Educational Resources Information Center

Daugherty, Dorothy, Ed.; Stanhope, Victoria, Ed.

Ideas for schools to support tolerance and celebrate student diversity are presented in this volume of reprinted articles. Titles include: (1) "One of Us, One of Them: Lessons in Diversity for a School Psychologist" (M. M. Chittooran); (2) "The Tolerance-in-Action Campaign" (H. M. Knoff); (3) "Immigrant Parents and the…

Easy-to-read texts for students with intellectual disability: linguistic factors affecting comprehension.

PubMed

Fajardo, Inmaculada; Ávila, Vicenta; Ferrer, Antonio; Tavares, Gema; Gómez, Marcos; Hernández, Ana

2014-05-01

The use of 'easy-to-read' materials for people with intellectual disabilities has become very widespread but their effectiveness has scarcely been evaluated. In this study, the framework provided by Kintsch's Construction-Integration Model (1988) is used to examine (i) the reading comprehension levels of different passages of the Spanish text that have been designed following easy-to-read guidelines and (ii) the relationships between reading comprehension (literal and inferential) and various linguistic features of these texts. Sixteen students with mild intellectual disability and low levels of reading skills were asked to read easy-to-read texts and then complete a reading comprehension test. The corpus of texts was composed of a set of forty-eight pieces of news selected from www.noticiasfacil.es, a Spanish digital newspaper that publishes daily journalistic texts following international guidelines for the design of easy-to-read documents (IFLA, Tronbacke B. (1997) Guidelines for Easy-to-read Materials. IFLA, The Hague). Participants correctly answered 80% of the comprehension questions, showing significantly higher scores for literal questions than for inferential questions. The analyses of the texts' linguistic features revealed that the number of coreferences was the variable that best predicted literal comprehension, but contrary to what the previous literature seemed to indicate, the relationship between the two variables was inverse. In the case of inferential comprehension, the number of sentences was a significant negative predictor; that is, the higher the sentence density, the lower the ability of these students to find relationships between them. The effects of the rest of linguistic variables, such as word frequency and word length, on comprehension were null. These results provide preliminary empirical support for the use of easy-to-read texts but bring into question the validity of some popular design guidelines (e.g. augmenting word frequency) to

Improving English Instruction through Neuro-Linguistic Programming

ERIC Educational Resources Information Center

Helm, David Jay

2009-01-01

This study examines the background information and numerous applications of neuro-linguistic programming as it applies to improving English instruction. In addition, the N.L.P. modalities of eye movement, the use of predicates, and posturing are discussed. Neuro-linguistic programming presents all students of English an opportunity to reach their…

Exploring Cultural Diversity with Business Students

ERIC Educational Resources Information Center

Koponen, Jonna; Julkunen, Saara

2017-01-01

Courses: Business Communication, Intercultural Communication. Objectives: Students will demonstrate understanding of some of the effects of culture on business communication. Students will explore cultural diversity in customer-seller relationships.

Intervention Provided to Linguistically Diverse Middle School Students with Severe Reading Difficulties

PubMed Central

Denton, Carolyn A.; Wexler, Jade; Vaughn, Sharon; Bryan, Deanna

2012-01-01

This study investigated the effectiveness of a multicomponent reading intervention implemented with middle school students with severe reading difficulties, all of whom had received remedial and/or special education for several years with minimal response to intervention. Participants were 38 students in grades 6–8 who had severe deficits in word reading, reading fluency, and reading comprehension. Most were Spanish-speaking English language learners (ELLs) with identified disabilities. Nearly all demonstrated severely limited oral vocabularies in English and, for ELLs, in both English and Spanish. Students were randomly assigned to receive the research intervention (n = 20) or typical instruction provided in their school’s remedial reading or special education classes (n = 18). Students in the treatment group received daily explicit and systematic small-group intervention for 40 minutes over 13 weeks, consisting of a modified version of a phonics-based remedial program augmented with English as a Second Language practices and instruction in vocabulary, fluency, and comprehension strategies. Results indicated that treatment students did not demonstrate significantly higher outcomes in word recognition, comprehension, or fluency than students who received the school’s typical instruction and that neither group demonstrated significant growth over the course of the study. Significant correlations were found between scores on teachers’ ratings of students’ social skills and problem behaviors and posttest decoding and spelling scores, and between English oral vocabulary scores and scores in word identification and comprehension. The researchers hypothesize that middle school students with the most severe reading difficulties, particularly those who are ELLs and those with limited oral vocabularies, may require intervention of considerably greater intensity than that provided in this study. Further research directly addressing features of effective remediation

Multicontext Diversity: The critical dimension of diversity that can attract students and help them thrive

NASA Astrophysics Data System (ADS)

Weissmann, G. S.; Ibarra, R.; Howland-Davis, M.

2017-12-01

Diversity programs on college campuses have expanded over the past several decades, bringing a broad range of students to academia; however, these programs have not resulted in diversification of faculty or PhD students. Current diversity programs generally focus on two dimensions of diversity: (1) structural diversity, which aims to bring in students from underrepresented groups to college campuses through scholarships, admissions policies, and targeted marketing; and (2) multicultural diversity, which uses programs designed to give students from underrepresented groups homes on campus and programs designed to study cultural aspects of different groups. Though these programs are important, something else must be controlling the lack of minority participation in STEM at advanced levels. We posit that a third dimension of diversity, context diversity, is lacking in university education, especially in STEM fields, and without accessing this form of diversity, programs will never benefit from the broader diversity of society. Context diversity results through application of Multicontext theory, which both explains and predicts the inclusion of exclusion of people within an institutional culture. It describes how different cultures approach understanding the world around them. This "cultural ways of knowing and doing" has been described using a binary system, consisting of "Low Context" and "High Context" cultures. Ibarra (2001) described how a spectrum exists between these end members, and thus individuals brought up in different cultures will understand the world from somewhere along this context diversity spectrum. Academic culture tends to fall on the low context side of the spectrum. Thus, students (and faculty) who come from cultures that tend toward the high context side of the spectrum often feel excluded from the academic setting, especially in STEM fields which tend to be strongly low context in nature. A high percentage of students from underrepresented

Student and Teacher Perceptions of School Involvement and Their Effect on Multicultural Education: A Catalonian Survey

ERIC Educational Resources Information Center

Oller, Judith; Vila, Ignasi; Zufiaurre, Benjamin

2012-01-01

In multilingual schools students have diverse identities, cultural backgrounds, perceptions, capacities and linguistic experiences. The space for teaching and learning is also mediated by stereotypes and prejudices associated with this diversity. Diversity, stereotypes and prejudices shape how teachers and learners operate in a world of complex…

Using the Linguistic Landscape to Bridge Languages

ERIC Educational Resources Information Center

Mari, Vanessa

2018-01-01

In this article Vanessa Mari describes how she uses the linguistic landscape to bridge two or more languages with students learning English. The linguistic landscape is defined by Landry and Bourhis (1997, 25) as "the language of public road signs, advertising billboards, street names, place names, commercial shop signs, and public signs on…

Reactions to Diversity: Using Theater to Teach Medical Students about Cultural Diversity

PubMed Central

Ivory, Kimberley D; Dwyer, Paul; Luscombe, Georgina

2016-01-01

Training medical students to understand the effects of culture and marginalization on health outcomes is important to the future health of increasingly diverse populations. We devised and evaluated a short training module on working with diversity to challenge students’ thinking about the role of both patient and practitioner culture in health outcomes. The workshop combined didactic teaching about culture as a social determinant of health using the cultural humility model, interactive exercises, and applied theater techniques. We evaluated changes in the students’ perceptions and attitudes over time using the Reaction to Diversity Inventory. There was initial significant improvement. Women and students with no past diversity training responded best. However, scores largely reverted to baseline over 12 months. PMID:29349320

The Role of Students' Home Language in Science Achievement: A Multilevel Approach

ERIC Educational Resources Information Center

Van Laere, Evelien; Aesaert, Koen; van Braak, Johan

2014-01-01

The present study aimed to identify the role of both student- and school-level characteristics in primary school students' achievement in the science curriculum. As societies become more culturally and linguistically diverse, many students enter the classroom with a home language that is different from the language of instruction used at school.…

A frequency-based linguistic approach to protein decoding and design: Simple concepts, diverse applications, and the SCS Package.

PubMed

Motomura, Kenta; Nakamura, Morikazu; Otaki, Joji M

2013-01-01

Protein structure and function information is coded in amino acid sequences. However, the relationship between primary sequences and three-dimensional structures and functions remains enigmatic. Our approach to this fundamental biochemistry problem is based on the frequencies of short constituent sequences (SCSs) or words. A protein amino acid sequence is considered analogous to an English sentence, where SCSs are equivalent to words. Availability scores, which are defined as real SCS frequencies in the non-redundant amino acid database relative to their probabilistically expected frequencies, demonstrate the biological usage bias of SCSs. As a result, this frequency-based linguistic approach is expected to have diverse applications, such as secondary structure specifications by structure-specific SCSs and immunological adjuvants with rare or non-existent SCSs. Linguistic similarities (e.g., wide ranges of scale-free distributions) and dissimilarities (e.g., behaviors of low-rank samples) between proteins and the natural English language have been revealed in the rank-frequency relationships of SCSs or words. We have developed a web server, the SCS Package, which contains five applications for analyzing protein sequences based on the linguistic concept. These tools have the potential to assist researchers in deciphering structurally and functionally important protein sites, species-specific sequences, and functional relationships between SCSs. The SCS Package also provides researchers with a tool to construct amino acid sequences de novo based on the idiomatic usage of SCSs.

Television Linguistics Program. 1967 Report.

ERIC Educational Resources Information Center

Glassner, Leonard E.

The program teaches comtemporary English grammar through principles of linguistic science to 12,000 students in Pittsburgh. Structural grammar is presented to eighth and ninth grade students, and transformational grammar to tenth graders. In 1966-67, the effectiveness of the program was evaluated by data processing of final examination results.…

Carving out Institutional Space for Multilingualism in the World's Most Multilingual Region: The Role of Linguistics at the University of the South Pacific

ERIC Educational Resources Information Center

Willans, Fiona

2016-01-01

The University of the South Pacific is a regional university catering for 12 countries. Its location situates it within unparalleled linguistic diversity, and its regional structure creates a highly multilingual body of staff and students interacting either face-to-face on the major campuses or remotely via e-learning and satellite communications.…

Can a linguistic serial founder effect originating in Africa explain the worldwide phonemic cline?

PubMed Central

2016-01-01

It has been proposed that a serial founder effect could have caused the present observed pattern of global phonemic diversity. Here we present a model that simulates the human range expansion out of Africa and the subsequent spatial linguistic dynamics until today. It does not assume copying errors, Darwinian competition, reduced contrastive possibilities or any other specific linguistic mechanism. We show that the decrease of linguistic diversity with distance (from the presumed origin of the expansion) arises under three assumptions, previously introduced by other authors: (i) an accumulation rate for phonemes; (ii) small phonemic inventories for the languages spoken before the out-of-Africa dispersal; (iii) an increase in the phonemic accumulation rate with the number of speakers per unit area. Numerical simulations show that the predictions of the model agree with the observed decrease of linguistic diversity with increasing distance from the most likely origin of the out-of-Africa dispersal. Thus, the proposal that a serial founder effect could have caused the present observed pattern of global phonemic diversity is viable, if three strong assumptions are satisfied. PMID:27122180

Special Considerations with Response to Intervention and Instruction for Students with Diverse Backgrounds

ERIC Educational Resources Information Center

Hernandez Finch, Maria E.

