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Relevant bibliographies by topics / CLD (Cultural and linguistic diversity)

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Academic literature on the topic 'CLD (Cultural and linguistic diversity)'

Author: Grafiati

Published: 4 June 2021

Last updated: 4 February 2022

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Journal articles on the topic "CLD (Cultural and linguistic diversity)"

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Kosta, Joan C., and Alejandro Brice. "Supervision: The Sensitivity Awareness Supervision Model." Perspectives on Administration and Supervision 9, no. 3 (1999): 18–20. http://dx.doi.org/10.1044/aas9.3.18.

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

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Southwick, Joshua D., Lillian K. Durán, and Jared C. Schultz. "A Pragmatic Approach to Cultural Competency in Vocational Rehabilitation: The Case of Hmong Americans." Journal of Applied Rehabilitation Counseling 44, no. 3 (2013): 23–31. http://dx.doi.org/10.1891/0047-2220.44.3.23.

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Rehabilitation counselors face a complex challenge in achieving the standard of cultural competence among vocational rehabilitation (VR) consumers from all backgrounds. The purpose of this paper is to explicate an achievable approach to culturally competent VR counseling with VR consumers from Culturally and Linguistically Diverse (CLD) backgrounds. The multifaceted and contextual nature of cultural and linguistic diversity can pose challenges to both the agency and the counselor. The challenge of accurately assessing culturally relevant outcomes has obscured the value of culturally competent counseling practices. The authors propose a pragmatic approach to cultural competency based on a combination of existing cultural competency models-the Cultural Equivalence Model and Bernal's approach to the Cultural Variance Model. A detailed working example of how to use this approach with a low incidence CLD group, Hmong Americans, is provided.

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Ansorger, Jennifer. "An Analysis of Education Reforms and Assessment in the Core Subjects Using an Adapted Maslow’s Hierarchy: Pre and Post COVID-19." Education Sciences 11, no. 8 (2021): 376. http://dx.doi.org/10.3390/educsci11080376.

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Through the lens of an adapted Maslow’s hierarchy of needs, I have analyzed (1) the impact of the three main educational reforms of the 20th and 21st centuries on culturally and linguistically diverse (CLD)and low-socioeconomic (SES)students in the core subjects up to the COVID-19 pandemic; (2) the efficacy of current classroom assessment practices, and (3) a brief reimagining of how changing equity standards in teaching and assessment post-COVID-19 could aid in CLD and low-SES students achieving a higher self-esteem level. I contend that student success, or self-esteem, can only be achieved by first satisfying the needs at the lower hierarchy levels. By analyzing CLD and SES students’ school experiences, educators and policy-makers can extrapolate the requirements for inclusive, rigorous, and responsive assessments that recognize students’ needs and utilize their cultural and linguistic diversity. As states begin the shift from remote learning back to face-to-face in the fall, more significant considerations of CLD and low-SES students must be ensured.

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Maldonado, Camilo, Alejandro Ashe, Kerri Bubar, and Jessica Chapman. "American Speech-Language Pathologists' Training and Legislative Knowledge When Working With Immigrant and Refugee Populations: A Qualitative Study." Perspectives of the ASHA Special Interest Groups 4, no. 5 (2019): 1148–61. http://dx.doi.org/10.1044/2019_pers-sig17-2019-0028.

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Background American educational legislation suggests culturally competent speech and language services should be provided in a child's native language, but the number of multilingual speech-language pathologists (SLPs) is negligible. Consequently, many monolingual English-speaking practitioners are being tasked with providing services to these populations. This requires that SLPs are educated about cultural and linguistic diversity as well as the legislation that concerns service provision to non-English or limited English proficiency speakers. Purpose This qualitative study explored the experiences of monolingual, American, English-speaking SLPs and clinical fellows who have worked with immigrant and refugee families within a preschool context. It investigated what training SLPs received to serve this population and what knowledge these SLPs possessed with regard to federal legislation governing the provision of services to culturally and linguistically diverse (CLD) communities. Method Ten American clinicians with experience treating CLD children of refugee and immigrant families in the context of preschool service provision participated in the study. Semistructured interviews were utilized to better understand the type of training clinicians received prior to and during their service delivery for CLD populations. Additionally, questions were asked to explore the degree to which practitioners understood federal mandates for ethical and effective service provision. The data collected from these interviews were coded and analyzed using the principles of grounded theory. Findings The results of this study revealed that there was a general sense of unpreparedness when working with CLD clients. This lack of training also attributed to a deficiency of knowledge surrounding legislation governing service provision to CLD populations.

