Relevant bibliographies by topics / Culturally Linguistically Diverse

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
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Academic literature on the topic 'Culturally Linguistically Diverse'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

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Journal articles on the topic "Culturally Linguistically Diverse"

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Ramirez, Bruce A. "Culturally and Linguistically Diverse Children." TEACHING Exceptional Children 20, no. 4 (1988): 45–46. http://dx.doi.org/10.1177/004005998802000410.

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Yeboah, Cecilia A. "Choosing to live in a nursing home: a culturally and linguistically diverse perspective." Australian Journal of Primary Health 21, no. 2 (2015): 239. http://dx.doi.org/10.1071/py13164.

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As part of the findings of a study on culturally and linguistically diverse older people relocating to a nursing home, this paper contributes to our understanding of how older people draw on their cultural history to explain their decisions to relocate. Family reciprocity was identified by most participants as central to their decisions, regardless of their specific cultural origins. Using the grounded theory methodology, data were collected through progressive, semi-structured, repeated, in-person, individual interviews with 20 residents of four nursing homes in the northern suburbs of Melbou
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Obiakor, Festus E. "Research on Culturally and Linguistically Diverse Populations." Multicultural Perspectives 3, no. 4 (2001): 5–10. http://dx.doi.org/10.1207/s15327892mcp0304_3.

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Kim, Kyeong-Hwa, and Mary E. Morningstar. "Transition Planning Involving Culturally and Linguistically Diverse Families." Career Development for Exceptional Individuals 28, no. 2 (2005): 92–103. http://dx.doi.org/10.1177/08857288050280020601.

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GARCIA, EUGENE E., and DELIS CUÉLLAR. "Who Are These Linguistically and Culturally Diverse Students?" Teachers College Record 108, no. 11 (2006): 2220–46. http://dx.doi.org/10.1111/j.1467-9620.2006.00780.x.

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Gleeson, Margaret, and Chris Davison. "Teaching in linguistically and culturally diverse secondary schools." Australian Review of Applied Linguistics 42, no. 3 (2019): 301–21. http://dx.doi.org/10.1075/aral.17093.gle.

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Abstract Thirty years ago Australian researchers led the development of language and content integration in schools, advocating systematic teaching of language across the curriculum to meet the needs of English as an additional language (EAL) students. However, despite significant improvements in initial teacher education, targeted professional development and language-specific curriculum and assessment, this paper suggests that secondary teachers have gained only a superficial understanding of the language knowledge necessary to teach EAL students. Drawing on questionnaires, interviews, and o
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Miller, Jennifer. "Teachers’ work in culturally and linguistically diverse schools." Teachers and Teaching 17, no. 4 (2011): 451–66. http://dx.doi.org/10.1080/13540602.2011.580521.

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Matthews, B., and S. Grace. "Drowning prevention in culturally and linguistically diverse communities." Injury Prevention 18, Suppl 1 (2012): A135.3—A136. http://dx.doi.org/10.1136/injuryprev-2012-040590h.14.

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Taylor, Roben, Alex Kumi Yeboah, and Ravic P. Ringlaben. "Pre-service Teachers’ Perceptions towards Multicultural Education and Teaching of Culturally and Linguistically Diverse Learners." International Journal for Innovation Education and Research 3, no. 9 (2015): 75–87. http://dx.doi.org/10.31686/ijier.vol3.iss9.434.

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In this study the authors investigated 80 pre-service teachers about their perception towards multicultural education and teaching of culturally and linguistically underrepresented diverse students. Participants completed a modified version of the Diversity Orientations Survey. First, results show that the majority of pre-service teachers largely agreed for the need for the inclusion of multicultural education to teacher education program with regards to teaching linguistically culturally diverse students. Second, participants indicate lack of awareness with regards to understanding of multicu
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Kagan, Sharon L., and Eugene E. Garcia. "Educating culturally and linguistically diverse preschoolers: Moving the agenda." Early Childhood Research Quarterly 6, no. 3 (1991): 427–43. http://dx.doi.org/10.1016/s0885-2006(05)80065-1.

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Dissertations / Theses on the topic "Culturally Linguistically Diverse"

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Asquith, Nicole, M. Dimopoulos, and NSW Police. "Recruitment and Retention of Culturally and Linguistically Diverse Background Officers." Australasian Police Multicultural Advisory Bureau, 2005. http://hdl.handle.net/10454/3902.

