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Journal articles on the topic 'Cultural and linguistic diversity (CALD)'

Author: Grafiati

Published: 4 June 2021

Last updated: 12 February 2022

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1

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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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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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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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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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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Filatova, Olga A., Filipa I. P. Samarra, Volker B. Deecke, John K. B. Ford, Patrick J. O. Miller, and Harald Yurk. "Cultural evolution of killer whale calls: background, mechanisms and consequences." Behaviour 152, no. 15 (2015): 2001–38. http://dx.doi.org/10.1163/1568539x-00003317.

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Cultural evolution is a powerful process shaping behavioural phenotypes of many species including our own. Killer whales are one of the species with relatively well-studied vocal culture. Pods have distinct dialects comprising a mix of unique and shared call types; calves adopt the call repertoire of their matriline through social learning. We review different aspects of killer whale acoustic communication to provide insights into the cultural transmission and gene-culture co-evolution processes that produce the extreme diversity of group and population repertoires. We argue that the cultural evolution of killer whale calls is not a random process driven by steady error accumulation alone: temporal change occurs at different speeds in different components of killer whale repertoires, and constraints in call structure and horizontal transmission often degrade the phylogenetic signal. We discuss the implications from bird song and human linguistic studies, and propose several hypotheses of killer whale dialect evolution.

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The New London Group. "A Pedagogy of Multiliteracies: Designing Social Futures." Harvard Educational Review 66, no. 1 (1996): 60–93. http://dx.doi.org/10.17763/haer.66.1.17370n67v22j160u.

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In this article, the New London Group presents a theoretical overview of the connections between the changing social environment facing students and teachers and a new approach to literacy pedagogy that they call "multiliteracies." The authors argue that the multiplicity of communications channels and increasing cultural and linguistic diversity in the world today call for a much broader view of literacy than portrayed by traditional language-based approaches. Multiliteracies, according to the authors, overcomes the limitations of traditional approaches by emphasizing how negotiating the multiple linguistic and cultural differences in our society is central to the pragmatics of the working, civic, and private lives of students. The authors maintain that the use of multiliteracies approaches to pedagogy will enable students to achieve the authors' twin goals for literacy learning: creating access to the evolving language of work, power, and community, and fostering the critical engagement necessary for them to design their social futures and achieve success through fulfilling employment.

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Ovalle, Brynne D., and Rahul Chakraborty. "Accent Policy and Accent Modification Enterprises as Potential Indicators of Intercultural Power Relations: A Call for an Updated Research Agenda." Perspectives on Global Issues in Communication Sciences and Related Disorders 3, no. 1 (2013): 22–33. http://dx.doi.org/10.1044/gics3.1.22.

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This article has two purposes: (a) to examine the relationship between intercultural power relations and the widespread practice of accent discrimination and (b) to underscore the ramifications of accent discrimination both for the individual and for global society as a whole. First, authors review social theory regarding language and group identity construction, and then go on to integrate more current studies linking accent bias to sociocultural variables. Authors discuss three examples of intercultural accent discrimination in order to illustrate how this link manifests itself in the broader context of international relations (i.e., how accent discrimination is generated in situations of unequal power) and, using a review of current research, assess the consequences of accent discrimination for the individual. Finally, the article highlights the impact that linguistic discrimination is having on linguistic diversity globally, partially using data from the United Nations Educational, Scientific and Cultural Organization (UNESCO) and partially by offering a potential context for interpreting the emergence of practices that seek to reduce or modify speaker accents.

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Kozleski, Elizabeth B., and William A. Proffitt. "A Journey Towards Equity and Diversity in the Educator Workforce." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 43, no. 1 (2019): 63–84. http://dx.doi.org/10.1177/0888406419882671.