2012-01-01

Response to Intervention (RtI) has been heralded as having significant promise for improving outcomes, reducing disproportional placement in special education, and making education more culturally responsive for culturally and linguistically diverse (CLD) youth. This article reviews the major recent empirical and qualitative research findings with…

Recommendations for Policy and Practice of Physical Education in Culturally and Linguistically Diverse Australian Secondary Schools Based on a Two-Year Prospective Cohort Study

ERIC Educational Resources Information Center

Dudley, Dean A.; Pearson, Phil; Okely, Anthony D.; Cotton, Wayne G.

2015-01-01

Physical activity affords a host of physical and cognitive benefits for children. Physical education classes are one such venue where children can reap recommended amounts of physical activity. However, little research has explored evidence-based physical education instruction, particularly in culturally and linguistically diverse schools. No…

International Students' Critical Thinking-Related Problem Areas: UK University Teachers' Perspectives

ERIC Educational Resources Information Center

Shaheen, Nisbah

2016-01-01

This qualitative study aims to understand the areas of international students' critical thinking-related initial difficulties, in order to facilitate their academic experiences in UK universities. Using a sample of 14 British teachers, the findings reveal that students from culturally and linguistically diverse traditions are very different in…

Creating Examinations for a Linguistically and Culturally Diverse Student Cohort

ERIC Educational Resources Information Center

Hoadley, Susan; Mather, Glyn; Wood, Leigh N.

2012-01-01

Assessments have a significant influence on what and how students learn. While there has been debate as to the merits of examinations as an assessment tool, they will form a major component of assessment in many disciplines for the foreseeable future. To ensure examinations fulfil the dual roles of an assessment tool and motivation for student…

Exchanging and Countering Points of View: A Linguistic Perspective on School Students' Use of Electronic Conferencing

ERIC Educational Resources Information Center

Coffin, C.; North, S.; Martin, D.

2009-01-01

The ability to argue is an important academic goal in secondary education. This paper reports on an exploratory study which investigated how asynchronous text-based conferencing provides a new site for school students to rehearse and develop their skills in argumentation. The study used linguistic tools of analysis to investigate two key…

Linguistics Here and Now.

ERIC Educational Resources Information Center

Sebeok, Thomas A.

1967-01-01

At a meeting in November 1966, sponsored by the American Council of Learned Societies, members of public and private organizations were briefed on the state of linguistics and what it has to offer other disciplines: (1) its basic unity despite organizational diversity; (2) its breadth, as the science of verbal structure, and how it relates to all…

Accessing disability services by people from culturally and linguistically diverse backgrounds in Australia.

PubMed

Zhou, Qingsheng

2016-01-01

To examine whether differences in access to specialist disability services by people from culturally and linguistically diverse (CALD) backgrounds when compared with those born in Australia represent a service gap or the healthy migrant effect. To use the latest disability statistics to measure the different rates of people with disability, and the rates of people with profound and severe disability, of people born in Australia and those born abroad; to compare the difference between those who mainly speak English with those who primarily speak a language other than English at home (LOTE); and examine the age-specific and standardised disability rates of these subgroups. The rate of access of specialist disability services by people with disability who were from CALD backgrounds is highly disproportionate to their presence in the community. As a whole, people from CALD backgrounds have a similar level of disability as Australia-born people. They have a greater rate of profound and severe disability and a higher level of need for assistance in undertaking core activities. For younger age cohorts targeted by specialist disability services, there is little difference in the level of need for assistance between people from CALD backgrounds and the rest of community. Those people who mainly speak LOTE at home have a relatively higher level of need for assistance than those who speak mainly English at home. The paper reveals a substantial gap in specialist disability services between people from CALD and the broader community. This cannot be explained by the difference in the level of need for assistance between Australia-born and overseas-born populations, therefore raises some policy questions as to the barriers to the use of such services and how to effectively narrow the service access gap and improve utilisation rates. The paper reveals a substantial accessibility gap in specialist disability services between people from culturally and linguistically diverse (CALD

Teachers' Use of Linguistic Scaffolding to Support the Academic Language Development of First-Grade Emergent Bilingual Students

ERIC Educational Resources Information Center

Lucero, Audrey

2014-01-01

Research suggests that teachers need to scaffold emergent bilingual students as they develop the complex language associated with school success. This may especially be true in dual language settings, where children are learning two languages simultaneously. In this study, therefore, I investigate the linguistic scaffolding practices of…

Test Item Linguistic Complexity and Assessments for Deaf Students

ERIC Educational Resources Information Center

Cawthon, Stephanie

2011-01-01

Linguistic complexity of test items is one test format element that has been studied in the context of struggling readers and their participation in paper-and-pencil tests. The present article presents findings from an exploratory study on the potential relationship between linguistic complexity and test performance for deaf readers. A total of 64…

School ethnic diversity and students' interethnic relations.

PubMed

Thijs, Jochem; Verkuyten, Maykel

2014-03-01

School ethnic desegregation has been a topic of strong societal and educational concern. Research has examined the effects of ethnic school composition on students' interethnic relations with diverging outcomes and sometimes inconsistent results. In this review paper, we provide an assessment of this literature to explain why and when school desegregation might improve or worsen ethnic relations and to identify important future research directions. We discuss different theoretical perspectives predicting positive versus negative aspects of school ethnic diversity: intergroup contact theory and the perspectives of group threat and power differences. Subsequently, we consider a number of school and educational characteristics that can moderate the impact of ethnic diversity on students' interethnic relations and that could be considered in future research. Furthermore, we discuss the need for studying underlying psychological and social processes as well as the importance of investigating interethnic relations in combination with academic adjustment. School ethnic diversity is not enough to promote interethnic tolerance. It is important to examine diversity in relation to other aspects of the school environment that may influence how students respond to the ethnic diversity within school. Important factors to consider are the presence of multicultural education and inclusive school identities, student-teacher relationships, and peer norms and networks, but also the role of parents and of peer relations outside the school context. © 2013 The British Psychological Society.

Relations among Grade 4 Students' Perceptions of Autonomy, Engagement in Science, and Reading Motivation

ERIC Educational Resources Information Center

Taboada Barber, Ana; Buehl, Michelle M.

2013-01-01

The authors extend previous work on students' perceptions of teachers' autonomy-enhancing and autonomy-suppressing behaviors in relation to students' engagement to a more situated context (i.e., two Grade 4 science instructional conditions instead of school in general) and a linguistically diverse population (i.e., Hispanic students). They also…

Relational Leadership: Underrepresented Student Perspectives on Diversity Courses

ERIC Educational Resources Information Center

Caviglia, Emily A.

2010-01-01

This study is a qualitative examination of the perspectives of Black and Latino students, traditionally underrepresented at predominately White institutions, in the environment of the mandatory diversity course at Western University. Students were qualitatively queried regarding their views on how diversity courses shape elements of relational…

School Desegregation in Hong Kong: Non-Chinese Linguistic Minority Students' Challenges to Learning Chinese in Mainstream Schools

ERIC Educational Resources Information Center

Shum, Mark; Gao, Fang; Ki, Wing Wah

2016-01-01

The enactment of the revised School Places Allocation Systems at the compulsory stage in 2004 had the aim of desegregating Hong Kong's non-Chinese linguistic minority (NCLM) students by including them into ethnic Chinese-dominated mainstream primary and secondary schools. Because of the presumed cause-consequence relationship between…

Response to Intervention: Providing Reading Intervention to Low Income and Minority Students

ERIC Educational Resources Information Center

Graves, Emily; McConnell, Tess

2014-01-01

With a renewed focus on early intervention, teachers must address the difficulties students are having as early as possible to promote their progress. Culturally and linguistically diverse students may not respond to universal interventions that have shown efficiency for mainstream populations. In order for Response to Intervention to be…

Intervention Provided to Linguistically Diverse Middle School Students with Severe Reading Difficulties

ERIC Educational Resources Information Center

Denton, Carolyn A.; Wexler, Jade; Vaughn, Sharon; Bryan, Deanna

2008-01-01

This study investigated the effectiveness of a multicomponent reading intervention implemented with middle school students with severe reading difficulties, all of whom had received remedial and/or special education for several years with minimal response to intervention. Participants were 38 students in grades 6-8 who had severe deficits in word…

Perspectives in Linguistics.

ERIC Educational Resources Information Center

Waterman, John T.

Intended for the student of linguistics or the structural grammarian, who must develop an awareness of their intellectual heritage, the present work surveys the study of language in ancient times, the medieval and early modern periods, the nineteenth century, and the twentieth century to 1950. (This second edition includes additional material on…

A Cross-Linguistic Perspective on Syntactic Complexity in L2 Development: Syntactic Elaboration and Diversity

ERIC Educational Resources Information Center

De Clercq, Bastien; Housen, Alex

2017-01-01

Syntactic and linguistic complexity have been studied extensively in applied linguistics as indicators of linguistic performance, development, and proficiency. Recent publications have equally highlighted the reductionist approach taken to syntactic complexity measurement, which often focuses on one or two measures representing complexity at the…

Beginning Korean. Yale Linguistic Series.

ERIC Educational Resources Information Center

Martin, Samuel E.; Lee, Young-Sook C.

A "model of structural linguistic analysis as well as a teaching tool," this text is designed to give the student a comprehensive grasp of the essentials of modern Korean in 25 lessons, with 5 review lessons, leading to advanced levels of proficiency. It is intended to be used by adult students working either in classes or by themselves,…

Preparing Secondary Subject Area Teachers to Teach Linguistically and Culturally Diverse Students

ERIC Educational Resources Information Center

Dong, Yu Ren

2004-01-01

More and more subject matter area teachers find themselves working with students whose native language is not English. A report from the National Center for Education Statistics (2003) showed that close to four million students nationwide were classified as English language learners (ELL) in the school year of 2001-2002, a 30 percent increase from…

Factors Correlated with the Interactional Diversity of Community College Students

ERIC Educational Resources Information Center

Jones, Willis A.

2016-01-01

This study used data from the Community College Survey of Student Engagement (CCSSE) to examine how student background characteristics, student engagement, and institutional characteristics correlate with the frequency of interactional diversity among community college students. Given the current lack of research on interactional diversity among…

"Nobody Told Me They Didn't Speak English!": Teacher Language Views and Student Linguistic Repertoires in Hutterite Colony Schools in Canada

ERIC Educational Resources Information Center

Sterzuk, Andrea; Nelson, Cynthia A.

2016-01-01

This article presents a qualitative study of five monolingual teachers' understandings of the linguistic repertoires of their multilingual students. These teachers deliver the Saskatchewan provincial curricula in English to Hutterite colony students who are users of three languages: (a) spoken Hutterisch as a home and community language, (b)…

The Linguistic Landscape as a Learning Space for Contextual Language Learning

ERIC Educational Resources Information Center

Aladjem, Ruthi; Jou, Bibiana

2016-01-01

One of the challenges of teaching and learning a foreign language is that students are not being sufficiently exposed to the target language. However, it is quite common to find linguistic and cultural exponents of different foreign languages in authentic contexts (termed the "Linguistic landscape"). Using the Linguistic landscape as a…

A frequency-based linguistic approach to protein decoding and design: Simple concepts, diverse applications, and the SCS Package

PubMed Central

Motomura, Kenta; Nakamura, Morikazu; Otaki, Joji M.