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no<br>Implicit in the current dialogue on community policing in Australia and New Zealand, is the assumption that the people who comprise our policing organisations need to respond efficiently and competently to changing demographics, crime, terrorism, increasing community and government expectations. It is timely for Australian and New Zealand police jurisdictions to take a lead role in policy and practice of policing in a culturally, linguistically, politically and religiously diverse environment. In order to facilitate this, focus and organisational commitment must be given to developing
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Brown, Vickey Michelle. "Culturally and linguistically diverse nursing student education : a grounded theory study /." Curtin University of Technology, School of Nursing and Midwifery, 2005. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=16543.

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This study set out to examine and describe the experiences of undergraduate students from different cultural backgrounds studying nursing across three Australian states. The researcher chose to use the grounded theory method to analyse data collected from 40 undergraduate student nurses and 32 nurse teachers. Other data resources included field observations of student nurses in clinical practice and classroom settings. All interviews were transcribed verbatim and along with field notes and memos were analysed using the constant comparative method synonymous with grounded theory. This study was
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Grab, Melissa Ozlem. "Embracing Culturally Responsive Methods to Educate Culturally and Linguistically Diverse International Students in the U.S." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10284621.

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<p> Even though a substantial number of international graduate students pursue their education in U.S. higher education institutions, existing policies, regulations and procedures do not clearly define their linguistic and cultural needs. The cultural knowledge or familiarity that students need to function effectively in U.S. classrooms is often overlooked. The purpose of this qualitative study was to explore the cultural challenges that international graduate students experience in classrooms in an American higher education institution and to explore the practice of culturally responsive teac
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Davila, Gilbert. "Administrative guidelines in meeting the needs of culturally and linguistically diverse students /." Search for this dissertation online, 2005. http://wwwlib.umi.com/cr/ksu/main.

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Mims, Pamela J., and Ginevra Courtade. "Increasing postsecondary outcomes for culturally and linguistically diverse students with intellectual disability." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/169.

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Wang, Yu-Chi. "Exploring culturally and linguistically diverse students’ identities in an afterschool book club." Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/5673.

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This qualitative research aims to investigate identity positions of elementary school students with culturally and linguistically diverse (CLD) background in an afterschool book club. The increasing population of CLD students and their learning needs have become a national focus in American schools. Scholars have highlighted that understanding students’ identity positions and their interactions in social communities benefits teaching practices (Norton, 2013). Although the number of studies investigating identity in language and literacy education is increasing, most focus on English language l
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Herbert, Carol E. "K-3 Teachers' Perspectives on Culturally Responsive Teaching for Linguistically Diverse Learners." Thesis, Walden University, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=28257909.

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AbstractU.S. schools are diverse due to an increasing number of culturally and linguistically diverse (CLD) learners. Researchers recommend using culturally responsive teaching (CRT) that connects race and literacy, culture, and language with CLD learners. If K-3 teachers do not use CRT practices, CLD students’ English proficiency will be delayed, which may negatively influence self-esteem, academic achievement, social skills, and mobility through society. The purpose of this basic qualitative study was to explore Title1 K-3 primary and resource teachers’ perspectives of CRT practices used wit
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Mikkonen, K. (Kristina). "Clinical learning environment and mentoring of culturally and linguistically diverse nursing students." Doctoral thesis, Oulun yliopisto, 2017. http://urn.fi/urn:isbn:9789526215754.

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Abstract The purpose of this study was to describe perceptions and explain background factors relating to the clinical learning environment and mentoring of culturally and linguistically diverse nursing students. The study included two phases: instrument development and a cross-sectional study. The instrument development phase consisted of a conceptualization process, which included two systematic reviews with thematic synthesis; generation of items for two new instruments, Cultural and Linguistic Diversity scale and Cultural and Linguistic Diversity in Mentoring scale, and psychometric testin
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Pitty-Murillo, Ileana del Carmen. "Family-teacher communication and literacy practices in a culturally and linguistically diverse family." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/25.

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Parent-teacher communication is a key element of parent-teacher relationship and of family involvement. Such communication influences children's wellbeing and academic success. There are many gaps in the literature regarding the dynamics of parent-teacher communication and how this influences family and school literacy practices. Using a qualitative design, this case study focused on the communication of a family from a culturally and linguistically diverse background and the children's teachers. The study examined the conceptions of communication and perspectives on parent-teacher communicati
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Martinez, Tonnie. "The accommodation readiness spiral : a framework for teaching culturally and linguistically diverse students /." Search for this dissertation online, 2005. http://wwwlib.umi.com/cr/ksu/main.