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O’Mara, Ben. "Aged care, cultural and linguistic diversity and IT in Australia: a critical perspective." International Journal of Migration, Health and Social Care 10, no. 2 (2014): 73–87. http://dx.doi.org/10.1108/ijmhsc-05-2013-0006.

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Purpose – The purpose of this paper is to contribute a critical perspective to debate on health disparities in Australia by examining the ways in which information technology (IT) can support more inclusive communication on aged care with refugee and migrant communities from culturally and linguistically diverse (CALD) backgrounds. Design/methodology/approach – The paper analyses research and policy literature on Australian aged care, IT and participatory approaches to health communication influenced by Friere's critical pedagogy. It distils significant themes for comparison with findings from: a qualitative research project involving communities from Vietnamese, Sudanese and Samoan backgrounds and elderly members of those groups; and, a later case study conducted with elderly women of Vietnamese background. Both projects were based in Melbourne's west. Findings – Friere's theoretical framework can be used to more fully determine the capacity of IT to perform inclusive communication on aged care with refugee and migrant communities from CALD backgrounds. This is best actioned through future research and practice that: prioritizes specific aged care issues; focuses on expanding the “transformation” and “critical consciousness” elements of Friere's dialogical theory; and, uses affordable, accessible and “multi-modal” IT combined with face-to-face bilingual facilitation and two-way communication between participants and health, community and university professionals. Research limitations/implications – Due to the conceptual nature of the paper, the research results lack generalizability. Therefore, researchers are encouraged to test the reccomendations further. Originality/value – The paper fills a gap in understanding about what may help in developing more inclusive aged care information using IT with elderly refugees and migrants from CALD backgrounds in Australia.

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Seman, Michael, Bill Karanatsios, Koen Simons, et al. "The impact of cultural and linguistic diversity on hospital readmission in patients hospitalized with acute heart failure." European Heart Journal - Quality of Care and Clinical Outcomes 6, no. 2 (2019): 121–29. http://dx.doi.org/10.1093/ehjqcco/qcz034.

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Abstract Aims Health services worldwide face the challenge of providing care for increasingly culturally and linguistically diverse (CALD) populations. The aims of this study were to determine whether CALD patients hospitalized with acute heart failure (HF) are at increased risk of rehospitalization and emergency department (ED) visitation after discharge, compared to non-CALD patients, and within CALD patients to ascertain the impact of limited English proficiency (LEP) on outcomes. Methods and results A cohort of 1613 patients discharged from hospital following an episode of acute HF was derived from hospital administrative datasets. CALD status was based on both country of birth and primary spoken language. Comorbidities, HF subtype, age, sex and socioeconomic status, and hospital readmission and ED visitation incidences, were compared between groups. A Cox proportional hazard model was employed to adjust for potential confounders. The majority of patients were classified as CALD [1030 (64%)]. Of these, 488 (30%) were designated as English proficient (CALD-EP) and 542 (34%) were designated CALD-LEP. Compared to non-CALD, CALD-LEP patients exhibited a greater cumulative incidence of HF-related readmission and ED visitation, as expressed by an adjusted hazard ratio (HR) [1.27 (1.02–1.57) and 1.40 (1.18–1.67), respectively]; this difference was not significant for all-cause readmission [adjusted HR 1.03 (0.88–1.20)]. CALD-EP showed a non-significant trend towards increased rehospitalization and ED visitation. Conclusion This study suggests that CALD patients with HF, in particular those designated as CALD-LEP, have an increased risk of HF rehospitalization and ED visitation. Further research to elucidate the underlying reasons for this disparity are warranted.

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Hewat, Sally, Joanne Walters, and Monica Lee. "The Impact of an Online Cultural Simulation Activity on the Development of Speech Pathology Students’ Cultural Empathy: A Pilot Study." International Journal of Practice-based Learning in Health and Social Care 8, no. 2 (2020): 16–28. http://dx.doi.org/10.18552/ijpblhsc.v8i2.585.