2013-01-01

Protein structure and function information is coded in amino acid sequences. However, the relationship between primary sequences and three-dimensional structures and functions remains enigmatic. Our approach to this fundamental biochemistry problem is based on the frequencies of short constituent sequences (SCSs) or words. A protein amino acid sequence is considered analogous to an English sentence, where SCSs are equivalent to words. Availability scores, which are defined as real SCS frequencies in the non-redundant amino acid database relative to their probabilistically expected frequencies, demonstrate the biological usage bias of SCSs. As a result, this frequency-based linguistic approach is expected to have diverse applications, such as secondary structure specifications by structure-specific SCSs and immunological adjuvants with rare or non-existent SCSs. Linguistic similarities (e.g., wide ranges of scale-free distributions) and dissimilarities (e.g., behaviors of low-rank samples) between proteins and the natural English language have been revealed in the rank-frequency relationships of SCSs or words. We have developed a web server, the SCS Package, which contains five applications for analyzing protein sequences based on the linguistic concept. These tools have the potential to assist researchers in deciphering structurally and functionally important protein sites, species-specific sequences, and functional relationships between SCSs. The SCS Package also provides researchers with a tool to construct amino acid sequences de novo based on the idiomatic usage of SCSs. PMID:24688703

Engineering Students Define Diversity: An Uncommon Thread. Research Brief

ERIC Educational Resources Information Center

Fleming, Lorraine; Ledbetter, Sislena; Williams, Dawn; McCain, Janice

2008-01-01

Diversity has taken on many meanings, depending on the context in which it is used and the person using it. Today's engineering students have come to embody diversity as an extension of their home, academic and social environments. The result is a group of students that often show indifference to diversity (however defined) and the impact it will…

Exploring the development of cultural awareness amongst post-graduate speech-language pathology students.

PubMed

Howells, Simone; Barton, Georgina; Westerveld, Marleen

2016-06-01

Speech-language pathology programs globally need to prepare graduates to work with culturally and linguistically diverse populations. This study explored the knowledge, perceptions and experiences related to development of cultural awareness of graduate-entry Master of Speech Pathology students at an Australian university. Sixty students across both year-levels completed a cultural awareness survey at the beginning of the semester. To explore how clinical placement influenced students' knowledge and perceptions, year-2 students completed written reflections pre- and post-placement (n = 7) and participated in focus groups post-placement (n = 6). Survey results showed student interest in working with culturally and linguistically diverse populations was high (over 80%) and confidence was moderate (over 50%). More than 80% of students reported awareness of their own cultural identities, stereotypes and prejudices. Content analysis of focus group and written reflection data identified key concepts comprising of: (1) context-university, and clinical placement site; (2) competencies-professional and individual; and (3) cultural implications-clients' and students' cultural backgrounds. Findings suggest clinical placement may positively influence cultural awareness development and students' own cultural backgrounds may influence this more. Further exploration of how students move along a continuum of cultural development is warranted.

Towards Chemical Engineering Student Diversity: The Case of International Student Experiences at Tuskegee University

ERIC Educational Resources Information Center

Baah, David; Floyd-Smith, Tamara; Begum, Shamim Ara; Smith, Allen; Kwon, K. C.; Vahdat, Nader

2018-01-01

Cultural integration of students and student population diversity play an important role in training college students, due to growing demand for diversity to solutions to human needs, the advancement of global economy and cultural understanding. This type of cultural integration has resulted in the new normal known as the multicultural classroom.…

The Effectiveness of Using Linguistic Classroom Activities in Teaching English Language in Developing the Skills of Oral Linguistic Performance and Decision Making Skill among Third Grade Intermediate Students in Makah

ERIC Educational Resources Information Center

Alshareef, Fahd Majed

2016-01-01

The study aimed to reveal the effectiveness of the use of certain classroom language activities in teaching English language in the development of oral linguistic performance and decision-making among intermediate third-grade students in Makah, and it revealed a statistically significant correlation relationship between the averages of the study…

Culturally Diverse Students Who Are Gifted.

ERIC Educational Resources Information Center

Baldwin, Alexinia Y.

2002-01-01

This article explores the identification of culturally diverse gifted students and provides the following suggestions: train teachers to look for gifted behaviors in different areas, use portfolios in assessments, change perceptions of innate abilities of students, recognize potential that can be developed, and recognize giftedness other than…

Disentangling the Impact of Diversity Courses: Examining the Influence of Diversity Course Content on Students' Civic Engagement

ERIC Educational Resources Information Center

Castellanos, Michelle; Cole, Darnell

2015-01-01

Utilizing Bennett's genres of multicultural education, the authors examine whether diversity course content clusters influence students' civic engagement. Diversity course content clusters were predicted to influence White students and students of color differently, given principles identified by social development, cognitive development, and…

Perceptions of Norwegian physiotherapy students: cultural diversity in practice.

PubMed

Fougner, Marit; Horntvedt, And Tone

2012-01-01

At the Faculty of Health Sciences, Oslo University College there is a growing recognition of the need for cultural competency training among students at the bachelor programmes. At the Mensendieck-physiotherapy bachelor programme the students are engaged in leading physical activity groups for Muslim women. This qualitative study describes ethnically Norwegian students experiencing cultural diversity in practice. Twenty-two female physiotherapy students participated in the interviews; 6 students were interviewed individually by telephone, and 16 students were interviewed in person in 8 pairs. The students' framework for dealing with diversity is based on preconceived notions about Muslim women and is reflected in two particular ways. One is how the values and norms of Norwegian "ideology of sameness" are pursued by the students. The other is how the students constructed images of the women as "the others." The interview responses indicate difficulties in uniting the reality of diversity and the "need" for integration. The curriculum requires additional attention on cultural competency for health care professionals in a multicultural society.

Effects of a Culturally Adapted Social-Emotional Learning Intervention Program on Students' Mental Health

ERIC Educational Resources Information Center

Cramer, Kristine M.; Castro-Olivo, Sara

2016-01-01

Student self-reports of resiliency and social-emotional internalizing problems were examined to determine intervention effects of a culturally adapted social and emotional learning (SEL) program. Data were analyzed from 20 culturally and linguistically diverse high school students who participated in a school-based 12-lesson SEL intervention and…

National and Post-National Discourses and the Construction of Linguistic Identities by Students of Albanian Origin in Greece

ERIC Educational Resources Information Center

Archakis, Argiris

2016-01-01

Drawing on Critical Discourse Analysis and, more specifically, on the relationship between the macro-level of dominant discourses and the micro-level of individual positionings, we examine the way linguistic identities are constructed by immigrant students of Albanian origin in Greece. We elaborate on two "competitive" discourses: the…

Linguistic diversity in a deaf prison population: implications for due process.

PubMed

Miller, Katrina R

2004-01-01

The entire deaf prison population in the state of Texas formed the basis for this research. The linguistic skills of prison inmates were assessed using the following measures: (1) Kannapell's categories of bilingualism, (2) adaptation of the diagnostic criteria for Primitive Personality Disorder, (3) reading scores on the Test of Adult Basic Education, and (4) an evaluation of sign language use and skills by a certified sign language interpreter who had worked with deaf inmates for the past 17 years. Deaf inmates with reading scores below the federal standard for literacy (grade level 2.9) were the group most likely to demonstrate linguistic incompetence to stand trial, meaning that they probably lacked the ability to understand the charges against them and/or were unable to participate in their own defenses. Based on the language abilities and reading scores of this population, up to 50% of deaf state prison inmates may not have received due process throughout their arrest and adjudication. Despite their adjudicative and/or linguistic incompetence, these individuals were convicted in many cases, possibly violating their constitutional rights and their rights under the Americans with Disabilities Act.

A Qualitative Evaluation of the Views of Community Workers on the Dental Health Education Material Available in New South Wales for Culturally and Linguistically Diverse Communities

ERIC Educational Resources Information Center

Blinkhorn, Anthony; Gittani, Jamily

2009-01-01

Objective: To record the views of individuals whose main professional role is community liaison on dental health education material for culturally and linguistically diverse communities. Methods: Tape-recorded interviews were undertaken, reviewed by two individuals and themes identified. Results: Twenty four individuals were interviewed out of a…

Teaching Controversial Issues in the JLL Classroom for Chinese Students

ERIC Educational Resources Information Center

Shimojimai, Yasuko

2017-01-01

This paper discusses how teachers explore teaching controversial issues in the Japanese language classroom to Japanese language learner (JLL) or culturally and linguistically diverse (CLD) students who have different cultural and political backgrounds. Assuring educational opportunities with consideration of JLLs' background is important…

Annual Review of Applied Linguistics, 1983.

ERIC Educational Resources Information Center

Kaplan, Robert B., Ed.; And Others

A collection of reports on literacy and literacy issues includes a variety of perspectives and descriptions of diverse programs and is divided into three sections. The first examines broad questions of literacy: "On the Study of Literacy" (David Bendor-Samuel); "Linguistics and Literacy" (Gloria Kindell); and "Literacy in…

Some Evidence of Continuing Linguistic Acquisitions in Learning Adolescents.

ERIC Educational Resources Information Center

Thomas, Elizabeth K.; Walmsley, Sean A.

The linguistic development of 42 learning disabled students 10-16 years old was examined. Responses were elicited to five linguistic structures, including the distinction between "ask" and "tell", pronominal restriction, and the minimum distance principle. Data were analyzed in terms of three groups based on Verbal and Performance differentials on…

Linguistic analysis of project ownership for undergraduate research experiences.

PubMed

Hanauer, D I; Frederick, J; Fotinakes, B; Strobel, S A

2012-01-01

We used computational linguistic and content analyses to explore the concept of project ownership for undergraduate research. We used linguistic analysis of student interview data to develop a quantitative methodology for assessing project ownership and applied this method to measure degrees of project ownership expressed by students in relation to different types of educational research experiences. The results of the study suggest that the design of a research experience significantly influences the degree of project ownership expressed by students when they describe those experiences. The analysis identified both positive and negative aspects of project ownership and provided a working definition for how a student experiences his or her research opportunity. These elements suggest several features that could be incorporated into an undergraduate research experience to foster a student's sense of project ownership.

Exploring linguistic correlates of social anxiety in romantic stories.

PubMed

Fernandez, Katya C; Gordon, Elizabeth A; Rodebaugh, Thomas L; Heimberg, Richard G

2016-09-01

The current study used computerized linguistic analysis of stories about either going on a date or taking a walk down a street to examine linguistic correlates of social anxiety in a sample of undergraduate students. In general, linguistic analysis revealed associations of social anxiety with several linguistic variables, including negative emotion, affect, and anxiety words. Participants higher in social anxiety wrote fewer affect words. The relationship between social anxiety and anxiety words depended on gender, whereas the relationship between social anxiety and negative emotion words depended on both gender and the nature of primes (supraliminal vs. subliminal) received. Overall, our findings highlight the potential utility and benefits of using linguistic analysis as another source of information about how individuals higher in social anxiety process romantic stimuli.

Who Are Today's Students in a Diverse Society

ERIC Educational Resources Information Center

Costley, Kevin C.

