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Journal articles on the topic 'Cultural and Linguistic Diversity'

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Published: 4 June 2021
Last updated: 13 June 2025

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1

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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2

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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3

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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4

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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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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6

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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7

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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8

Muhammad ISHAQ and Dr Naima Saeed. "INMATES, REPOSITORY OF LINGUISTIC DIVERSITY." Al-Burz 9, no. 1 (2017): 129–41. http://dx.doi.org/10.54781/abz.v9i1.107.

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This study is focused on the repository of linguistics among the inmates in district prison Quetta, the prison was established by the British regime in 1939.the large number of inmates are imprisoned in this prison, recently more than eight hundred inmates are imprisoned inside the prison, the inmates belong to different cultural and linguistic background, where they interact with one another, because the inmates live in one common barrack where they share lunch, food, clothing bathing and even they share common mod of living, the inmates in Quetta prison belong to different part of province even from all over the country, because the district prison Quetta is the most populated prison in the province, the Quetta city is the capital of province where different cultural , tribal, linguistic people are living, the major languages in the capital are Pashtu and Brahvi languages but the Hazargi , Punjabi, Seraiki, Kashmiri Sindhi and several more languages are spoken, there are several cultural traits also in the capital. Due to multilingual and multicultural context of the city the prison also has the multilingual and multicultural inmates inside the prison in Quetta, the Quetta prison also have large number of inmates from foreign countries such as Afghanistan and Iran, Bangladesh , Sudan ,turkey and many more because of several reason the foreigninmates are in the prison, because of being capital of province the district prison Quetta has several type of inmates which are involved in different type of antisocial activities. The prison have different type of barracks where juvenile, female and male inmates are imprisoned in different barracks, the inmates not only transfer their languages but also their cultural and vocational skills. This process of skill transfer creates several type of interactions among the inmates.
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9

Vangsnes, Øystein Alexander, and Curt Rice. "Introduction." Nordic Journal of Linguistics 28, no. 2 (2005): 149–52. http://dx.doi.org/10.1017/s033258650500140x.

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Investigations of linguistic variation are interesting and important both from the point of view of theoretical linguistics and from that of social and cultural studies. This special issue of the Nordic Journal of Linguistics focuses on linguistic diversity from a theoretical perspective and presents five selected papers that combine the study of dialect data with linguistic theorizing.
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10

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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11

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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12

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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13

Vázquez-Montilla, Elia, Megan Just, and Robert Triscari. "Teachers' Dispositions and Beliefs about Cultural and Linguistic Diversity." Universal Journal of Educational Research 2, no. 8 (2014): 577–87. http://dx.doi.org/10.13189/ujer.2014.020806.

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14

Bădulescu, Dana Janeta, and Oana-Maria Franțescu. "Editors' foreword - Embracing Linguistic and Cultural Diversity Through English." Linguaculture 10, no. 1 (2019): 6–10. http://dx.doi.org/10.47743/lincu-2019-1-0130.

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15

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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16

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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17

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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18

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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19

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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20

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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21

Seidl-Péch, Olívia. "Zu theoretischen und praktischen Aspekten des Fachübersetzens." Acta Universitatis Sapientiae, Philologica 9, no. 3 (2017): 135–44. http://dx.doi.org/10.1515/ausp-2017-0034.

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AbstractIn the past few decades, it has extensively been written about corpus linguistics, which has owned its upswing mainly to the use of electronic corpora since the 1960s (Brown Corpus). Meanwhile, an increasing number of fields within general and applied linguistics (e.g. computational linguistics, discourse analysis, contrastive linguistics, diachronic and synchronic linguistics, language teaching and learning research, lexicology and lexicography, psycholinguistics, sociolinguistics, translation studies) have been using corpus linguistic methods. In linguistic research, the empirical and descriptive character of corpus-based linguistic analysis has also been given an emphasis.Thanks to the digital revolution of the 20th and 21st centuries the creation and provision of digital linguistic corpora is becoming accessible for smaller nations and language communities as well as for scientists. Nowadays, linguistic corpora cannot only be regarded as a tool to support language research and Translation Studies, but they also contribute to the enrichment of cultural diversity. The article focuses on international examples as well as on the most significant Hungarian corpora. The paper also discusses the criteria of corpus creation and several cultural aspects of corpus linguistics.
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22

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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23

Furu, Adél. "Maintaining linguistic diversity through multilingual education." Romanian Journal for Baltic and Nordic Studies 6, no. 1 (2014): 97–106. http://dx.doi.org/10.53604/rjbns.v6i1_5.

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This paper focuses on the educational system of two states with different cultural backgrounds. On the one hand, this paper examines the current situation of Sami teaching in Finland and on the other hand, it describes the development of Kurdish education in Turkey. Through this paper I point out how education in minority languages can contribute to the maintenance of linguistic diversity in the above mentioned multilingual societies. In the multilingual Sápmi area the existing linguistic relationships are constantly changing, while the concept of linguistic diversity is redefined. In the last half decade, Turkey began taking into account the reality of multilingualism of the linguistically heterogeneous state. Today there are several possibilities to study the Kurdish language as a mother tongue.
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24

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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25

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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26

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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27

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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28

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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29

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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30

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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31

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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32

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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33

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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Löwstedt, Anthony. "Rights versus Diversity? The Accelerated Extinction of Languages and Cultures as an Aspect of Current Globalization Trends." International Review of Information Ethics 7 (September 1, 2007): 202–8. http://dx.doi.org/10.29173/irie22.