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Despite the cultural and linguistic diversity of the Australian population, research suggests that speech pathologists do not feel confident when providing services to Cultural and Linguistic Diversity (CALD) clients and would benefit from further education and training in this area. Cultural empathy has been described as a precursor to cultural competence and previous research has demonstrated the positive impact on nursing students’ cultural empathy toward CALD clients following an interactive cultural simulation experience. This study investigated the feasibility and effectiveness of an online cultural simulation activity in developing the cultural empathy of speech pathology students. Students completed an online cultural simulation in their own time, followed by a tutorial debrief. Both the simulation and debrief were considered to comprise the ‘simulation activity’; which was a component of a first-year introduction to clinical practice course. Participants completed a pre-survey and post-survey, containing the Comprehensive Empathy Scale (CES) and demographic questions. Results were analysed using the Wilcoxon Signed Rank test and a Paired Sample t-test, and a power analysis was conducted to direct future studies. Ten students participated and improved an average of 11.3 on the CES (p=0.14). A power analysis revealed that a minimum of 45 participants would be needed in future studies to observe any statistically significant results. The online application of the cultural simulation activity was feasible, and results indicate an improvement in cultural empathy, although the improvement did not reach statistical significance. Implications for future studies are discussed.

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Randon, Giulia, Paola Falloppi, Maria Chiara Costa, et al. "The Lived Experience of Nursing Students with Culturally and Linguistically Diverse (CALD) Backgrounds in Italy: A Descriptive Phenomenological Study." Journal of Transcultural Nursing 31, no. 5 (2019): 519–28. http://dx.doi.org/10.1177/1043659619889118.

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Introduction: In recent decades, Italy has been exposed to significant migrant flows resulting from political and economic instability in neighbouring countries. As a result, there has been an increased amount of cultural and linguistic diversity (CALD) among nursing students. The aim of this study was to explore the experience of CALD nursing students as lived in the Italian nursing programmes. Method: A descriptive phenomenological method was used in 2017 with the involvement of a purposeful sample of 21 CALD nursing students in five Italian Bachelor of Nursing Science campuses. Data were collected using semistructured interviews; the subsequent content analysis was conducted by two independent researchers. Results: CALD nursing students reported having lived a transformative experience based on seven themes, from “living in the middle, between belonging and detachment” to “acquiring cultural awareness and cultural sensitivity.” Discussion: Dealing with linguistic and cultural differences can affected CALD students’ academic success, but also encourages them to develop awareness and cultural sensitivity by influencing their peers and the environment of the nursing programme. Therefore, having CALD students is a great value for nursing programmes. Nursing programmes should embody the values of cultural sensitivity and acceptance, including them as a nursing care value and as a concrete strategy to support CALD students. They should also develop strategies to promote the knowledge and responsibilities of nurses among CALD students and increase cultural sensitivity among faculty members at different levels.

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Hayes, Barbara, Anne Marie Fabri, Maria Coperchini, Rafatullah Parkar, and Zoe Austin-Crowe. "Health and death literacy and cultural diversity: insights from hospital-employed interpreters." BMJ Supportive & Palliative Care 10, no. 1 (2017): e8-e8. http://dx.doi.org/10.1136/bmjspcare-2016-001225.

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Objectives001225The aim of this qualitative study is to better understand, through the experiences and insights of hospital interpreters, how people from culturally and linguistic diverse (CALD) communities might respond to advance care planning (ACP) and end-of-life discussions.MethodsHospital interpreters from five Melbourne metropolitan health services were recruited for in-depth semi-structured interviews that explored the question, ‘What can be learnt from hospital interpreters about cultural issues related to ACP and end-of-life decision-making?’ Thirty-nine interpreters, representing 22 language groups, were interviewed. Analysis of the transcribed interviews used qualitative description.ResultsThematic analysis identified three major themes: (1) moral difference; (2) health and death literacy; and (3) diversity within culture.ConclusionA value-based approach to ACP is recommended as a way to capture the person’s individual values and beliefs. Health and death literacy have been identified as areas that may be over-estimated; areas that can be addressed and improved, if recognised. Health and death literacy is a particular area that needs to be assessed and addressed as a pre-requisite to ACP discussions.