2012-01-01

Student diversity is a major topic in education today. Diversity will not be going away any time soon. Even over thirty years ago, educators were beginning to discuss the subject of diversity and multiculturalism. In fact, during the 1970s and 1980s, the word, "diversity" was seldom used at all. The term "multiculturalism" was…

Second Language Teaching Effectiveness from the Perspective of University Students: A Case Study of Departments of Applied Linguistics

ERIC Educational Resources Information Center

Mehrparvar, Frough; Karimnia, Amin

2018-01-01

Effective teaching is considered to be one of the factors that can facilitate learner achievement. The present study investigated the indicators that constituted good teaching from the perspective of higher-education students at Applied Linguistics departments, Iran. To do this, following a substantial review of the literature, the five major…

Student Attitudes towards Diversity in Sweden

ERIC Educational Resources Information Center

Elmeroth, Elisabeth

2009-01-01

The aim of the research reported in this paper was to study and analyse student attitudes towards ethnic diversity and their expectations regarding the school in creating positive attitudes. The results show that the majority of the students embrace a positive attitude towards multicultural society. However, this attitude varies when the variables…

Learning to Teach Elementary Science Through Iterative Cycles of Enactment in Culturally and Linguistically Diverse Contexts

NASA Astrophysics Data System (ADS)

Bottoms, SueAnn I.; Ciechanowski, Kathryn M.; Hartman, Brian

2015-12-01

Iterative cycles of enactment embedded in culturally and linguistically diverse contexts provide rich opportunities for preservice teachers (PSTs) to enact core practices of science. This study is situated in the larger Families Involved in Sociocultural Teaching and Science, Technology, Engineering and Mathematics (FIESTAS) project, which weaves together cycles of enactment, core practices in science education and culturally relevant pedagogies. The theoretical foundation draws upon situated learning theory and communities of practice. Using video analysis by PSTs and course artifacts, the authors studied how the iterative process of these cycles guided PSTs development as teachers of elementary science. Findings demonstrate how PSTs were drawing on resources to inform practice, purposefully noticing their practice, renegotiating their roles in teaching, and reconsidering "professional blindness" through cultural practice.

Students' perceived importance of diversity exposure and training in dental education.

PubMed

Novak, Karen F; Whitehead, Albert W; Close, John M; Kaplan, Alan L

2004-03-01

Intercultural competence is an important component of the doctor-patient relationship in the multicultural climate evolving in the United States. We hypothesized that 1) exposure to racial and ethnic diversity in the student body, faculty, staff, and patient population in dental school and 2) a dental school curriculum that includes presentations on issues concerning racial and ethnic diversity will contribute to students' feeling more competent and confident to enter the multicultural work environment that is rapidly developing in the United States. A Likert-type scale questionnaire was administered to 627 fourth-year dental students enrolled in seven dental schools representing geographically diverse regions of the United States. Of these, 376 questionnaires were returned for a response rate of 60 percent. Results indicated that both the perception of diversity in the school environment and the presentation of diversity-specific content in the curriculum had moderately positive and significant correlations with the students' perception of their competency or ability to serve and work with diverse populations. The respective Pearson correlation coefficients for diversity in the school environment and diversity curriculum were .497 (p<.001) and .459 (p<.001). These results support the hypotheses that diversity exposure and training in the dental school environment are important for dental students entering a multicultural workplace.

An Ethnographic Case Study of School Administrators' Responsiveness to the Cultural and Educational Needs of Afro-Caribbean Immigrant Students

ERIC Educational Resources Information Center

Gordon, Aneita Elaine

2012-01-01

As the United States confronts increasing diversity, primarily attributable to migration and globalization trends, public schools are gradually becoming more ethnically, linguistically, and culturally diverse with groups including Black English-speaking students from the Caribbean. However, school personnel like administrators have the tendency to…

Supporting Racially Diverse Students at HBCUs: A Student Affairs Perspective

ERIC Educational Resources Information Center

Arroyo, Andrew T.; Palmer, Robert T.; Maramba, Dina C.; Louis, Dave A.

2017-01-01

While research has shown that the racial diversity of historically Black colleges and universities (HBCUs) is increasing, the efforts of student affairs professionals to foster racial inclusivity are under examined. This case study discusses findings from student affairs professionals at one HBCU to understand what they are doing to foster a…

Strategies to Involve Families of Latino Students with Disabilities: When Parent Initiative Is Not Enough

ERIC Educational Resources Information Center

Rodriguez, Raymond Joseph; Blatz, Erin Teresa; Elbaum, Batya

2014-01-01

Despite a growing literature on the value of family involvement for students with disabilities, there are ongoing misunderstandings about the reasons why culturally and linguistically diverse families of students with disabilities might be less involved with their child at school than other families. This article describes a project conducted with…

Students' Use of Asynchronous Discussions for Academic Discourse Socialization

ERIC Educational Resources Information Center

Beckett, Gulbahar H.; Amaro-Jimenez, Carla; Beckett, Kelvin S.

2010-01-01

Our universities are becoming increasingly diverse at the same time as online asynchronous discussions (OADs) are emerging as the most important forum for computer mediated communication (CMC) in distance education. But there is shortage of studies that explore how graduate students from different ethnic, linguistic and cultural backgrounds use…

Multidimensional Ability Tests and Culturally and Linguistically Diverse Students: Evidence of Measurement Invariance

ERIC Educational Resources Information Center

Lakin, Joni M.

2012-01-01

Ability tests are used by teachers to provide additional context for interpreting student achievement and as a tool for differentiating instruction to the cognitive strengths and weaknesses of students. Tests that provide the most useful information for these purposes measure school-related content domains including verbal and quantitative…

How Fifth Grade Latino/a Bilingual Students Use Their Linguistic Resources in the Classroom and Laboratory during Science Instruction

ERIC Educational Resources Information Center

Stevenson, Alma R.

2013-01-01

This qualitative, sociolinguistic research study examines how bilingual Latino/a students use their linguistic resources in the classroom and laboratory during science instruction. This study was conducted in a school in the southwestern United States serving an economically depressed, predominantly Latino population. The object of study was a…

Can yu rid guat ay rot? A Developmental Investigation of Cross-Linguistic Spelling Errors among Spanish-English Bilingual Students

ERIC Educational Resources Information Center

Howard, Elizabeth R.; Green, Jennifer D.; Arteagoitia, Igone

2012-01-01

This study contributes to the literature on cross-linguistic literacy relationships for English language learners, and in particular, the Spanish-influenced spelling patterns of Spanish-English bilinguals. English spelling, reading, and vocabulary assessments were administered to 220 students in four TWI programs over a three-year period, from…

Self-Authoring the Meaning of Student Teaching in China: Impacts on First-Year Teaching Practices

ERIC Educational Resources Information Center

Parkhouse, Hillary; Turner, Alison McGlinn; Konle, Stephanie; Rong, Xue Lan

2016-01-01

The growing cultural and linguistic diversities in Western countries and rapid globalization have put urgent demands on K-16 schools in terms of developing strategies to accommodate these changes. One of the critical issues for schools is to prepare pre-service and in-service teachers to work effectively with their diverse student populations. The…

Promoting IEP Participation: Effects of Interventions, Considerations for CLD Students

ERIC Educational Resources Information Center

Griffin, Megan M.

2011-01-01

Various interventions have been developed to promote student individualized education program (IEP) participation. Although they are generally endorsed by educators and researchers, critics argue that interventions to promote self-determination and IEP participation may be counter to the values of culturally and linguistically diverse (CLD)…

Is Meeting the Diverse Needs of All Students Possible?

ERIC Educational Resources Information Center

Ladson-Billings, Gloria

2011-01-01

For many years, the notion of "diversity" was a code word for talking simply about race and ethnicity. To say one had a diverse class was to say one was not teaching European-American students. Much of the literature, curriculum materials, and instructional practices was geared toward teaching particular groups of students--African Americans,…

Using Enrichment Clusters to Address the Needs of Culturally and Linguistically Diverse Learners

ERIC Educational Resources Information Center

Allen, Jennifer K.; Robbins, Margaret A.; Payne, Yolanda Denise; Brown, Katherine Backes

2016-01-01

Using data from teacher interviews, classroom observations, and a professional development workshop, this article explains how one component of the schoolwide enrichment model (SEM) has been implemented at a culturally diverse elementary school serving primarily Latina/o and African American students. Based on a broadened conception of giftedness,…

The deaf strong hospital program: a model of diversity and inclusion training for first-year medical students.

PubMed

Thew, Denise; Smith, Scott R; Chang, Christopher; Starr, Matt

2012-11-01

Recent research indicates that the cultural competence training students receive during medical school might not adequately address the issues that arise when caring for patients of different cultures. Because of their unique communication, linguistic, and cultural issues, incorporating deaf people who use sign language into cultural competence education at medical schools might help to bridge this gap in cross-cultural education. The Deaf Strong Hospital (DSH) program at the University of Rochester School of Medicine and Dentistry, started in 1998, exposes first-year medical students to the issues that are relevant to providing effective patient care and to establishing multicultural sensitivity early in their medical education. Because medical students better acquire cross-cultural competence through hands-on experience rather than through lectures, the DSH program, which includes a role-reversal exercise in which medical students play the role of the patients, provides such a model for other medical schools and health care training centers to use in teaching future health care providers how to address the relevant cultural, linguistic, and communication needs of both their deaf patients and their non-English-speaking patients. This article describes the DSH program curriculum, shares findings from both medical students' short-term and long-term postprogram evaluations, and provides a framework for the implementation of a broader cultural and linguistic sensitivity training program specific to working with and improving the quality of health care among deaf people.

Linguistic Markers of Stance in Early and Advanced Academic Writing: A Corpus-Based Comparison

ERIC Educational Resources Information Center

Aull, Laura L.; Lancaster, Zak

2014-01-01

This article uses corpus methods to examine linguistic expressions of stance in over 4,000 argumentative essays written by incoming first-year university students in comparison with the writing of upper-level undergraduate students and published academics. The findings reveal linguistic stance markers shared across the first-year essays despite…

Going beyond the Fab Five: Helping Students Cope with the Unique Linguistic Challenges of Expository Reading in Intermediate Grades

ERIC Educational Resources Information Center

Fang, Zhihui

2008-01-01

As students transition from primary to intermediate grades, the kind of materials that they are expected to read and write become more heavily dominated by expository texts. Expository texts contain grammatical patterns that are distinct from those used in primary-grade storybooks. These linguistic features pose new comprehension challenges for…

Linguistics and the Study of Literature. Linguistics in the Undergraduate Curriculum, Appendix 4-D.

ERIC Educational Resources Information Center

Steward, Ann Harleman

Linguistics gives the student of literature an analytical tool whose sole purpose is to describe faithfully the workings of language. It provides a theoretical framework, an analytical method, and a vocabulary for communicating its insights--all designed to serve concerns other than literary interpretation and evaluation, but all useful for…

Worldwide analysis of multiple microsatellites: language diversity has a detectable influence on DNA diversity.

PubMed

Belle, Elise M S; Barbujani, Guido

2007-08-01

Previous studies of the correlations between the languages spoken by human populations and the genes carried by the members of those populations have been limited by the small amount of genetic markers available and by approximations in the treatment of linguistic data. In this study we analyzed a large collection of polymorphic microsatellite loci (377), distributed on all autosomes, and used Ruhlen's linguistic classification, to investigate the relative roles of geography and language in shaping the distribution of human DNA diversity at a worldwide scale. For this purpose, we performed three different kinds of analysis: (i) we partitioned genetic variances at three hierarchical levels of population subdivision according to language group by means of a molecular analysis of variance (AMOVA); (ii) we quantified by a series of Mantel's tests the correlation between measures of genetic and linguistic differentiation; and (iii) we tested whether linguistic differences are increased across known zones of increased genetic change between populations. Genetic differences appear to more closely reflect geographic than linguistic differentiation. However, our analyses show that language differences also have a detectable effect on DNA diversity at the genomic level, above and beyond the effects of geographic distance. (c) 2007 Wiley-Liss, Inc.

