Addressing linguistic diversity in toyen school

The program is designed for content-area teachers math, science, social studies, etc. This certificate is also valuable to content-area coaches or administrators with a commitment to diversity and social justice, and who provide support for teachers with multilingual learners in K classrooms. Additional courses and applications are required for the Endorsements.

Addressing linguistic diversity in toyen school

They have settled here from more than countries, speaking almost different languages, including 50 Indigenous languages, and they have brought diversity in religious practices, languages and customs Commonwealth of Australia Schools and teacher education institutions reflect the growing linguistic and religious diversity of our communities, and need to find ways to address both the challenges and opportunities they represent.

The study involved case studies of four public schools in the greater Sydney region that were characterised by differing degrees of cultural homogeneity: A series of structured interviews and focus group discussions in each school and its community were carried out with teachers, students, and members of school executives.

In addition, key members of the local community were interviewed, and information on cultural diversity programs in the area was obtained from local government documents.

Data were analysed using a grounded theory approach designed to allow the voices of the participants to emerge. Findings about representations of cultural diversity The study identified a number of different ways in which cultural diversity was understood and addressed at each school, and found that schools' responses to issues of diversity were shaped by the cultural context of the school and its community and by the response of the school's leadership team.

The various approaches taken by the schools could be categorised as a an active whole-school approach, b a reactive responsive approach, or c an inactive or indifferent approach.

The first school was a primary school located in an area characterised by a highly mixed and culturally diverse community with many recent arrivals.

Addressing linguistic diversity in toyen school

The school had adopted what could be described as an active integrated whole-school approach. Cultural diversity was acknowledged throughout the school, with inclusive approaches taken with students of all backgrounds. Students were encouraged to share their culture, and the school actively engaged parents through regular morning teas, the provision of bilingual newsletters, and participation in oral history projects.

Cultural liaison officers were employed to facilitate increased communication between the school and parents.

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While some of these programs represented diversity in a 'folkloric' manner, generally their impact was one of fostering a culture of inclusion in the school. The second, a secondary school, was situated in a largely monocultural area in southern Sydney.

The impact of the Cronulla beach riots on the school population became a major motivator for this school to take action to address perspectives about and issues arising from cultural diversity. A program designed to deal with cross-cultural tensions, called Cooling Conflicts, was implemented across the junior school years, and the school also began an inter-school cultural exchange program.

In the study this program was found to be an effective way of increasing levels of cultural understanding among both students and teachers, and as a means by which students could develop relationships with students from different backgrounds to their own. The third case study took place in a high school in a largely monocultural area in the northern Sydney region.

Because the immediate school context involved only a few small emerging communities and other cultural groups were largely invisible, the school did not see the need to address cultural diversity issues other than the English language needs of a small number of students.

The school saw other priorities as more important, and felt that dealing with an issue such as cultural diversity would be artificial when it was not a major concern for either the school or its community. The cultural experiences of young Muslims A major issue emerging out of the study related to the specific experience of young Muslims.

The study found that the low socioeconomic status and limited language proficiency of many of the surveyed young people limited their capacity for intercultural contact. Their comments showed that negative experiences had forced them to question their Australian-ness.

Girls who wore the hijab, for example, said they were being stereotyped and were made to feel they were no longer accepted as Australians. I have always defined myself as an Australian.Linguistic Diversity, Teaching English Language Learners (ELLs), the Debate Over Bilingual Education, and More.

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Cultural and linguistic diversity: Issues for schools Author: GerryM3. This paper discusses data from a Dutch-medium secondary school in Brussels where almost all pupils speak a different language than Dutch at home.

It illustrates that teachers’ preference for Modelling linguistic diversity at school: the excluding impact of inclusive multilingualism | SpringerLink. Adapt to diversity and the cultural contexts of the communities they serve.

Why is cultural competence important? Within an educational setting, cultural competence means finding ways to infuse knowledge and appreciation of other cultures into daily practice.

As Diversity Grows, So Must We.

The Need for Growth

have their own cultural connections and unique personal narratives that are legitimate aspects of the overall mix of school diversity. where racial, cultural, and linguistic diversity is rapidly increasing, have invested considerable time and resources in creating a climate of openness and trust.

They.

Curriculum & Leadership Journal | Addressing the challenges of cultural diversity in our schools