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Sanz, Jacqueline H., Julia Anixt, Laurel Bear, et al. "Characterisation of neurodevelopmental and psychological outcomes in CHD: a research agenda and recommendations from the cardiac neurodevelopmental outcome collaborative." Cardiology in the Young 31, no. 6 (2021): 876–87. http://dx.doi.org/10.1017/s1047951121002146.

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AbstractThe Neurodevelopmental and Psychological Outcomes Working Group of the Cardiac Neurodevelopmental Outcome Collaborative was formed in 2018 through support from an R13 grant from the National Heart, Lung, and Blood Institute with the goals of identifying knowledge gaps regarding the neurodevelopmental and psychological outcomes of individuals with CHD and investigations needed to advance science, policy, clinical care, and patient/family outcomes. Accurate characterisation of neurodevelopmental and psychological outcomes in children with CHD will drive improvements in patient and family outcomes through targeted intervention. Decades of research have produced a generalised perspective about neurodevelopmental and psychological outcomes in this heterogeneous population. Future investigations need to shift towards improving methods, measurement, and analyses of outcomes to better inform early identification, prevention, and intervention. Improved definition of underlying developmental, neuropsychological, and social-emotional constructs is needed, with an emphasis on symptom networks and dimensions. Identification of clinically meaningful outcomes that are most important to key stakeholders, including patients, families, schools and providers, is essential, specifically how and which neurodevelopmental differences across the developmental trajectory impact stakeholders. A better understanding of the discontinuity and patterns of neurodevelopment across the lifespan is critical as well, with some areas being more impactful at some ages than others. Finally, the field needs to account for the impact of race/ethnicity, socio-economic status, cultural and linguistic diversity on our measurement, interpretation of data, and approach to intervention and how to improve generalisability to the larger worldwide population of patients and families living with CHD.

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Dissertations / Theses on the topic "CLD (Cultural and linguistic diversity)"

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Frick, Bethany Joan. "Multicultural Considerations in Augmentative and Alternative Communication (AAC) Devices for Culturally and Linguistically Diverse AAC Users." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1585242427166751.

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Price, Gaylene. "Scaffolding teacher learning : examining teacher practice and the professional development process of teachers with culturally and linguistically diverse (CLD) learners : a dissertation submitted to the College of Education, University of Canterbury at Christchurch in partial fulfilment of the requirement of the degree of Master of Teaching and Learning EDTL 904, University of Canterbury /." Thesis, University of Canterbury. Educational Studies and Human Development, 2008. http://hdl.handle.net/10092/2682.

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Teachers work in complex and demanding times with an increasing number of students from culturally and linguistically diverse backgrounds (CLD) in classrooms. These students are over represented in statistics of under achievement. All teachers are teachers of academic language, and while no child is born with school language as a first language, for some students the match between home and school is more closely aligned than for other students. Teachers are expected to be culturally responsive, ensuring the languages and culture of students is visible in the classroom environment and the classroom curriculum. Despite the increasing knowledge about the specific strategies and approaches that will most effectively support CLD students in classrooms, the teaching of CLD students within mainstream contexts remains far from ideal. Teachers need support to access the principles of effective teaching of CLD learners that are available, and importantly to transfer the knowledge into classroom practice. Professional development and learning is linked to improved teacher practice and student learning outcomes. When teachers have opportunities to be engaged in successful elements of in-depth professional learning such as in-class modelling, observation and feedback, and co-construction of teaching and planning they are able to demonstrate improved pedagogical content knowledge. Their beliefs may also need to be challenged. The study was conducted in two schools in a large city in New Zealand where I am employed as an ESOL and literacy adviser. Using an action research method I was able to examine how a professional development and learning process shaped my own knowledge and practice as well as teacher knowledge and practice. The study fills a research space to gain insights into the effective professional learning processes that impact on teacher strategies and approaches with their CLD learners A central tenet of this research is that teachers can improve their practice of teaching CLD students and they can specifically learn strategies and approaches that are considered effective for them.

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Ward, Natalia, Amber N. Warren, A. Rountree, and M. Dias. "Analyzing Science Read-Aloud Texts for Cultural and Linguistic Diversity." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5949.