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In this article, co-written by a self-identified White female professor and a self-identified Black male doctoral student, the authors address the pressing need to train and retain a teacher workforce willing and able to foster equity for students from nondominant racial, ethnic, and linguistic backgrounds. They make three arguments. First, the impact of educator work is deeply entwined with student and teacher identities as well as the cultural knowledges, histories, and experiences that students and teachers bring to classrooms. Second, professional knowledge must be interdisciplinary, drawing on a number of social science and humanities disciplines to inform practice and ongoing inquiry in practice. Third, the critical shortage of research on the interaction between individual and collective educator identities and teacher learning must be addressed. The authors conclude with a call to regroup the preparation of all educators, including special educators, to become more explicit and present in discourse about ability, race, gender, sexuality, and other identity markers. Both discourse and curricula need to represent and educate our nation’s students about the rich tapestry of diversity that manifests in multiple forms of knowledge, social, political, and intellectual capital. The teacher workforce needs to be prepared and supported to do this work.

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Reid, Eva, and Elena Kováčiková. "How to choose the right English language textbook?" Problemy Wczesnej Edukacji 36, no. 1 (2017): 87–98. http://dx.doi.org/10.5604/01.3001.0010.2001.

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The book market in Slovakia is overloaded with various language books offered by prestigious publishing houses. The “international” textbooks are rather very general, not paying attention to cultural and language peculiarities which are different for each country and culture. Modern teaching approaches call for cross-curricular relations and the content of teaching might differ in every country. National books have the advantage of including cultural and language specifics of the particular country, connect contents of various schools subjects and take into consideration the needs of “home” language teachers with the aim to improve and develop specifically the sides of language systems and skills that are particularly necessary for students of their country. The paper analyses three English language textbooks for third grade of primary schools. Two textbooks are form major international publishing houses and are the most popular in Slovakia. The third book is written by Slovak authors and is new to the market. The method of document analysis was used to compare contents of linguistic and cultural diversity and supporting development of intercultural awareness and intercultural communicative competences of pupils.

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Dobie, Madeleine. "Politics and the Limits of Pluralism in Mohamed Arkoun and Abdenour Bidar." Review of Middle East Studies 54, no. 2 (2020): 252–68. http://dx.doi.org/10.1017/rms.2021.20.

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One of the striking features of the literary culture of the modern Maghreb is the profusion of works that undertake to identify the essential features of the region – exercises in definition that almost always emphasize plurality. Philosophers, social scientists, and literary writers have highlighted the Maghreb's multilingualism – the coexistence of different forms of Arabic, Tamazight, French, and Spanish – the varied and hybrid cultural legacies of conquest and colonialism, and the effects of the region's geographical proximity to other parts of Africa, Europe, and the Middle East. It would be hard to find a more ubiquitous theme of francophone Maghrebi literature than cultural diversity, and the subject is by no means absent from Arabic-language literature. This preoccupation with plurality can be seen as a response to a history of colonization and decolonization with particular ideological features. In their efforts to build “l'Algérie française,” the French colonial authorities suppressed Arabic as a language of culture and government. In response, anticolonial nationalists called for the replacement of French with Arabic. “Islam is my religion, Arabic is my language, Algeria is my nation” – the catchphrase of Abdelhamid Ben Badis's Jam'iyat al-'Ulama [Association of Muslim Ulema], an Islamic reform movement of the 1930s and 1940s – later became a slogan of the nationalist movement, the Front de libération nationale (FLN) [National Liberation Front]. Since the 1980s, a similar call to restore Arabic and eliminate French has been issued by the Islamist opposition to the corrupt and undemocratic FLN government and at times by officials in that same government seeking to restore their legitimacy. In emphasizing linguistic and cultural diversity, writers and scholars have tried to tender an alternative to these recurrent efforts to delimit the region's identity.

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SCHEMBRI, NEVILLE. "Developing linguistic and cultural competence: participants' evaluation of a Maltese language and culture awareness program." Advances in Social Sciences Research Journal 8, no. 5 (2021): 251–60. http://dx.doi.org/10.14738/assrj.85.10195.