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This paper starts from the assumption that linguistic diversity, and more generally, cultural diversity, are intrinsically good. I will look at their opposites, linguistic and cultural poverty, and the current tendencies towards the latter within the globalization process. I will also briefly explore the relationship between human rights and cultural diversity, which may be viewed as somewhat problematic, but the emphasis will be on what I consider the essential aspect of that relationship, namely, the mutually reinforcing relationship be-tween rights and diversity, and between their opposites, human rights violations and cultural uniformity (cultural poverty). In this context, the issue of legislative protection and promotion of cultural diversity will be investigated from a global perspective. Finally, I wish to assess the roles of Africa and of Africanicity with regard to these issues.
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35

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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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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37

Nistor-Gâz, Roxana-Maria, and Delia Pop-Flanja. "Multilingualism and the Ideal of Unity in Diversity in the European Union. Key Concepts and Context." Studia Universitatis Babeș-Bolyai Studia Europaea 65, no. 2 (2020): 265–82. http://dx.doi.org/10.24193/subbeuropaea.2020.2.12.

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"In a world challenged by cultural diversity, this article aims to look at the great diversity of languages and cultures that coexist within the European Union. Building on the story of the Tower of Babel that explains, from a religious point of view, the cultural and linguistic diversity existing in the European Union, the authors tried to contextualize EU’s motto of “unity in diversity”, interpreted as an ideal involving a lot of effort and sometimes even many conflicts, but one that we should all fight for and strive to maintain. Keywords: linguistic diversity, ethnicity, nation, minority, majority, communication, unity in diversity"
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38

Urban, Nikolaus. "One Legal Language and the Maintenance of Cultural and Linguistic Diversity?" European Review of Private Law 8, Issue 1 (2000): 51–57. http://dx.doi.org/10.54648/264248.

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Within a European context, it appears rather inadequate to speak of the maintenance of linguistic and cultural diversity. For, even though the principle of linguistic equality has formally been ensured by the law from the inception of the process of European integration, it has increasingly become a mere fiction within the legislation, administration, and judicial interpretation of European Law. As the concept(s) of European integration will be applied both to a larger number of countries and to a broader spectrum of policies, this process is very likely to continue. National administrations, and citizens, should therefore be advised to adapt to the factual dominance of (legal) English and French — unless the difficult decision to defend and re-establish linguistic equality against the unifying tendency of European integration could be made without harming the European project as a whole.
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39

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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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/10.31470/2706-7904-2020-15-12-15.

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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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41

Linkov, Václav, Kieran O’Doherty, Eunsoo Choi, and Gyuseog Han. "Linguistic Diversity Index: A Scientometric Measure to Enhance the Relevance of Small and Minority Group Languages." SAGE Open 11, no. 2 (2021): 215824402110091. http://dx.doi.org/10.1177/21582440211009191.

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Current scientometric indexes do not encourage the linguistic diversity of sources cited in academic texts and researchers are not motivated to cite texts written in smaller languages. This diminishes the cultural diversity of the sources cited and limits the representation of small and indigenous cultures. This text proposes a scientometric measure designed to encourage the linguistic diversity of sources cited in articles, books, and papers. The Linguistic Diversity Index is based on two stipulations: (a) the more linguistically diverse the sources, the higher the score, and (b) the rarer the languages cited, the higher the score. If such a metric were used for the evaluation of social science and humanities journals, it would encourage the publication of papers that cite ideas from rarely represented cultural groups such as indigenous nations, ethnic groups from small countries, and other linguistic groups that have been omitted from mainstream scientific discourse. This might help to produce new research, which would help to improve the situation for these groups and create an epistemology that is more just to small cultural groups.
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42

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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43

Williams, Nakeshia N., Brian K. Williams, Stephanie Jones-Fosu, and Tyrette Carter. "An examination of cross-cultural experiences on developing culturally responsive teacher candidates." Emerald Open Research 1 (June 7, 2019): 13. http://dx.doi.org/10.12688/emeraldopenres.12852.1.

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As the P-12 student landscape continues to grow in cultural and linguistic diversity, teacher preparation programs have yet to adequately prepare teacher candidates’ teaching and learning skills in meeting the academic and socio-emotional needs of diverse student demographics. This article examines teacher candidates’ cultural competence and cultural responsiveness to enhance candidates’ educator preparation and stimulate candidates’ personal growth development as developing culturally and linguistically responsive new teachers. While many teacher preparation programs require one multicultural or diversity education course, the authors examine a Minority Serving Institution’s integration of a cultural immersion experience for teacher candidates as one way of supporting their development as culturally and linguistically sustaining pedagogues. This paper aims at supporting school districts’ need of culturally competent new teachers who have the content knowledge and pedagogy to teach and support culturally and linguistically diverse children. Recognizing this need, this qualitative analysis highlights the importance of and a need for cultural and linguistic competence among teacher candidates. Findings from this study provides a means by which universities can implement cross-cultural coursework and field-based experiences to prepare culturally responsive teacher candidates.
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44

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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45

Pedersen, Karen Margrethe. "The Cultural and Linguistic Diversity in the Danish‐German Border Region." European Journal of Intercultural studies 3, no. 2-3 (1993): 19–28. http://dx.doi.org/10.1080/0952391930030203.

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46

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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47

Kirby, Kathryn R., Russell D. Gray, Simon J. Greenhill, et al. "D-PLACE: A Global Database of Cultural, Linguistic and Environmental Diversity." PLOS ONE 11, no. 7 (2016): e0158391. http://dx.doi.org/10.1371/journal.pone.0158391.

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48

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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Abstract:
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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Maheady, Larry, Barbara Mallette, and Gregory F. Harper. "Accommodating Cultural, Linguistic, and Academic Diversity: Some Peer-Mediated Instructional Options." Preventing School Failure: Alternative Education for Children and Youth 36, no. 1 (1991): 28–31. http://dx.doi.org/10.1080/1045988x.1991.9944581.

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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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