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Books on the topic "Culturally Linguistically Diverse"

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Wisconsin. Cooperative Educational Service Agency No. 9., Milwaukee Public Schools, and Wisconsin. Dept. of Public Instruction., eds. Linguistically and culturally diverse students. The Department, 1997.

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Miller, Jennifer, Alex Kostogriz, and Margaret Gearon, eds. Culturally and Linguistically Diverse Classrooms. Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847692184.

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Teaching mathematics to culturally and linguistically diverse learners. Allyn & Bacon/Pearson, 2010.

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Transition planning for culturally and linguistically diverse youth. Paul H. Brookes Pub. Co., 2011.

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Jennifer, Miller. Culturally and linguistically diverse classrooms: New dilemmas for teachers. Multilingual Matters, 2009.

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Lewi, Lezley Collier, and Lezley Collier Lewis. Identifying and serving culturally and linguistically diverse gifted students. Prufrock Press, 2012.

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Jennifer, Miller. Culturally and linguistically diverse classrooms: New dilemmas for teachers. Multilingual Matters, 2009.

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García, Eugene E. Education of linguistically and culturally diverse students: Effective instructional practices. National Center for Research on Cultural Diversity and Second Language Learning, University of California, 1991.

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García, Eugene E. Education of linguistically and culturally diverse students: Effective instructional practices. National Center for Research on Cultural Diversity and Second Language Learning, University of California, 1991.

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Cox, Carole. Crossroads: Literature and language in culturally and linguistically diverse classrooms. Merrill, 1997.

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Book chapters on the topic "Culturally Linguistically Diverse"

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Kathleen Krach, S. "Culturally and Linguistically Diverse Learners." In Psychoeducational Assessment and Report Writing. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44641-3_20.

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Dombrowski, Stefan C. "Culturally and Linguistically Diverse Learners." In Psychoeducational Assessment and Report Writing. Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4939-1911-6_17.

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Gearon, Margaret, Jennifer Miller, and Alex Kostogriz. "Chapter 1. The Challenges of Diversity in Language Education." In Culturally and Linguistically Diverse Classrooms, edited by Jennifer Miller, Alex Kostogriz, and Margaret Gearon. Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847692184-003.

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Lasagabaster, David. "Chapter 2. Multilingual Educational Systems: An Added Challenge for Immigrant Students." In Culturally and Linguistically Diverse Classrooms, edited by Jennifer Miller, Alex Kostogriz, and Margaret Gearon. Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847692184-004.

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Miller, Jennifer. "Chapter 3. Teaching with an Accent: Linguistically Diverse Preservice Teachers in Australian Classrooms." In Culturally and Linguistically Diverse Classrooms, edited by Jennifer Miller, Alex Kostogriz, and Margaret Gearon. Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847692184-005.

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Hammond, Jennifer. "Chapter 4. High Challenge, High Support Programmes with English as a Second Language Learners: A Teacher-Researcher Collaboration." In Culturally and Linguistically Diverse Classrooms, edited by Jennifer Miller, Alex Kostogriz, and Margaret Gearon. Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847692184-006.

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Dooley, Karen. "Chapter 5. Language and Inclusion in Mainstream Classrooms." In Culturally and Linguistically Diverse Classrooms, edited by Jennifer Miller, Alex Kostogriz, and Margaret Gearon. Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847692184-007.

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Windle, Joel. "Chapter 6. Influences on the Written Expression of Bilingual Students: Teacher Beliefs and Cultural Dissonance." In Culturally and Linguistically Diverse Classrooms, edited by Jennifer Miller, Alex Kostogriz, and Margaret Gearon. Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847692184-008.

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Bianco, Joseph Lo. "Chapter 7. Dilemmas of Efficiency, Identity and Worldmindedness." In Culturally and Linguistically Diverse Classrooms, edited by Jennifer Miller, Alex Kostogriz, and Margaret Gearon. Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847692184-009.

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Kostogriz, Alex. "Chapter 8. Professional Ethics in Multicultural Classrooms: English, Hospitality and the Other." In Culturally and Linguistically Diverse Classrooms, edited by Jennifer Miller, Alex Kostogriz, and Margaret Gearon. Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847692184-010.

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Conference papers on the topic "Culturally Linguistically Diverse"

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Stanislow, J. S., and R. S. Kushalnagar. "Adapting STEM lectures for culturally and linguistically diverse classrooms." In 2013 3rd IEEE Integrated STEM Education Conference (ISEC). IEEE, 2013. http://dx.doi.org/10.1109/isecon.2013.6525229.