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Malta is facing an increasing demand and decreasing supply of local nurses and engagement of culturally and linguistically diverse (CALD) personnel is becoming the main solution to mitigate such problems. The case study examines the perceptions of CALD nurses about the content and utility of a Maltese language and culture awareness program. A qualitative methodology was adopted and data collected through focus group interviews conducted with sixteen (16) participants. Qualitative content analysis using Framework Method was used to analyse the data. Views on the training program have been divided between elements related to individual utility, service user utility, quality of delivery and areas for improvement. The results indicate that training can provide significant advantages in terms of enhancing cultural competence and cross-cultural encounters amongst CALD nurses working in elderly long term care and it is recommended that such programs are encouraged to be taken on board by organisations operating in similar health and social care services.

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Lahey, Margaret. "Linguistic and Cultural Diversity." Journal of Speech, Language, and Hearing Research 35, no. 3 (1992): 638–39. http://dx.doi.org/10.1044/jshr.3503.638.

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Maffi, Luisa. "LINGUISTIC, CULTURAL, AND BIOLOGICAL DIVERSITY." Annual Review of Anthropology 34, no. 1 (2005): 599–617. http://dx.doi.org/10.1146/annurev.anthro.34.081804.120437.

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Chu, Xiaoquan. "Linguistic Diversity in Trans-cultural Communication." Fudan Journal of the Humanities and Social Sciences 7, no. 4 (2014): 525–36. http://dx.doi.org/10.1007/s40647-014-0041-z.

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Trabant, Jürgen. "Linguistic Justice vs. Linguistic Diversity." Philological Encounters 1, no. 1-4 (2016): 61–78. http://dx.doi.org/10.1163/24519197-00000005.

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The linguistic uniformity of Europe (or the globe) is currently enforced not only by powerful economic and political forces but also by sociologists and social philosophers. At first, the learning of global English was only considered to be a necessary professional skill, then, the positive connotations of “plurilingualism” were evoked for fostering its universal adoption. Now, the acquisition of “globalese” is promoted as a means to achieve social justice. The rhetoric of justice immunises this discourse against any criticism (what can you say against justice?). Its political aims and measures are reminiscent of the aims and measures of the linguistic Jacobinism in the French Revolution. The propagandistic moves of the social sciences are accompanied by a polemic against linguistic diversity and the connection of language to culture. They are based on a reductive conception of language that underestimates their cognitive and, hence, cultural potential.

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Berniz, Kate, and Andrew Miller. "English language support: A dialogical multi-literacies approach to teaching students from CALD backgrounds." Journal of Pedagogy 8, no. 2 (2017): 101–20. http://dx.doi.org/10.1515/jped-2017-0011.

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Abstract Students in Western university contexts require multiple literacies, numeracies, and critical capacities to succeed. Participation requires a blend of English language capacity, cultural knowhow, and cognisance of the often-hidden racialized assumptions and dispositions underpinning literate performance. Students from Culturally and Linguistically Diverse (CALD) backgrounds transitioning to Western university settings from local and international contexts often find themselves floundering in this complex sociocultural web. Many students struggle with the English language preferences of their institutions despite meeting International English Language Testing System (IELTS) requirements. Once enrolled, students from CALD backgrounds need to navigate the linguistic, semiotic, and cultural landscape of the university, both physically and virtually, to enter the discourses and practices of their chosen disciplines. Universities cannot afford to allow students to ‘sink or swim’ or struggle through with non-specialist or ad-hoc support. In response to a clear need for explicit and ongoing English language support for students from CALD backgrounds, the Student Learning Centre (SLC) at Flinders University in South Australia created the English Language Support Program (ELSP). The ELSP sets out to overcome prescriptive and assimilationist approaches to language support by adopting an eclectic blend of learner-centred, critical-creative, and multi-literacies approaches to learning and teaching. Rather than concentrate on skills and/or language appropriateness, the ELSP broadens its reach by unpacking the mechanics and machinations of university study through an intensive—and transgressive—multi-module program. This paper outlines the theoretical and pedagogical challenges of implementing the ELSP.

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Steele, James, Peter Jordan, and Ethan Cochrane. "Evolutionary approaches to cultural and linguistic diversity." Philosophical Transactions of the Royal Society B: Biological Sciences 365, no. 1559 (2010): 3781–85. http://dx.doi.org/10.1098/rstb.2010.0202.