Graduate Diversity Officers and Efforts to Retain Students of Color

ERIC Educational Resources Information Center

Griffin, Kimberly A.; Muniz, Marcela; Smith, Edward J.

2016-01-01

This qualitative study explores how 14 institutional agents (graduate diversity officers or GDOs) work towards improving retention for graduate students of Color. Consistent with Lovitt's framework of graduate student retention, findings reveal GDOs implement diverse strategies that promote opportunities for academic integration, social…

Addressing the Needs of Diverse Distributed Students

ERIC Educational Resources Information Center

Shimoni, Rena; Barrington, Gail; Wilde, Russ; Henwood, Scott

2013-01-01

Two interrelated studies were undertaken to assist Alberta post-secondary institutions with meeting challenges associated with providing services to diverse distributed students that are of similar quality to services provided to traditional classroom students. The first study identified and assessed best practices in distributed learning; the…

Pairing Linguistic and Music Intelligences

ERIC Educational Resources Information Center

DiEdwardo, MaryAnn Pasda

2005-01-01

This article describes how music in the language classroom setting can be a catalyst for developing reading, writing, and understanding skills. Studies suggest that pairing music and linguistic intelligences in the college classroom improves students' grades and abilities to compose theses statements for research papers in courses that emphasize…

Clinical psychology students' perceptions of diversity training: a study of exposure and satisfaction.

PubMed

Green, Debbie; Callands, Tamora A; Radcliffe, Alison M; Luebbe, Aaron M; Klonoff, Elizabeth A

2009-10-01

This study examined clinical psychology graduate students' definitions of diversity and their perceptions of their exposure to and satisfaction regarding their level of diversity training. Four hundred and ninety-one students from Counsel of University Directors of Clinical Psychology (CUDCP) member programs completed an online survey. Overall, students perceived that their programs considered diversity narrowly, concentrating primarily on ethnicity, race, and culture to the neglect of sexual orientation, religion, language, and physical disability. Likewise, students expressed greater satisfaction with training regarding ethnicity/race and gender than broader areas of diversity, but rated the importance of addressing all areas of diversity as high. Although this study underscores the limited experience that students perceive they have had with various underrepresented groups, programs appear to have incorporated a variety of diversity training modalities that could be expanded upon to meet the interests of psychology students.

Small Traditional Human Communities Sustain Genomic Diversity over Microgeographic Scales despite Linguistic Isolation

PubMed Central

Cox, Murray P.; Hudjashov, Georgi; Sim, Andre; Savina, Olga; Karafet, Tatiana M.; Sudoyo, Herawati; Lansing, J. Stephen

2016-01-01

At least since the Neolithic, humans have largely lived in networks of small, traditional communities. Often socially isolated, these groups evolved distinct languages and cultures over microgeographic scales of just tens of kilometers. Population genetic theory tells us that genetic drift should act quickly in such isolated groups, thus raising the question: do networks of small human communities maintain levels of genetic diversity over microgeographic scales? This question can no longer be asked in most parts of the world, which have been heavily impacted by historical events that make traditional society structures the exception. However, such studies remain possible in parts of Island Southeast Asia and Oceania, where traditional ways of life are still practiced. We captured genome-wide genetic data, together with linguistic records, for a case–study system—eight villages distributed across Sumba, a small, remote island in eastern Indonesia. More than 4,000 years after these communities were established during the Neolithic period, most speak different languages and can be distinguished genetically. Yet their nuclear diversity is not reduced, instead being comparable to other, even much larger, regional groups. Modeling reveals a separation of time scales: while languages and culture can evolve quickly, creating social barriers, sporadic migration averaged over many generations is sufficient to keep villages linked genetically. This loosely-connected network structure, once the global norm and still extant on Sumba today, provides a living proxy to explore fine-scale genome dynamics in the sort of small traditional communities within which the most recent episodes of human evolution occurred. PMID:27274003

The Impact of Student Experiences with Diversity on Developing Graduate Attributes

ERIC Educational Resources Information Center

Denson, Nida; Zhang, Shirley

2010-01-01

While the emerging body of international research suggests that students' experiences with diversity impact positively on student learning and their preparation for entering a diverse workforce and society, no similar research is available in relation to students in Australian universities. Many of these outcomes, such as problem-solving, ability…

A Bayesian phylogenetic approach to estimating the stability of linguistic features and the genetic biasing of tone.

PubMed

Dediu, Dan

2011-02-07

Language is a hallmark of our species and understanding linguistic diversity is an area of major interest. Genetic factors influencing the cultural transmission of language provide a powerful and elegant explanation for aspects of the present day linguistic diversity and a window into the emergence and evolution of language. In particular, it has recently been proposed that linguistic tone-the usage of voice pitch to convey lexical and grammatical meaning-is biased by two genes involved in brain growth and development, ASPM and Microcephalin. This hypothesis predicts that tone is a stable characteristic of language because of its 'genetic anchoring'. The present paper tests this prediction using a Bayesian phylogenetic framework applied to a large set of linguistic features and language families, using multiple software implementations, data codings, stability estimations, linguistic classifications and outgroup choices. The results of these different methods and datasets show a large agreement, suggesting that this approach produces reliable estimates of the stability of linguistic data. Moreover, linguistic tone is found to be stable across methods and datasets, providing suggestive support for the hypothesis of genetic influences on its distribution.

Culturally and Linguistically Diverse Populations in Medical Research: Perceptions and Experiences of Older Italians, Their Families, Ethics Administrators and Researchers

PubMed Central

Woodward-Kron, Robyn; Hughson, Jo-anne; Parker, Anna; Bresin, Agnese; Hajek, John; Knoch, Ute; Phan, Tuong Dien; Story, David

2016-01-01

Background Low-participation of culturally and linguistically diverse (CALD) patients in medical research remains a problem in migrant and refugee destination countries such as Australia. The aims of this study were to explore i) CALD persons’ perceptions and experiences of the medical system and medical research, in this case, older Italian Australians; and ii) the views of research professionals on CALD patient participation in medical research. Design and Methods A qualitative study was conducted in Melbourne, Australia, in 2015 utilising in-depth interviews and focus groups with four stakeholder groups: older Italian Australians (n=21); adult children of older Italian Australians (n=10); hospital Human Research Ethics Committee administrators (n=4); and clinical researchers (n=4). The data were analysed for content and thematic analysis. Results Themes for the CALD and family group were getting by in medical interactions; receptivity to medical research: testing the waters; and, receptivity to technology for support: passive versus active. Themes for the researcher and HREC groups about CALD patient participation in research were: exclusion; cultural factors; and e-consent. Conclusions Our findings from four stakeholder perspectives and experiences confirm that there were considerable cultural, linguistic, and resourcing barriers hindering the participation of older Italian-Australians in medical research. Furthermore, our findings showed that in this study setting there were few enabling strategies in place to address these barriers despite the national ethics guidelines for equitable participation in research. The findings informed the creation of a multimedia tool whose purpose is to address and improve representation of CALD groups in clinical research. Significance for public health Many people from culturally and linguistically diverse (CALD) backgrounds remain excluded from medical research such as clinical trials due to a range of language and

Culturally and Linguistically Diverse Populations in Medical Research: Perceptions and Experiences of Older Italians, Their Families, Ethics Administrators and Researchers.

PubMed

Woodward-Kron, Robyn; Hughson, Jo-Anne; Parker, Anna; Bresin, Agnese; Hajek, John; Knoch, Ute; Phan, Tuong Dien; Story, David

2016-04-26

Low-participation of culturally and linguistically diverse (CALD) patients in medical research remains a problem in migrant and refugee destination countries such as Australia. The aims of this study were to explore i) CALD persons' perceptions and experiences of the medical system and medical research, in this case, older Italian Australians; and ii) the views of research professionals on CALD patient participation in medical research. A qualitative study was conducted in Melbourne, Australia, in 2015 utilising in-depth interviews and focus groups with four stakeholder groups: older Italian Australians (n=21); adult children of older Italian Australians (n=10); hospital Human Research Ethics Committee administrators (n=4); and clinical researchers (n=4). The data were analysed for content and thematic analysis. Themes for the CALD and family group were getting by in medical interactions; receptivity to medical research: testing the waters; and, receptivity to technology for support: passive versus active. Themes for the researcher and HREC groups about CALD patient participation in research were: exclusion; cultural factors; and e-consent. Our findings from four stakeholder perspectives and experiences confirm that there were considerable cultural, linguistic, and resourcing barriers hindering the participation of older Italian-Australians in medical research. Furthermore, our findings showed that in this study setting there were few enabling strategies in place to address these barriers despite the national ethics guidelines for equitable participation in research. The findings informed the creation of a multimedia tool whose purpose is to address and improve representation of CALD groups in clinical research. Significance for public healthMany people from culturally and linguistically diverse (CALD) backgrounds remain excluded from medical research such as clinical trials due to a range of language and cultural factors that can be amplified when this population

Addressing Challenges in Urban Teaching, Learning and Math Using Model-Strategy-Application with Reasoning Approach in Lingustically and Culturally Diverse Classrooms

ERIC Educational Resources Information Center

Wu, Zhonghe; An, Shuhua

2016-01-01

This study examined the effects of using the Model-Strategy-Application with Reasoning Approach (MSAR) in teaching and learning mathematics in linguistically and culturally diverse elementary classrooms. Through learning mathematics via the MSAR, students from different language ability groups gained an understanding of mathematics from creating…

Diversity of Students' Beliefs about Biological Evolution

ERIC Educational Resources Information Center

Clores, Michael A.; Limjap, Auxencia A.

2006-01-01

The purpose of this study was to determine the beliefs about biological evolution held by college freshman students in one Catholic university in the Philippines. After 4 weeks of constructivist-inspired instruction, interviews and journal entries revealed that the students have diverse beliefs about the theory of evolution. They posited…

Linguistic Features of Middle School Environmental Education Texts.

ERIC Educational Resources Information Center

Chenhansa, Suporn; Schleppegrell, Mary

1998-01-01

The language used in environmental education texts has linguistic features that affect students' comprehension of concepts and their ability to envision solutions to environmental problems. Findings indicate that features of texts such as abstract nouns and lack of explicit agents impede students' full comprehension of complex issues and obscure…

A Linguistic Analysis on Errors Committed by Jordanian EFL Undergraduate Students: A Case of News Headlines in Jordanian Newspapers

ERIC Educational Resources Information Center

Al Karazoun, Ghada Abdelmajid

2016-01-01

This study investigated some linguistic errors committed by Jordanian EFL undergraduate students when translating news headlines in Jordanian newspapers from Arabic to English and vice versa. The data of the study was collected through a test composed of (30) English news headlines and (30) Arabic ones covering various areas of news occurring in a…

The Roles of Population, Place, and Institution in Student Diversity in American Higher Education

PubMed Central

Franklin, Rachel S.