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The study discussed investigates the range and variability of cultural and linguistic diversity as represented in interdisciplinary text sets for science read-alouds in Grades K–3. Presenters share their analysis, discuss implications, and offer alternatives for locating texts that include culturally and linguistically relevant depictions of target topics.

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Hong, Huili, Karin Keith, Renee Rice Moran, and LaShay Jennings. "Listening to Teachers’ and Teacher Candidates’ Discounted Stories about Cultural and Linguistic Diversity." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/994.

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Sargazi, Hossnieh. "Managing linguistic and cultural diversity in Merseyside's primary schools : theory, policy and practice." Thesis, Liverpool John Moores University, 2011. http://researchonline.ljmu.ac.uk/6120/.

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Throughout the English-speaking world, minority language children (LMC) or children who speak English as an additional language (EAL) are being educated in mainstream classrooms where they have little or no opportunity to use their mother tongue. This study investigates how educators at primary schools in Merseyside, where English is usually the only language in the classroom, respond to the educational and academic needs (linguistic, cognitive) of LMC/EAL children. It addresses socio-linguistic issues, teaching strategies and instructional approaches related to linguistic development and academic achievement of LMCIEAL pupils. It outlines the background to policy and practice in relation to LMCIEAL pupils in Britain. School districts across the United Kingdom are serving increasing number of children from varied cultural and social-linguistic backgrounds in mainstream classrooms. While the population of LMC/EAL will continue to increase, the majority of teachers and those in teacher programs are mainly from a white British background with limited awareness, knowledge and understanding of linguistic needs of LMC/EAL children in mainstream classrooms. Thus, a major challenge for educators is to develop and provide resources that enable teaching such diverse populations to become more effective. The research investigates in particular, how well local authorities and schools can raise standards for all learners in mainstream primary classrooms and examines the ways in which mainstream educational policy and practice has attempted to adapt in recognising that linguistic diversity is the norm rather than the exception in modem British society. The research focuses on what instructional strategies that schools employ in order to provide the best support for language minority children in the classroom in term of the individually focused approaches to learning, closer link between school and home and resources available for schools serving LMC/EAL pupils. The focus of this research is on the experience of staff from 20 primary schools within two local authorities in Merseyside. Questionnaires, semi-structured interviews with the primary schools staff and local authority advisers and government/school policy documents were used as data sources. The results of the study showed that the institution and community (use of first language) play a role in academic achievement of LMC/EAL pupils. The study revealed that teachers within mainstream classrooms recognise the importance of bilingualism, but due to the lack of resources and support, they found it hard to put it into practice. The results indicated that most participants were from a dominant language (English) background, which lack the awareness and experience needed to be effective in multi cultural classrooms. Suggestions are made for improved content delivery and further research including bilingualism as a teaching approach should become a legitimate topic for discussion and further research.

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Wang, Rayna. "Exemplary practices that affirm and promote cultural and linguistic diversity in head start classrooms." Thesis, Boston College, 2017. http://hdl.handle.net/2345/bc-ir:107433.

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Thesis advisor: Mariela Paez<br>With the continued growth of culturally and linguistically diverse (CLD) students, it is necessary for teachers to be intentional about serving students whose backgrounds are assets but nonetheless different from the dominant culture and language in American society. Because most research on teaching practices has focused on the academic development of children in preschool, this study tries to fill a gap in the literature by examining teaching practices that respond to and affirm cultural diversity. After conducting interviews and observations in three Head Start classrooms, four core teacher beliefs (reciprocal relationships with family, importance of home language, social emotional emphasis, and inclusion of culture) were identified across the sites; these beliefs impacted how teachers created a multicultural space and tailored instruction for students. The findings contribute to the field by providing insight for how teachers can continue to foster inclusive classrooms that value and celebrate children’s unique identities<br>Thesis (BA) — Boston College, 2017<br>Discipline: Departmental Honors<br>Discipline: Education

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Grossman, Kelly Marie. "Negotiating the Non-Negotiable: Re-visioning Writing Center Approach to Cultural and Linguistic Diversity." Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1375279778.