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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.

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Shekar, Chandra, and M. N. Hegde. "Cultural and Linguistic Diversity Among Asian Indians." Topics in Language Disorders 16, no. 4 (1996): 54–64. http://dx.doi.org/10.1097/00011363-199608000-00007.

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Verdon, Sarah, Helen L. Blake, Suzanne C. Hopf, Ben Phạm, and Sharynne McLeod. "Cultural and linguistic diversity in speech-language pathology." International Journal of Speech-Language Pathology 18, no. 2 (2016): 109–10. http://dx.doi.org/10.3109/17549507.2015.1122838.

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Comrie, Bernard. "Linguistic Diversity in the Caucasus." Annual Review of Anthropology 37, no. 1 (2008): 131–43. http://dx.doi.org/10.1146/annurev.anthro.35.081705.123248.

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Kealy-Bateman, Warren, Georgina M. Gorman, and Adam P. Carroll. "Patient/Consumer Codesign and Coproduction of Medical Curricula: A Possible Path Toward Improved Cultural Competence and Reduced Health Disparity." SAGE Open 11, no. 2 (2021): 215824402110168. http://dx.doi.org/10.1177/21582440211016836.

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There is often a sociocultural distance between medical practitioners and patients. We bridge that gap in the therapeutic alliance via improved cultural competence and an understanding of the person in their context. The traditional approach in medical education has been of learning via expert-designed curricula, which may tend to mirror the knowledge and needs of the experts. This places individuals at risk who come from culturally and linguistically diverse groups (CALD) with known health disparities: minority groups (e.g., African American); First Nations’ people; immigrants and refugees; people who speak nondominant languages; and lesbian, gay, bisexual, transgender people. The authors briefly review the complex area of cultural competency and teaching delivery. The authors survey the Australian population to provide a tangible example of complex cultural diversity amid curriculum challenges. An evidence-based approach that recognizes specific health inequity; the inclusion of CALD stakeholders, students, care professionals, and education professionals; and codesign and coproduction of curriculum components is recommended. This method of people’s own stories and collaboration may be applied in any international context, correctly calibrating the learning experience. The aim is for medical students to improve their knowledge of self, others, others within groups, and recognition of unconscious biases to achieve better health outcomes within their specific communities.

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Kraus, Peter A. "Political unity and linguistic diversity in Europe." European Journal of Sociology 41, no. 1 (2000): 138–63. http://dx.doi.org/10.1017/s0003975600007918.

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The paper seeks to assess the consequences of cultural diversity for European polity-building by focusing on the language issue. What does the European Babel mean for the project of transnational political integration ? To what extent has the shaping of the European language regime become a declared goal on the agenda of the EU ? In contrast with precedent patterns of nation-state formation, the present situation in Europe offers only few reasons to believe that some cultural standardization could be achieved by putting major political restrictions on multilingualism. Deliberate attempts at setting the institutional foundations of a culturally integrated European public sphere may end up producing unintended outcomes and lead to anti- European mobilizations striving for the protection of cultural difference. Hence, a political community of Europeans will not be based on a unitary and homogeneous public sphere, but rather reflect a complex mosaic of different cultural identities with cross-cutting political loyalties. In this context, cultural and linguistic diversity will be institutionalized, institutionalized, but to varying degrees and with different implications at different political levels.

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Peck, Jeffrey M., and Carol Aisha Blackshire-Belay. "The Germanic Mosaic: Cultural and Linguistic Diversity in Society." German Quarterly 69, no. 1 (1996): 77. http://dx.doi.org/10.2307/408598.

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Stokes, Jane. "Book Review: Speech pathology in cultural and linguistic diversity." Child Language Teaching and Therapy 19, no. 3 (2003): 369–70. http://dx.doi.org/10.1177/026565900301900309.

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Cummins, Jim. "Cultural and Linguistic Diversity in Education: a mainstream issue?" Educational Review 49, no. 2 (1997): 105–14. http://dx.doi.org/10.1080/0013191970490202.