2014-01-01

Student racial and ethnic diversity in higher education is an important and timely topic, as institutions, policy-makers, and economists increasingly recognize the value that accrues at many levels of having a skilled and diverse student body and workforce. Students benefit from learning in a diverse environment; firms may benefit from a diverse workforce; and more demographically diverse regions make experience higher rates of economic growth. However, the forces governing institution-level student diversity are poorly understood, as little prior research on the topic exists. This paper uses school enrollment data to parse out the contribution institutional characteristics, geographical setting, and local demographic characteristics make to student body diversity at each level of study. Results indicate that geographical location and local demographic composition play a role in student body diversity, as do the type and orientation of the institution. Institutional characteristics explain a lot of the variation in student body diversity and actual location of schools matters less than the demographic composition of young people around that location. Two broad conclusions emerge with regard to schools seeking to increase their student diversity. First, some may find their efforts hampered by circumstances outside their control (location, for example). Second, the influence of public/private status and even school size suggest further research on the ways in which these factors influence student diversity so that eventual policy action can be more effective. PMID:25425748

The Impact of Diversity Courses on College Students' Moral Development

ERIC Educational Resources Information Center

Parker, Eugene T., III; Barnhardt, Cassie L.; Pascarella, Ernest T.; McCowin, Jarvis A.

2016-01-01

We utilized data from a multi-institutional longitudinal study to investigate the association between diversity-related coursework and moral development among students over 4 years of college. Our findings parallel the prior research, which support the positive effects of diversity on college students, by offering new evidence that diversity…

Research in the School of Languages and Linguistics at Griffith University

ERIC Educational Resources Information Center

Fenton-Smith, Ben; Walkinshaw, Ian

2014-01-01

Griffith University is set across five campuses in south-east Queensland, Australia, and has a student population of 43,000. The School of Languages and Linguistics (LAL) offers programs in linguistics, international English, Chinese, Italian, Japanese and Spanish, as well as English language enhancement courses. Research strands reflect the…

Effectively Teaching Diverse Student Groups: A Reflection on Teaching and Learning Strategies

ERIC Educational Resources Information Center

Trees, Kathryn

2013-01-01

This paper discusses facilitating student collegiality within diverse student groups. It argues that diverse student groups of international, domestic, mature age and Gen Y students often have similar difficulties and strengths although they may occur for quite different reasons and understanding this is useful when deciding on teaching and…

Identification of Gifted Students in Oman: Gender and Grade Differences on the Gifted Rating Scales-School Form

ERIC Educational Resources Information Center

Mohamed, Ahmed Hassan Hemdan; Kazem, Ali Mahdi; Pfeiffer, Steven; Alzubaidi, Abdul-Qawi; Elwan, Reda Abu; Ambosaidi, Abdullah; Al-Washahi, Mariam; Al-Kharosi, Tarek

2017-01-01

Research suggests that teacher-completed gifted screening scales can reduce undernomination of students with culturally and linguistically diverse backgrounds. The purpose of this study was to examine the use of the Gifted Rating Scales-School Form (GRS-S) in the identification of gifted students in Oman. The participants of the study represented…

School ethnic diversity and White students' civic attitudes in England.

PubMed

Janmaat, Jan Germen

2015-01-01

The current paper focuses on White British students in lower secondary education and investigates the effect of school ethnic diversity on their levels of trust and inclusive attitudes towards immigrants. Use is made of panel data of the Citizenship Education Longitudinal Study (CELS) to explore these relationships. Ethnic diversity is measured with the proportion of students in a grade identifying with a minority. In agreement with contact theory, the paper initially finds a positive relation between diversity and inclusive attitudes on immigrants. However, this link disappears once controls for social background, gender and prior levels of the outcome are included in the model. This indicates that students with particular pre-enrolment characteristics have self-selected in diverse schools and that inclusive attitudes have stabilized before secondary education. Diversity further appears to have a negative impact on trust, irrespective of the number of controls added to the model. Copyright © 2014 Elsevier Inc. All rights reserved.

Border Crossings: Engaging Students in Diversity Work and Intergroup Relations

ERIC Educational Resources Information Center

Rose, Susan D.; Bylander, Joyce

2007-01-01

As an innovative model for diversity education, Dickinson College designed the "Crossing Borders" program to encourage culturally diverse students to live, work, and study together in multiple contexts both within the United States and abroad. Envisioning a series of crossings, the program brings together up to 20 students from Dickinson…

Practical Considerations for Working with Latino and Asian American Students and Families

ERIC Educational Resources Information Center

Moreno, Gerardo; Wong-Lo, Mickie

2011-01-01

Preparing educators to work with students from culturally and linguistically diverse (CLD) background is increasingly valued as the demographics of today?s classrooms continue to evolve. Embracing cultural differences and recognizing the distinctive factors associated within the composition of CLD families are critical elements as educators become…

Laptop Use, Interactive Science Software, and Science Learning among At-Risk Students

ERIC Educational Resources Information Center

Zheng, Binbin; Warschauer, Mark; Hwang, Jin Kyoung; Collins, Penelope

2014-01-01

This year-long, quasi-experimental study investigated the impact of the use of netbook computers and interactive science software on fifth-grade students' science learning processes, academic achievement, and interest in further science, technology, engineering, and mathematics (STEM) study within a linguistically diverse school district in…

Kansas Working Papers in Linguistics, Volume 17, Numbers 1 and 2.

ERIC Educational Resources Information Center

Linn, Mary Sarah, Ed.; Oliverio, Giulia R. M., Ed.

"Kansas Working Papers in Linguistics" is intended as a forum for the presentation of the latest original research by the faculty and students of the Department of Linguistics and other related departments of the University of Kansas. Papers in this volume include: "Some Issues in Japanese Accent" (Kenneth Miner);…

Diversity Education across the Undergraduate Curriculum: Student Perspectives

ERIC Educational Resources Information Center

Baillargeon, Jane

2013-01-01

This qualitative study uses narrative inquiry methodologies informed by Indigenous research methods to examine the changes in students' perspectives of diversity, including race, ethnicity, gender, religion, politics, sexual orientation, socioeconomic status, physical and cultural diversity, as they are exposed to the "other" in their…

The search for common ground: Part I. Lexical performance by linguistically diverse learners.

PubMed

Windsor, Jennifer; Kohnert, Kathryn

2004-08-01

This study examines lexical performance by 3 groups of linguistically diverse school-age learners: English-only speakers with primary language impairment (LI), typical English-only speakers (EO), and typical bilingual Spanish-English speakers (BI). The accuracy and response time (RT) of 100 8- to 13-year-old children in word recognition and picture-naming tasks were analyzed. Within each task, stimulus difficulty was manipulated to include very easy stimuli (words that were high frequency/had an early age of acquisition in English) and more difficult stimuli (words of low frequency/late age of acquisition [AOA]). There was no difference among groups in real-word recognition accuracy or RT; all 3 groups showed lower accuracy with low-frequency words. In picture naming, all 3 groups showed a longer RT for words with a late AOA, although AOA had a disproportionate negative impact on BI performance. The EO group was faster and more accurate than both LI and BI groups in conditions with later acquired stimuli. Results are discussed in terms of quantitative differences separating EO children from the other 2 groups and qualitative similarities linking monolingual children with and without LI.

Identifying risk for language impairment in children from linguistically diverse low-income schools.

PubMed

Jacobson, Peggy F; Thompson Miller, Suzanne

2017-12-07

To improve screening procedures for children in a linguistically diverse context, we combined tasks known to reveal grammatical deficits in children with language impairment (LI) with training to facilitate performance on a verb elicitation task. Sixty-four first grade children participated. The objective grammatical measures included elicitation of 12 past tense regular verbs preceded by a teaching phase (teach-test), the sentence recall (SR) subtest of the Clinical evaluation of language fundamentals (CELF-4), and a tally of all conjugated verbs from a narrative retell task. Given the widespread reliance on teacher observation for the referral of children suspected of having LI, we compared our results to the spoken language portion of the CELF-4 teacher observational rating scale (ORS). Using teacher observation as a reference for comparison, the past tense elicitation task and the SR task yielded strong discriminating power, but the verb tally was relatively weak. However, combining the three tasks yielded the highest levels of sensitivity (75%) and specificity (92%) than any single measure on its own. This study contributes to alternative assessment practices by highlighting the potential utility of adding a teaching component prior to administering informal grammatical probes.

Applied Linguistics and the "Annual Review of Applied Linguistics."

ERIC Educational Resources Information Center

Kaplan, Robert B.; Grabe, William

2000-01-01

Examines the complexities and differences involved in granting disciplinary status to the role of applied linguistics, discusses the role of the "Annual Review of Applied Linguistics" as a contributor to the development of applied linguistics, and highlights a set of publications for the future of applied linguistics. (Author/VWL)

Efficacy of ACA Strategies in Biography-Driven Science Teaching: An Investigation

ERIC Educational Resources Information Center

MacDonald, Grizelda L.; Miller, Stuart S.; Murry, Kevin; Herrera, Socorro; Spears, Jacqueline D.

2013-01-01

This study explored the biography-driven approach to teaching culturally and linguistically diverse students in science education. Biography-driven instruction (BDI) embraces student diversity by incorporating students' sociocultural, linguistic, cognitive, and academic dimensions of their biographies into the learning process (Herrera in…

Passionate Pedagogy and Emotional Labor: Students' Responses to Learning Diversity from Diverse Instructors

ERIC Educational Resources Information Center

Schueths, April M.; Gladney, Tanya; Crawford, Devan M.; Bass, Katherine L.; Moore, Helen A.

2013-01-01

This qualitative study examines emotion themes reflected in student evaluations from required diversity courses at a predominantly white, US public university. We analyze two years of student evaluations for 29 instructors. Situated by the work of Acker, Jaggar, and Hochschild, we find contradictory themes of perceived instructional bias and the…

Word on the Street: Investigating Linguistic Landscapes with Urban Canadian Youth

ERIC Educational Resources Information Center

Burwell, Catherine; Lenters, Kimberly

2015-01-01

This article reports on a case study inspired by the concept of "linguistic landscapes." We collaborated with a group of Humanities teachers to design and implement the "Word on the Street" project, in which Grade 10 students took on the role of researchers to explore the linguistic, visual and spatial texts of their…

Understanding Students' Precollege Experiences with Racial Diversity: The High School as Microsystem

ERIC Educational Resources Information Center

Park, Julie J.; Chang, Stephanie H.

2015-01-01

Few qualitative studies consider how high school experiences affect readiness for diversity engagement in college. Using data from an ethnographic case study, three central trends (student experiences within homogeneous high schools, racial divisions within diverse high schools, and students who attended diverse high schools but had little…

Medical students' perceptions of racial diversity and gender equality.

PubMed

Lee, May; Coulehan, John L

2006-07-01

To assess attitudes of medical students toward issues of racial diversity and gender equality and to ascertain changes in these attitudes during the pre-clinical curriculum. Attitudes toward multiculturalism and gender equality were assessed using a 43-item questionnaire. The survey was completed by incoming Year 1 students in 2000 and 2001, and was completed again in 2002 by the students who had entered in 2000. Mean scores were analysed at baseline by gender, ethnic group and political affiliation using analysis of variance. The paired scores of the first and follow-up surveys of the 2000 entering class were compared using paired t-tests. Upon entry into medical school, women, minority group students and Democrats scored significantly higher on the cultural sensitivity scale than their comparison groups. No significant changes were seen overall in the matched data. However, minority groups showed a significant increase in scores, while Republicans and white men experienced a non-significant decline. In addition, incoming students judged cultural competency education to be important. The perceived need to increase the numbers of minority group doctors varied by gender, ethnic group and political affiliation. Among incoming medical students, perceptions of racial diversity and gender equality vary along ethnic, gender and political lines. Additionally, pre-clinical education was associated with increased cultural sensitivity by minority group students, but not by others. These findings demonstrate the continuing need for diversity in medical school and for medical students to recognise and address their personal and group biases.