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Smith, Wally, Greg Wadley, Oliver Daly, et al. "Designing an app for pregnancy care for a culturally and linguistically diverse community." In OzCHI '17: 29th Australian Conference on Human-Computer Interaction. ACM, 2017. http://dx.doi.org/10.1145/3152771.3152807.

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Marquez, Jonathan, and Joy Penman. "ADVANCING ORAL COMMUNICATION SKILLS OF NURSING STUDENTS FROM CULTURALLY AND LINGUISTICALLY DIVERSE BACKGROUNDS." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0123.

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Sawleshwarkar, Shailendra. "S18.4 Engaging culturally and linguistically diverse populations in HIV/STI services: challenges and opportunities." In Abstracts for the STI & HIV World Congress (Joint Meeting of the 23rd ISSTDR and 20th IUSTI), July 14–17, 2019, Vancouver, Canada. BMJ Publishing Group Ltd, 2019. http://dx.doi.org/10.1136/sextrans-2019-sti.84.

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Musetti, Bernadette, and Carrie Wall. "RESPONSIVITY THROUGH MULTI-TIERED SYSTEMS OF SUPPORT IN A LINGUISTICALLY AND CULTURALLY DIVERSE SCHOOL: A TRAUMA-INFORMED APPROACH." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1271.

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Sonina, Snejina, and Sylvia Mittler. "Business French and Translation in the Era of Google Translate: Variations on the Action-based Approach in Language Courses." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8009.

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In this article we outline our practices for the inclusion of electronic translation devices in specialized French language courses and reflect upon the changing landscape of language teaching. We describe how the use of Google Translate can increase students' awareness of linguistic, stylistic, and cultural differences in our culturally and linguistically diverse clasrooms. Although we characterize our didactic approach as action based, we differenciate our use of this approach from its common use in general language courses and point out the usefulness of intellectualizing it based on our us
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Mangiatordi, Andrea, Giulia Pastori, Valentina Pagani, Alice Sophie Sarcinelli, and Leonardo Menegola. "DESIGN FOR INCLUSION IN A LINGUISTICALLY AND CULTURALLY DIVERSE EUROPE: CHALLENGES IN THE DEVELOPMENT OF A VIRTUAL LEARNING ENVIRONMENT." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.1788.

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Tang, C. Y., M. Lavercombe, A. M. Southcott, N. Taylor, and F. Blackstock. "Being from a Culturally and Linguistically Diverse Community Is a Factor in Awareness of Pulmonary Rehabilitation for People with Chronic Obstructive Pulmonary Disease." In American Thoracic Society 2020 International Conference, May 15-20, 2020 - Philadelphia, PA. American Thoracic Society, 2020. http://dx.doi.org/10.1164/ajrccm-conference.2020.201.1_meetingabstracts.a2198.

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Choesin, Ezra Mahresi, and Dea Rifia Bella. "Pointing Gestures and Verbal Acts: Linguistic Boundaries in Barter Markets by Puor and Lamalera People, East Nusa Tenggara, Indonesia." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.16-2.

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This article highlights language practices by Puor and Lamalera people, in South Lembata, East Nusa Tenggara, in Indonesia, in a ‘barter market’ context. While interacting in the barter market, Puor and Lamalera people prefer to use their own local languages, rather than Bahasa Indonesia, the language regarded as the lingua franca in a linguistically diverse Indonesia. Unavoidably, the use of these local languages in Indonesia is invoked through specific cultural assessments. In this barter market, speakers combine verbal acts and pointing gestures to supplement their linguistic repertoires an
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Reports on the topic "Culturally Linguistically Diverse"

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Otsuki, Yumiko. Being an "Other": The Significance of Teachers' Lived Experiences in Working with Culturally and Linguistically Diverse Students. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.3134.

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Armas, Elvira, and Magaly Lavadenz. The Observation Protocol for Academic Literacies (OPAL); A Tool for Supporting Teachers of English Language Learners. CEEL, 2011. http://dx.doi.org/10.15365/ceel.article.2011.1.

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Schools and school systems are experiencing an instructional support gap that results in limited opportunities for educators to analyze, reflect on and improve research-based practices for ELLs so that outcomes for culturally and linguistically diverse students can change. To address this need, an inter-disciplinary research team from the Center for Equity for English Learners, comprised of educational leaders, teachers, researchers, and content experts developed a classroom observational instrument—the Observation Protocol for Academic Literacies (OPAL). The OPAL is intended for teachers, edu
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