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Tindale, Jen. "Responding to Linguistic and Cultural Diversity in Higher Education." International Journal of Knowledge, Culture, and Change Management: Annual Review 6, no. 7 (2007): 29–36. http://dx.doi.org/10.18848/1447-9524/cgp/v06i07/49533.

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Cheng, Li-Rong Lilly. "Immigration, Cultural–Linguistic Diversity, and Topics in Language Disorders." Topics in Language Disorders 30, no. 1 (2010): 79–83. http://dx.doi.org/10.1097/tld.0b013e3181d0a11f.

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Tyler, Naomi C., Zina Yzquierdo, Norma Lopez-Reyna, and Susan Saunders Flippin. "Cultural and Linguistic Diversity and the Special Education Workforce." Journal of Special Education 38, no. 1 (2004): 22–38. http://dx.doi.org/10.1177/00224669040380010301.

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Sklyar, Natalia V. "Diversity of the Concept «Cultural Person»." Proceedings of Southern Federal University. Philology 2020, no. 2 (2020): 78–86. http://dx.doi.org/10.18522/1995-0640-2020-2-78-86.

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The concept of «cultural person» is studied from the point of view of various scientific areas. Its interpretation is considered in the framework of philosophy, sociology, cultural studies and linguistics. The concept of «cultural person» is presented as complex and diverse. Important features are highlighted: the translation of the specific characteristics of verbal and non-verbal behavior, synonymy in the gender-specific relationship with the concept of «elitist linguistic personality», possession and transmission of the norms of the literary language.

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Roșca, Simion. "Cultural Diversity: Conceptual Approaches." Історико-політичні проблеми сучасного світу, no. 37-38 (December 18, 2018): 234–41. http://dx.doi.org/10.31861/mhpi2018.37-38.234-241.

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Cultural diversity is, as biodiversity, an element of the common heritage of humanity, whose defense is an ethical imperative inseparable from respect for the dignity of the human person. The concept of cultural diversity permits the existence of a variety of different cultures that are not, by far, isolated, but interact and intersect at all times. The UNESCO Convention on the Protection and Promotion of the Diversity of Cultural Expression of 2005 stated that cultural diversity is a defining feature of humanity and is aware of the fact that cultural diversity is a common heritage of humanity, being necessary for humanity just as biodiversity is necessary for nature . Everyone has the right to participate in cultural life, to have access to culture, has the right to respect for cultural identity and to identify with a cultural community, has the right to cultural, religious and linguistic diversity, the right to freely run cultural activities, etc. In this study the author will attempt to analyze and define the concept of "cultural diversity" as well as its basic culture component. Keywords: cultural diversity, culture, cultural heritage, cultural identity, European Union, humanity, cultural factor

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Brisset, Annie, and Marielle Godbout. "Globalization, translation, and cultural diversity." Toward Comparative Translation and Interpreting Studies 12, no. 2 (2017): 253–77. http://dx.doi.org/10.1075/tis.12.2.04bri.

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Abstract The share of the economy related to translation activities is growing steadily under the influence of the globalization of exchanges. Today it numbers dozens of billions of which an increasing share belongs to machine translation. Various factors, such as migratory flows or the propagation of mobile telephony, prompt new translation practices in a variety of languages with simultaneous coverage enabled by networks. Nevertheless, is it true as we intuitively believe that translation promotes linguistic and cultural diversity? This article originates from a study conducted for UNESCO’s world report on cultural diversity (2009). This study notably reveals that 75% of all books are translated from three languages with 55% being from English. On a planetary scale, translation is dominated by some twenty languages, primarily European. In the new world economic order, the urgent and paradoxical task is to “rebabelize” the world.

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33

Bonotti, Matteo. "Political liberalism, linguistic diversity and equal treatment." Journal of Multilingual and Multicultural Development 38, no. 7 (2016): 584–94. http://dx.doi.org/10.1080/01434632.2016.1192179.