Differentiated Instruction for Students with Disabilities: Using DI in the Music Classroom

ERIC Educational Resources Information Center

Darrow, Alice-Ann

2015-01-01

Students come to the music classroom with different educational readiness, learning styles, abilities, and preferences. In addition to these learner differences, classrooms in the United States are becoming more linguistically and culturally diverse each year. Differentiated instruction is an approach to teaching and learning that allows for these…

Student perspectives on the diversity climate at a U.S. medical school: the need for a broader definition of diversity.

PubMed

Dhaliwal, Jasmeet S; Crane, Lori A; Valley, Morgan A; Lowenstein, Steven R

2013-04-17

Medical schools frequently experience challenges related to diversity and inclusiveness. The authors conducted this study to assess, from a student body's perspective, the climate at one medical school with respect to diversity, inclusiveness and cross-cultural understanding. In 2008 students in the doctor of medicine (MD), physical therapy (PT) and physician assistant programs at a public medical school were asked to complete a diversity climate survey consisting of 24 Likert-scale, short-answer and open-ended questions. Questions were designed to measure student experiences and attitudes in three domains: the general diversity environment and culture; witnessed negative speech or behaviors; and diversity and the learning environment. Students were also asked to comment on the effectiveness of strategies aimed at promoting diversity, including diversity and sensitivity training, pipeline programs, student scholarships and other interventions. Survey responses were summarized using proportions and 95 percent confidence intervals (95% CI), as well as inductive content analysis. Of 852 eligible students, 261 (31%) participated in the survey. Most participants agreed that the school of medicine (SOM) campus is friendly (90%, 95% CI 86 to 93) and welcoming to minority groups (82%, 95% CI 77 to 86). Ninety percent (95% CI 86 to 93) found educational value in a diverse faculty and student body. However, only 37 percent (95% CI 30 to 42) believed the medical school is diverse. Many survey participants reported they have witnessed other students or residents make disparaging remarks or exhibit offensive behaviors toward minority groups, most often targeting persons with strong religious beliefs (43%, 95% CI 37 to 49), low socioeconomic status (35%, 95% CI 28 to 40), non-English speakers (34%, 95% CI 28 to 40), women (30%, 95% CI 25 to 36), racial or ethnic minorities (28%, 95% CI 23 to 34), or gay, lesbian, bisexual or transgendered (GLBT) individuals (25%, 95% CI 20 to 30

Impact of reflective writing assignments on dental students' views of cultural competence and diversity.

PubMed

Isaac, Carol; Behar-Horenstein, Linda; Lee, Barbara; Catalanotto, Frank

2015-03-01

To respond to widespread disparities in access to oral health care, the Institute of Medicine, the Commission on Dental Accreditation (CODA), and the U.S. surgeon general have stressed that prospective dentists should become culturally competent, socially responsible practitioners. The aim of this study was to examine linguistic differences in dental students' reflective writing assignments before and after interviewing an individual who was culturally different from themselves. The authors analyzed 160 documents from 80 first-year dental students at the University of Florida in 2012. This cohort consisted of 36 male (45%) and 44 female (55%) students; 26 (32%) were from underrepresented minority (URM) groups and 54 (68%) were identified as white non-minority. Text analysis software identified word counts, categories, frequencies, and contexts. Significantly positive differences occurred for interviews between assignments 1 and 2 (p=0.005 to p<0.001) in five areas of cultural diversity. Differences were observed for Factor 1 ("important others' influence") between assignments (p<0.001), assignments by interview categories (p=0.033), and URM/majority participants by assignments by interview category (p=0.018). Factor 4 ("my social world in relation to others") was statistically different between assignments for URM/majority participants (p=0.019). Factor 5 ("wrong because") was statistically different for gender (p=0.041), suggesting that males may have experienced a rebound effect from stereotype suppression. The findings suggest that the use of reflective writing and interviews affected the students' awareness of how important others had influenced their lives and attitudes and facilitated their questioning preconceived assumptions. Reactions to coursework focusing on social and personal domains warrant further investigation.

The Language Lessons around Us: Undergraduate English Pedagogy and Linguistic Landscape Research

ERIC Educational Resources Information Center

Chesnut, MIchael; Lee, Vivian; Schulte, Jenna

2013-01-01

This narrative article analyses three Korean undergraduate students' experiences conducting a linguistic landscape research project. Linguistic landscape research, the study of publicly displayed language such as billboards and other signs, is a relatively new area of scholarly interest. However, there has been only limited study of using…

Increasing the linguistic competence of the nurse with limited English proficiency.

PubMed

Guttman, Minerva S

2004-01-01

Teaching linguistic competence to nursing students educated in the United States but whose families are recent immigrants is a difficult task for nurse educators. Although students may easily learn the mechanics of a new language, the cultural differences must also be addressed. In the face of the current nursing shortage, it is critically important that strategies to improve linguistic competence be incorporated into curricular efforts. This article describes integrated skills reinforcement as one academic strategy to improve reading, speaking, listening, and writing skills. Suggestions are made for incorporating and evaluating these techniques.

On the Diversity of Linguistic Data and the Integration of the Language Sciences.

PubMed

D'Alessandro, Roberta; van Oostendorp, Marc

2017-01-01

An integrated science of language is usually advocated as a step forward for linguistic research. In this paper, we maintain that integration of this sort is premature, and cannot take place before we identify a common object of study. We advocate instead a science of language that is inherently multi-faceted, and takes into account the different viewpoints as well as the different definitions of the object of study. We also advocate the use of different data sources, which, if non-contradictory, can provide more solid evidence for linguistic analysis. Last, we argue that generative grammar is an important tile in the puzzle.

Proceedings 2015: Selected Papers from the Nineteenth College-Wide Conference for Students in Languages, Linguistics & Literature (19th, Honolulu, Hawai'i, April 18, 2015)

ERIC Educational Resources Information Center

Aguirre, Samuel, Ed.; Plumb, Emily Gazda, Ed.; Martin, Kristyn, Ed.

2016-01-01

The theme for this year's annual Graduate Student Conference of the College of Languages, Linguistics and Literature (LLL) was "In a Word," which captured a basic component that runs through the College of LLL since words are essential to the work students do in each of the departments that form the College. The conference opened with a…

English Linguistics, An Introductory Reader.

ERIC Educational Resources Information Center

Hungerford, Harold, Ed.; And Others

The readings in this volume have been selected for college level and graduate students in English who need an introduction to English linguistics which is neither too advanced or specialized, but has a broad range of interests. The editors (Harold Hungerford, Jay Robinson, and James Sledd) have prepared this anthology to use in their own teaching,…

Bilingual teaching for multilingual students? Innovative dual-medium models in Slovene-German schools in Austria

NASA Astrophysics Data System (ADS)

Purkarthofer, Judith; Mossakowski, Jan

2011-12-01

Traditional bilingual education programmes in regional linguistic minority contexts face major challenges within the recent paradigm of linguistic diversity against a background of increasing migration, mobility and trans-locality. Based on three case studies, the authors of this paper focus on how particular dual-medium models are applied in Slovene-German schools in Carinthia, Austria. They examine not only how these schools provide for a balanced bilingual teaching and learning environment, but also how they deal with their students' multilingual realities and support their identification with bi- and multilingualism. The authors regard schools as institutional sites where linguistic dispositions are subject to discursive power relations and where language policies and educational goals are negotiated by teachers, parents and students alike. Drawing on speaker-centred and ethnographic approaches in sociolinguistic research, the authors seek to document experiences of all actors involved as well as spatial and discursive practices. Through this the authors show how these dual-medium schools achieve particular profiles in multilingual education which are potentially regarded as innovative examples of best-practice and as being of interest for students and families with heterogeneous linguistic backgrounds.

'Opening Up' a Science Task: An Exploration of Shifting Embodied Participation of a Multilingual Primary Student

ERIC Educational Resources Information Center

Gómez Fernández, Roberto; Siry, Christina

2018-01-01

Culturally and linguistically diverse (CLD) students have different home languages and cultures from many of their peers, In our context, these students suffer from higher school drop-out rates than their peers and are far behind their peers in sciences. This study investigates the interactions of a nine-year-old child whose home language is…

Pre-Service Teachers' Perceptions towards Multicultural Education & Teaching of Culturally & Linguistically Diverse Learners

ERIC Educational Resources Information Center

Taylor, Roben; Kumi-Yeboah, Alex; Ringlaben, Ravic P.

2016-01-01

The issue of diversity in U.S. K-12 schools requires significant training and experiences for preservice teachers to recognize the importance of students' socio-cultural, religious values, and the influence their cultural background have in their quest to succeed in their educational endeavors. This study provides significant information to…

English Medium Instruction (EMI) as Linguistic Capital in Nepal: Promises and Realities

ERIC Educational Resources Information Center

Sah, Pramod Kumar; Li, Guofang

2018-01-01

This article reports on a critical qualitative case study of an EMI-based, underresourced public school in Nepal through Bourdieu's lens of linguistic capital. As the data analysis revealed, parents, students, and teachers regarded EMI as a privileged form of linguistic capital for developing advanced English skills, enhancing educational…

Language used in interaction during developmental science instruction

NASA Astrophysics Data System (ADS)

Avenia-Tapper, Brianna

The coordination of theory and evidence is an important part of scientific practice. Developmental approaches to instruction, which make the relationship between the abstract and the concrete a central focus of students' learning activity, provide educators with a unique opportunity to strengthen students' coordination of theory and evidence. Therefore, developmental approaches may be a useful instructional response to documented science achievement gaps for linguistically diverse students. However, if we are to leverage the potential of developmental instruction to improve the science achievement of linguistically diverse students, we need more information on the intersection of developmental science instruction and linguistically diverse learning contexts. This manuscript style dissertation uses discourse analysis to investigate the language used in interaction during developmental teaching-learning in three linguistically diverse third grade classrooms. The first manuscript asks how language was used to construct ascension from the abstract to the concrete. The second manuscript asks how students' non-English home languages were useful (or not) for meeting the learning goals of the developmental instructional program. The third manuscript asks how students' interlocutors may influence student choice to use an important discourse practice--justification--during the developmental teaching-learning activity. All three manuscripts report findings relevant to the instructional decisions that teachers need to make when implementing developmental instruction in linguistically diverse contexts.

Facilitating Transitions to College for Students with Disabilities from Culturally and Linguistically Diverse Backgrounds

ERIC Educational Resources Information Center

Oesterreich, Heather A.; Knight, Michelle G.

2008-01-01

The overrepresentation of working-class African American, Latino/Latina, and Native American students in special education has been well documented and the implications that are raised for identification and intake of students with disabilities have been the focus of special education reform for many years. Even as schools have worked to change…

Developing Written Information for Cancer Survivors from Culturally and Linguistically Diverse Backgrounds: Lessons Learnt.