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Heusing, Gerald. "Aspekte der linguistischen und kulturellen Komplexität Ugandas." Universität Leipzig, 2005. https://ul.qucosa.de/id/qucosa%3A33605.

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Diese Ausgabe präsentiert 6 Artikel, die sich mit der linguistischen und kulturellen Diversität in der Republik Uganda befassen. Besondere Aufmerksamkeit gilt der Frage, wie sich Sprache, Sprachvielfalt und Multilingualismus in öffentlichen und kulturellen Bereichen des täglichen Lebens widerspiegeln. Die Artikel basieren auf Daten und Erfahrungen, die im März 2003 in Uganda gesammelt wurden.

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Barinaga, Ester. "Levelling vagueness : a study of cultural diversity in an international project group." Doctoral thesis, Stockholm : Economic Research Institute, Stockholm School of Economics (EFI), 2002. http://www.hhs.se/efi/summary/594.htm.

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Runciman, Talya. "From Deficit to Diversity: Inviting learners to use their linguistic and cultural repertoires for Literacy Learning." Master's thesis, Faculty of Humanities, 2018. http://hdl.handle.net/11427/30120.

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This study explores how teaching strategies that constructively employ learners’ linguistic and cultural resources can enhance their learning and participation in literacy lessons. In South Africa, as elsewhere in the world, language policies tend to favour English as the sole medium of instruction and oppose multilingual teaching (Creese and Blackledge, 2010; McKinney, 2017). However, these linguistic restrictions on teaching are hugely problematic for the majority of South African learners who do not have access to dominant language and cultural practices. This study draws on sociocultural theory in that it views language use in the classroom to have a social context, where language regimes at play in greater society determine the language ideologies of teaching and learning in the classroom (Makoe and McKinney, 2014). In addition, this study draws on recent research that advocates multilingual teaching strategies such as translanguaging and translation (Gardia and Sylvan, 2011; McKinney, 2017; Probyn, 2006), as well as drawing on learners’ cultural repertoires and the use of multimodal activities (Newfield, 2011; Stein and Newfield, 2006). The data discussed in this study is drawn from a teaching intervention with Grade 1 and 2 learners that was implemented in a South African primary school. This intervention primarily focused on inviting learners to use their linguistic and cultural repertoires during after-school literacy lessons. Using a linguistic ethnographic approach (Copland and Crease, 2015), this qualitative study describes and analyses the benefits of using such teaching methodologies. This study shows how using learners’ full linguistic and cultural repertoires and multimodal interactions is beneficial to their learning.

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Books on the topic "CLD (Cultural and linguistic diversity)"

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Jordan, Peter, Ethan E. Cochrane, and James Steele. Cultural and linguistic diversity: Evolutionary approaches. Royal Society, 2010.

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Guillermo, Solano Flores, ed. Cultural validity in assessment: Addressing linguistic and cultural diversity. Routledge, 2011.

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Language rights and cultural diversity. Center for Basque Studies/University of Nevada, Reno, 2014.

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Resource guide on cultural and linguistic diversity. Singular Pub. Group, 2000.

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Martin, Deirdre. Language disabilities in cultural and linguistic diversity. Multilingual Matters, 2009.

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Speech pathology in cultural and linguistic diversity. Whurr, 2002.

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Lê, Quỳnh. Linguistic diversity and cultural identity: A global perspective. Nova Science Publisher's, 2011.

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Chang, Hedy Nai-Lin. Affirming children's roots: Cultural and linguistic diversity in early care and education. California Tomorrow, 1993.

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Cummins, Jim. The challenge of diversity: Adjusting to the cultural and linguistic realities of the mainstream classroom. Ontario Institute for Studies in Education, 1994.

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Bakeĭkin, S. D. Linguistic and cultural diversity in cyberspace: Proceedings of the International Conference : Yakutsk, Russian Federation, 2-4 July, 2008. Interregional library cooperation centre, 2011.

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Book chapters on the topic "CLD (Cultural and linguistic diversity)"

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Maffi, Luisa. "2. Linguistic Diversity." In Cultural and Spiritual Values of Biodiversity. Practical Action Publishing, 1999. http://dx.doi.org/10.3362/9781780445434.002.

