Culturally and Linguistically Diverse School Environments -- Exploring the Unknown

Autor/inn/en	Gilmour, Lyn; Klieve, Helen; Li, Minglin
Titel	Culturally and Linguistically Diverse School Environments -- Exploring the Unknown
Quelle	In: Australian Journal of Teacher Education, 43 (2018) 2, S.172-189, Artikel 10 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Educational Environment; Diversity (Institutional); Educational Policy; Student Diversity; High School Students; Secondary School Teachers; Dialects; Native Language; English (Second Language); Teacher Competencies; Culturally Relevant Education; Teacher Surveys; Student Surveys; Student Needs; Foreign Countries; Semi Structured Interviews; Australia + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Politics of education; Bildungspolitik; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Dialect; Dialekt; English as second language; English; Second Language; Englisch als Zweitsprache; Lehrkunst; Schülerbefragung; Ausland; Australien
Abstract	Australian education policies aspire to meet the unique needs of all students including those from linguistically diverse backgrounds; however, a first step in achieving this aim is clear identification of such students. Many children from previous migrant families and new arrivals to Australia come from homes where at least one parent speaks a language other than English. This exploratory research utilises survey and interview responses from students and staff in five Queensland state high schools. Results showed that 79.5% of the 2,484 students surveyed were from English only homes with only 10.5% classified as having English as Another Language/Dialect. The remaining 10% were also from bi/multilingual homes. While early identification of bi/multilingual students allows for appropriate assessment and strategic support, staff responses highlighted limited preservice training and/or understanding of how to support these students. Only 4.7% of staff surveyed had received any academic training, and 10.4% professional development, about teaching students from diverse backgrounds who, in the surveyed schools, accounted for 20.5% of the student cohort. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01