PubMed

Wiley, Georgina; Piper, Amanda; Phyllis Butow, A M; Schofield, Penny; Douglas, Fiona; Roy, Jane; Nolte, Linda; Jefford, Michael

2018-01-01

Australia is a multicultural nation with a large migrant population. Migrants with cancer report inferior quality of life and the need for more information in their own language. This paper describes lessons learnt from developing culturally appropriate written information resources with and for Arabic, Italian, and Vietnamese cancer survivors and carers. The information needs of survivors from these language groups as well as guidelines for the development of written resources for culturally diverse populations were identified through literature review. Community consultation was undertaken with focus groups. The content was developed and tested with health professionals who spoke the appropriate language and focus group participants, ensuring relevance and appropriateness. Resource design and dissemination were informed through community consultation. A number of key tasks for developing resources were identified as follows: (1) community engagement and consultation; (2) culturally sensitive data collection; (3) focus group facilitators (recruitment and training); (4) content development; (5) translation and review process; (6) design; and (7) sustainability. This project reinforced literature review findings on the importance of cultural sensitivity in the development of resources. Engaging with community groups and incorporating culturally appropriate recruitment strategies optimises recruitment to focus groups and facilitates content development. Stakeholders and lay persons from the intended ethnic-minority communities should be involved in the development and formative evaluation of resources to ensure appropriateness and relevance and in the dissemination strategy to optimize penetration. We believe the lessons we have learnt will be relevant to any group intending to develop health information for culturally and linguistic diverse groups.

Developing Written Information for Cancer Survivors from Culturally and Linguistically Diverse Backgrounds: Lessons Learnt

PubMed Central

Wiley, Georgina; Piper, Amanda; Phyllis Butow, AM; Schofield, Penny; Douglas, Fiona; Roy, Jane; Nolte, Linda; Jefford, Michael

2018-01-01

Australia is a multicultural nation with a large migrant population. Migrants with cancer report inferior quality of life and the need for more information in their own language. This paper describes lessons learnt from developing culturally appropriate written information resources with and for Arabic, Italian, and Vietnamese cancer survivors and carers. The information needs of survivors from these language groups as well as guidelines for the development of written resources for culturally diverse populations were identified through literature review. Community consultation was undertaken with focus groups. The content was developed and tested with health professionals who spoke the appropriate language and focus group participants, ensuring relevance and appropriateness. Resource design and dissemination were informed through community consultation. A number of key tasks for developing resources were identified as follows: (1) community engagement and consultation; (2) culturally sensitive data collection; (3) focus group facilitators (recruitment and training); (4) content development; (5) translation and review process; (6) design; and (7) sustainability. This project reinforced literature review findings on the importance of cultural sensitivity in the development of resources. Engaging with community groups and incorporating culturally appropriate recruitment strategies optimises recruitment to focus groups and facilitates content development. Stakeholders and lay persons from the intended ethnic-minority communities should be involved in the development and formative evaluation of resources to ensure appropriateness and relevance and in the dissemination strategy to optimize penetration. We believe the lessons we have learnt will be relevant to any group intending to develop health information for culturally and linguistic diverse groups. PMID:29379844

Physiology Education and the Linguistic Jungle of Science

ERIC Educational Resources Information Center

Nordquist, Lina

2008-01-01

Life sciences can be complicated enough without getting into the names of all its Dalton-scale participants. For many students, composing a project plan or writing a paper is rather like learning a foreign language. In this article, the author argues that there is a linguistic jungle of science, and it may well discourage students from pursuing a…

Do Student Perceptions of Diversity Emphasis Relate to Perceived Learning of Psychology?

ERIC Educational Resources Information Center

Elicker, Joelle D.; Snell, Andrea F.; O'Malley, Alison L.

2010-01-01

We examined the extent to which students' perceived inclusion of diversity issues in the Introduction to Psychology course related to perceptions of learning. Based on the responses of 625 students, multilevel linear modeling analyses revealed that student perceptions of diversity emphasis in the class were positively related to how well students…

Mapping human genetic diversity in Asia.

PubMed

Abdulla, Mahmood Ameen; Ahmed, Ikhlak; Assawamakin, Anunchai; Bhak, Jong; Brahmachari, Samir K; Calacal, Gayvelline C; Chaurasia, Amit; Chen, Chien-Hsiun; Chen, Jieming; Chen, Yuan-Tsong; Chu, Jiayou; Cutiongco-de la Paz, Eva Maria C; De Ungria, Maria Corazon A; Delfin, Frederick C; Edo, Juli; Fuchareon, Suthat; Ghang, Ho; Gojobori, Takashi; Han, Junsong; Ho, Sheng-Feng; Hoh, Boon Peng; Huang, Wei; Inoko, Hidetoshi; Jha, Pankaj; Jinam, Timothy A; Jin, Li; Jung, Jongsun; Kangwanpong, Daoroong; Kampuansai, Jatupol; Kennedy, Giulia C; Khurana, Preeti; Kim, Hyung-Lae; Kim, Kwangjoong; Kim, Sangsoo; Kim, Woo-Yeon; Kimm, Kuchan; Kimura, Ryosuke; Koike, Tomohiro; Kulawonganunchai, Supasak; Kumar, Vikrant; Lai, Poh San; Lee, Jong-Young; Lee, Sunghoon; Liu, Edison T; Majumder, Partha P; Mandapati, Kiran Kumar; Marzuki, Sangkot; Mitchell, Wayne; Mukerji, Mitali; Naritomi, Kenji; Ngamphiw, Chumpol; Niikawa, Norio; Nishida, Nao; Oh, Bermseok; Oh, Sangho; Ohashi, Jun; Oka, Akira; Ong, Rick; Padilla, Carmencita D; Palittapongarnpim, Prasit; Perdigon, Henry B; Phipps, Maude Elvira; Png, Eileen; Sakaki, Yoshiyuki; Salvador, Jazelyn M; Sandraling, Yuliana; Scaria, Vinod; Seielstad, Mark; Sidek, Mohd Ros; Sinha, Amit; Srikummool, Metawee; Sudoyo, Herawati; Sugano, Sumio; Suryadi, Helena; Suzuki, Yoshiyuki; Tabbada, Kristina A; Tan, Adrian; Tokunaga, Katsushi; Tongsima, Sissades; Villamor, Lilian P; Wang, Eric; Wang, Ying; Wang, Haifeng; Wu, Jer-Yuarn; Xiao, Huasheng; Xu, Shuhua; Yang, Jin Ok; Shugart, Yin Yao; Yoo, Hyang-Sook; Yuan, Wentao; Zhao, Guoping; Zilfalil, Bin Alwi

2009-12-11

Asia harbors substantial cultural and linguistic diversity, but the geographic structure of genetic variation across the continent remains enigmatic. Here we report a large-scale survey of autosomal variation from a broad geographic sample of Asian human populations. Our results show that genetic ancestry is strongly correlated with linguistic affiliations as well as geography. Most populations show relatedness within ethnic/linguistic groups, despite prevalent gene flow among populations. More than 90% of East Asian (EA) haplotypes could be found in either Southeast Asian (SEA) or Central-South Asian (CSA) populations and show clinal structure with haplotype diversity decreasing from south to north. Furthermore, 50% of EA haplotypes were found in SEA only and 5% were found in CSA only, indicating that SEA was a major geographic source of EA populations.

Diversity in medical school: perceptions of first-year students at four southeastern U.S. medical schools.

PubMed

Elam, C L; Johnson, M M; Wiggs, J S; Messmer, J M; Brown, P I; Hinkley, R

2001-01-01

To assess students' perceptions of the extent of diversity in their classes, the role of diversity in their first-year curriculum, and their predictions of the amount of diversity in their future patient populations. In 1998, students at four southeastern U.S. medical schools that had distinct demographics and differing institutional missions completed a questionnaire on diversity at the end of the first year. In the instrument, diversity was defined according to nine population characteristics: age, sex, race, ethnic background, physical disability, religious affiliation, sexual orientation, socioeconomic status, and rural background (growing up in a community of less than 5,000). Responses were compared according to students' institution, sex, and race. Questionnaires were returned by 349 of 474 students (74%). Students at the school with the most diverse first-year class placed the greatest value on the contributions of diversity to the learning environment. Women students placed more value on the inclusion of diversity issues in the curriculum than did men students, and they placed greater value on understanding diversity issues in their future medical practices than did men. Compared with Asian American, Hispanic, and white students, African American students were the least likely to think that the curriculum contained adequate information about diversity. The results indicate that perceptions of diversity were influenced by the students' own demographic characteristics and those of their medical school. The more diverse the class, the more comfortable the students were with diversity and the more they valued its contribution to their medical education.

Student Diversity Augments Studying Sustainability in Higher Education

ERIC Educational Resources Information Center

Dan, Nguyen Linh; Mino, Takashi

2016-01-01

Since 2000, and especially during the United Nations Decade of Education for Sustainable Development (DESD 2005-2014), many universities have begun offering educational programmes on sustainability. Over this span, the level and type of diversity among students have only increased. This begs the question: How does university student diversity…

Multiple Uses of Applied Linguistics Literature.

ERIC Educational Resources Information Center

Casanave, Christine Pearson

2003-01-01

Discusses ways that applied linguistics literature can be used in a multidisciplinary graduate-level English for academic purposes class. Focuses on three main uses: (1) providing students with information about issues in academic and professional writing; (2) helping them make comparisons of form and style with academic articles in their own…

Support for linguistic macrofamilies from weighted sequence alignment

PubMed Central

Jäger, Gerhard

2015-01-01

Computational phylogenetics is in the process of revolutionizing historical linguistics. Recent applications have shed new light on controversial issues, such as the location and time depth of language families and the dynamics of their spread. So far, these approaches have been limited to single-language families because they rely on a large body of expert cognacy judgments or grammatical classifications, which is currently unavailable for most language families. The present study pursues a different approach. Starting from raw phonetic transcription of core vocabulary items from very diverse languages, it applies weighted string alignment to track both phonetic and lexical change. Applied to a collection of ∼1,000 Eurasian languages and dialects, this method, combined with phylogenetic inference, leads to a classification in excellent agreement with established findings of historical linguistics. Furthermore, it provides strong statistical support for several putative macrofamilies contested in current historical linguistics. In particular, there is a solid signal for the Nostratic/Eurasiatic macrofamily. PMID:26403857

The linguistically aware teacher and the teacher-aware linguist.

PubMed

McCartney, Elspeth; Ellis, Sue

2013-07-01

This review evaluates issues of teacher linguistic knowledge relating to their work with children with speech, language and communication difficulties (SLCD). Information is from Ellis and McCartney [(2011a). Applied linguistics and primary school teaching. Cambridge: Cambridge University Press], a state-of-the-art text deriving from a British Association of Applied Linguistics/Cambridge University Press expert seminar series that details: linguistic research underpinning primary school curricula and pedagogy; the form of linguistic knowledge useful for teachers supporting children with SLCD in partnership with speech and language therapists; and how and when teachers acquire and learn to apply such knowledge. Critical analysis of the options presented for teacher learning indicate that policy enjoinders now include linguistic application as an expected part of teachers' professional knowledge, for all children including those with SLCD, but there is a large unmet learning need. It is concluded that there is a role for clinical linguists to disseminate useable knowledge to teachers in an accessible format. Ways of achieving this are considered.

Linguistic Diversity in a Deaf Prison Population: Implications for Due Process

ERIC Educational Resources Information Center

Miller, Katrina R.

2004-01-01

The entire deaf prison population in the state of Texas formed the basis for this research. The linguistic skills of prison inmates were assessed using the following measures: (1) Kannapell's categories of bilingualism, (2) adaptation of the diagnostic criteria for Primitive Personality Disorder, (3) reading scores on the Test of Adult Basic…