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Dovchin, Sender, Alastair Pennycook, and Shaila Sultana. "Transglossia and Cultural Jamming: Parodies and Group Solidarity." In Popular Culture, Voice and Linguistic Diversity. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-61955-2_7.

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Lupyan, Gary, and Rick Dale. "Chapter 11. The role of adaptation in understanding linguistic diversity." In Cognitive Linguistic Studies in Cultural Contexts. John Benjamins Publishing Company, 2015. http://dx.doi.org/10.1075/clscc.6.11lup.

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Frings-Hessami, Viviane. "Embracing the Diversity: Teaching Recordkeeping Concepts to Students from Different Cultural and Linguistic Backgrounds." In Diversity, Divergence, Dialogue. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71292-1_42.

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Dieter, Hermann H. "Chapter 15. Protection of the World’s Linguistic and Ecological Diversity: Two Sides of the Same Coin." In Cultural Imperialism, edited by Bernd Hamm and Russell Smandych. University of Toronto Press, 2005. http://dx.doi.org/10.3138/9781442602090-024.

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Sears, Coreen. "Chapter 17. Listening to Parents: Acknowledging the Range of Linguistic and Cultural Experience in an Early Childhood Classroom." In Welcoming Linguistic Diversity in Early Childhood Classrooms, edited by Edna Murphy. Multilingual Matters, 2011. http://dx.doi.org/10.21832/9781847693488-019.

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Ndhlovu, Finex. "Prospects for Linguistic and Cultural Diversity to Enhance African Political Governance." In Governance and Societal Adaptation in Fragile States. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-40134-4_9.

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Taylor, Shelley K. "15. From ‘Monolingual’ Multilingual Classrooms to ‘Multilingual’ Multilingual Classrooms: Managing Cultural and Linguistic Diversity in the Nepali Educational System." In Managing Diversity in Education, edited by David Little, Constant Leung, and Piet Van Avermaet. Multilingual Matters, 2013. http://dx.doi.org/10.21832/9781783090815-017.

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van der Veen, Lolke, Lluis Quintana-Murci, and David Comas. "Linguistic, cultural and genetic perspectives on human diversity in west-central Africa." In Becoming Eloquent. John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/z.152.04ch3.

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Romaine, Suzanne. "The Global Extinction of Languages and Its Consequences for Cultural Diversity." In Cultural and Linguistic Minorities in the Russian Federation and the European Union. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-10455-3_2.

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Conference papers on the topic "CLD (Cultural and linguistic diversity)"

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Cao, Thi Hao. "Research on Tay Ethnic Minority Literature in Vietnam Under Cultural View." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.3-3.

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The Tay people are an ethnic minority of Vietnam. Tay literature has many unique facets with relevance to cultural identity. It plays an important part in the diversity and richness of Vietnamese literature. In this study, Tay literature in Vietnam is analyzed through a cultural perspective, by placing Tay literature in its development from its birth to the present, together with the formation of the ethnic group, and historical and cultural conditions, focusing on the typical customs of the Tay people in Vietnam. The researcher examines Tay literature through poems of Nôm Tày, through the works of some prominent authors, such as Vi Hong, Cao Duy Son, in the Cao Bang province of Vietnam. Cao Bang is home to many Tay ethnic people and many typical Tay authors. The research also locates individual contributions of those authors and their works in terms of artistic language use and cultural symbolic features of the Tay people. In terms of art language, the article isolates the unique use of Nôm Tay characters to compose stories which affect the traditional Tay luon, sli, and so forth, and hence the use of language that influences poetry and proverbs of Tay people in the story of Vi Hong, Cao Duy Son. Assuming a symbolic framework, the article examines the symbols of birds and flowers in Nôm Tay poetry and the composition of Vi Hong, Cao Duy Son, so to point out the uniqueness of the Tay identity. The above research issue is necessary to help us better appreciate the cultural values preserved in Tay literature, thereby, affirming the unique cultural identity of the Tay people and planning to preserve and develop these unique cultural features from which emerges the risk of falling into oblivion in modern social life in Vietnam. In addition, this is also a research direction that can be extended to Thai, Mong, Dao, etc, ethnic minorities in Vietnam.

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Mouli, T. Sai Chandra. "Towards Understanding Identity, Culture and Language." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.3-8.