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Anderson, Raquel. "Cultural and Linguistic Diversity and Language Impairment in Preschool Children." Seminars in Speech and Language 15, no. 02 (1994): 115–24. http://dx.doi.org/10.1055/s-2008-1064137.

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Kerr, Ruth, Ilaria Merciai, and Maka Eradze. "Addressing cultural and linguistic diversity in an online learning environment." Educational Media International 55, no. 4 (2018): 317–32. http://dx.doi.org/10.1080/09523987.2018.1547546.

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ten Thije, Jan D., and Robert Maier. "Managing cultural and linguistic diversity in multiple organisational settings: editorial." Journal of Multilingual and Multicultural Development 33, no. 7 (2012): 629–41. http://dx.doi.org/10.1080/01434632.2012.713960.

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Flores, Belinda Bustos, and Howard L. Smith. "Teachers’ Characteristics and Attitudinal Beliefs About Linguistic and Cultural Diversity." Bilingual Research Journal 31, no. 1-2 (2009): 323–58. http://dx.doi.org/10.1080/15235880802640789.

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THOMAS, Penelope E., Michael BECKMANN, and Kristen GIBBONS. "The effect of cultural and linguistic diversity on pregnancy outcome." Australian and New Zealand Journal of Obstetrics and Gynaecology 50, no. 5 (2010): 419–22. http://dx.doi.org/10.1111/j.1479-828x.2010.01210.x.

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Villarreal, Victor. "Cultural and Linguistic Diversity Representation in School Psychology Intervention Research." Contemporary School Psychology 18, no. 3 (2014): 159–67. http://dx.doi.org/10.1007/s40688-014-0027-5.

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Baumgarten, Nicole, and Inke Du Bois. "Special issue: Linguistic discrimination and cultural diversity in social spaces." Journal of Language and Discrimination 3, no. 2 (2019): 85–91. http://dx.doi.org/10.1558/jld.39977.

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41

Rassool *, Naz. "Sustaining linguistic diversity within the global cultural economy: issues of language rights and linguistic possibilities." Comparative Education 40, no. 2 (2004): 199–214. http://dx.doi.org/10.1080/0305006042000231356.

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Messelink, Annelies, and Jan D. ten Thije. "Unity in Super-diversity." Dutch Journal of Applied Linguistics 1, no. 1 (2012): 80–101. http://dx.doi.org/10.1075/dujal.1.1.07mes.

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Vertovec (2007) discusses super-diversity with reference to technological developments and increasing migration patterns which increase exposure to cultural diversity. As a consequence, ‘the other’ becomes less predictable and assumptions regarding cultural and linguistic features are less easily made (Blommaert & Backus, 2011, pp. 2–4). This paper examines students and graduates living in Brussels who have obtained significant experience working and studying in foreign countries: the Erasmus generation 2.0. We analyse discourse strategies used by members of the Erasmus generation 2.0 coping with super-diversity. The aim is to give insight into how members manage cultural and linguistic differences in interaction, and how this enables them to achieve unity in diversity. Instead of speaking of a European identity, we introduce the notion of ‘European capacity’, which denotes the ability to manage differences and multiple identities in interaction. European capacity emphasises how communicative competencies allow interlocutors to successfully operate in European multicultural and multilingual groups.

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Abysova, Maria, and Tetiana Shorina. "LINGUO-COMMUNICATIVE DIMENSION OF CULTURAL DIVERSITY." Psycholinguistics in a Modern World 15 (December 25, 2020): 12–15. http://dx.doi.org/10.31470/10.31470/2706-7904-2020-15-12-15.

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The article deal with the linguo-communicative analysis of the transformation of the national-civil society under the influence of multiculturalism as a comprehensive legitimation of the cultural plurality practice. The study is based on a hypothesis of the complex and ambiguous nature of the language and culture interactions. «Language-culture» relations encompasses all the layers of the language system, all functions of the language, which leads to the heterogeneity of linguistic units marked by a cultural component. In the modern society, in the «language-culture» relations, the the national-civil culture dominated, unambiguously affecting the language system. However, in the conditions of multiculturalism and the rupture of the national-civil system, traditions and norms of civil culture are weakened, the linguo-cultural balance is being violated, which becomes an open problem of the post-modern society.