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Knowledge of self is at the core of all human endeavours. In the quest identity assumes significance. It acquired greater relevance and respect on account of Postcolonial concerns. ‘Class’ emerged as the basis of a person’s identity. Subsequent to liberation of colonies from alien rule, postcolonial concerns gained ground. Focus on indigenous ways of life adds new dimension. Social, cultural, psychological and economic structures became the basis of one’s own view of identity. These dynamics are applicable to languages that flourished, perished or are on the verge of extinction. In India, regional, linguistic, religious diversity add to the complexity of the issue in addition to several subcultures that exist. Culture is not an independent variable. Historical factors, political developments, geographical and climatic conditions along with economic policies followed do contribute to a larger extent in fixing the contours of a country’s culture. Institutional modifications also sway the stability of national culture. Cultural transmission takes place in diverse ways. It is not unidirectional and unilateral. In many countries culture models are passed on from one generation to another through recitation. The learners memorize the cultural expressions without understanding meaning or social significance of what is communicated to them. Naturally, this practice results in hierarchical patterns and hegemony of vested elements. This is how norms of ‘high’ and ‘low’ are formed and extended to written works and oral/folk literatures respectively. This presentation focuses on the identity, culture and language of indigenous people in Telugu speaking states of Telangana and Andhra Pradesh in South India.

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Delplancq, Véronique, Ana Maria Costa, Cristina Amaro Costa, et al. "STORYTELLING AND DIGITAL ART AS A MEANS TO IMPROVE MULTILINGUAL SKILLS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end073.

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The use of storytelling and digital art as tools to understand a migrant family’s life path will be in the center of an innovative methodology that will ensure the acquisition of multilingual skills and the development of plurilingual awareness, reinforcing the various dimensions of language (aesthetic and emotional, in addition to cognitive), in a creative, collaborative and interdisciplinary work environment. This is especially important among students who are not likely to receive further language training. It is not yet clear how teachers can explore multilingual experiences of learners, both in terms of language learning dimensions but also related with the multiple cognitive connections and representations, as well as to the awareness of language diversity. The JASM (Janela aberta sobre o mundo: línguas estrangeiras, criatividade multimodal e inovação pedagógica no ensino superior) project involves a group of students of the 1st cycle in Media Studies, from the School of Education of Viseu, who will work using photography, digital art and cultural communication, collecting information pertaining to diversified cultural and linguistic contexts of the city of Viseu (Beira Alta, Portugal), both in French and English, centered on a tradition or ritual of a migrant family. Based on an interview, students write the story (in French and English) of the life of migrants and use photography to highlight the most relevant aspect of the migrant’s family life. Using as a starting point an object associated with religion, tradition or a ritual, students create an animated film, in both languages. This approach will allow the exploration of culture and digital scenography, integrating in an innovative interdisciplinary pathway, digital art, multilingual skills and multicultural awareness. Students’ learning progress and teacher roles are assessed during this process, using tests from the beginning to the end of the project.

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Reports on the topic "CLD (Cultural and linguistic diversity)"

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Estrada, Fernando, Magaly Lavadenz, Meghan Paynter, and Roberto Ruiz. Beyond the Seal of Biliteracy: The Development of a Bilingual Counseling Proficiency at the University Level. CEEL, 2018. http://dx.doi.org/10.15365/ceel.article.2018.1.

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In this article, the authors propose that California’s Seal of Biliteracy for high school seniors can serve as an exemplar to advocate for the continued development of bilingual skills in university, graduate-level students—and counseling students in particular. Citing literature that points to the need for linguistic diversity among counselors in school and community agencies, the authors describe the efforts taken by the Counseling Program in the School of Education at Loyola Marymount University (LMU) in partnership with LMU’s Center for Equity for English Learners to address the need. Their pilot of a Certificate of Bilingual Counseling in Fieldwork (CBC-F) involved the development and testing of proficiency rubrics that adhered to current standards for teaching foreign languages and simultaneously measured professional competencies in counseling. Results of the CBC-F pilot with five female Latina students in the counseling program at LMU in the spring of 2017 appeared promising and were described in detail. These findings have implications for preparing and certifying professionals in other fields with linguistic and cultural competencies in response to current demographic shifts.

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