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Cardinal, Linda. "The Ideological Limits of Linguistic Diversity in Canada." Journal of Multilingual and Multicultural Development 26, no. 6 (2005): 481–95. http://dx.doi.org/10.1080/01434630508668421.

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Užpalienė, Daiva, and Vilhelmina Vaičiūnienė. "ERASMUS Students Experiences in Linguistic Diversity and Multicultural Communication." Verbum 3 (February 6, 2012): 101–13. http://dx.doi.org/10.15388/verb.2012.3.4973.

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The promotion of students’ mobility in the EU has had a huge impact in recent years in Lithuania, which has now become one of the countries with more students going abroad on an ERASMUS programme. Apart from being a means of studies and communication, languages offer access to cultural knowledge, diverse social and cultural identities and also contribute to cross-cultural communication both within Europe and with the rest of the world. The experiences gained while studying and living in another country give students a better sense of what it means to be a European citizen. The paper presents an analysis of the survey findings into MRU Erasmus Exchange students’ (20 respondents) reflections and communication experience through different languages in multicultural environment in host countries. The survey focuses both on students’ benefits and challenges they have encountered while applying their knowledge and language skills in the study process and everyday communication.

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Renfrew, Colin. "Before Babel: Speculations on the Origins of Linguistic Diversity." Cambridge Archaeological Journal 1, no. 1 (1991): 3–23. http://dx.doi.org/10.1017/s0959774300000238.

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Recent research in historical linguistics suggests that groups or ‘families’ of languages may be classed together into larger language units or ‘macrofamilies’, for which some community of origin has been argued. The Afro-Asiatic macrofamily, for instance, which includes the Semitic and Berber languages as well as Ancient Egyptian and many languages of North and East Africa, is widely accepted among linguists. More controversial is the Nostratic macrofamily (including the Indo-European, the Altaic, the Uralic languages, etc.). The implications for prehistoric archaeology of the existence of such large linguistic units is examined. It is suggested that processes of agricultural dispersal may account for the widespread distribution of some of these macrofamilies.

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Utoikamanu, Fekitamoeloa. "Safeguarding cultural and linguistic diversity in the context of global citizenship." UN Chronicle 54, no. 4 (2018): 15–18. http://dx.doi.org/10.18356/54149767-en.

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Quach, Wendy, and Pei-Tzu Tsai. "Preparing Future SLPs for the Clinical World of Cultural-Linguistic Diversity." Perspectives of the ASHA Special Interest Groups 2, no. 14 (2017): 82–102. http://dx.doi.org/10.1044/persp2.sig14.82.

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Language use in the United States has become increasingly diverse. One in five U.S. residents speaks a language other than English at home, with over 350 languages spoken in the nation. There is a clear need for speech-language pathologists (SLPs) who are culturally and linguistically competent to serve this diverse population. We designed a specialized graduate training program, Project Tapestry, funded by the U.S. Department of Education, to meet this need in our community. The project includes workshops on cultures, languages, and counseling for graduate students to work with clients and families with diverse backgrounds. Students also learn about collaborating with interpreters and translators. Project Tapestry prepares future SLPs with the knowledge to diagnose linguistic differences and disorders, sensitivity and awareness to identify cultural differences, and skills to communicate and implement clinical plans that consider cultural-linguistic differences. We will discuss preliminary outcomes of the project.

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Kisely, Steve, and Jianguo Xiao. "Cultural and linguistic diversity increases the likelihood of compulsory community treatment." Schizophrenia Research 197 (July 2018): 104–8. http://dx.doi.org/10.1016/j.schres.2017.12.005.

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Comu, Semra, Hakan I. Unsal, and John E. Taylor. "Dual Impact of Cultural and Linguistic Diversity on Project Network Performance." Journal of Management in Engineering 27, no. 3 (2011): 179–87. http://dx.doi.org/10.1061/(asce)me.1943-5479.0000052.

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