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Journal articles on the topic 'Culturally Linguistically Diverse'

Author: Grafiati

Published: 4 June 2021

Last updated: 8 February 2022

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Burke, Meghan M., and Samantha E. Goldman. "Special education advocacy among culturally and linguistically diverse families." Journal of Research in Special Educational Needs 18 (February 6, 2018): 3–14. http://dx.doi.org/10.1111/1471-3802.12413.

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12

Arias, Armando. "Computer-Mediated Classrooms for Culturally and Linguistically Diverse Learners." Computers in the Schools 7, no. 1-2 (1990): 227–42. http://dx.doi.org/10.1300/j025v07n01_11.

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13

Peredo, Tatiana Nogueira. "Supporting Culturally and Linguistically Diverse Families in Early Intervention." Perspectives of the ASHA Special Interest Groups 1, no. 1 (2016): 154–67. http://dx.doi.org/10.1044/persp1.sig1.154.

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This report examines two central themes of providing family-centered early intervention services to culturally and linguistically diverse families, including: (a) viewing home language use as a family strength, and (b) learning about family culture and values to provide appropriate caregiver training. Challenges to embedding home language and culture in early intervention are discussed. The importance of supporting home language and how to systematically do so in intervention is explained. The Family Values and Activities Interview, an ethnographic interview, can be used to learn about family

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14

Culp, Brian, and Robert Schmidlein. "Preparing PETE Students for Culturally and Linguistically Diverse Learners." Strategies 25, no. 7 (2012): 11–14. http://dx.doi.org/10.1080/08924562.2012.10590976.

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15

Barrera, Manuel. "Assessment of Culturally and Linguistically Diverse Learners With Disabilities." Assessment for Effective Intervention 33, no. 3 (2008): 132–34. http://dx.doi.org/10.1177/1534508407313232.

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16

Harrison, Reema, Merrilyn Walton, Upma Chitkara, et al. "Beyond translation: Engaging with culturally and linguistically diverse consumers." Health Expectations 23, no. 1 (2019): 159–68. http://dx.doi.org/10.1111/hex.12984.

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17

Cohen, Lynn E., Louisa Kramer-Vida, and Nancy Frye. "Implementing Dialogic Reading with Culturally, Linguistically Diverse Preschool Children." NHSA Dialog 15, no. 1 (2012): 135–41. http://dx.doi.org/10.1080/15240754.2011.639965.

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18

Lwin, Zarnie, Alexander Broom, Rasha Cosman, et al. "Culturally and linguistically diverse patient participation in glioma research." Neuro-Oncology Practice 1, no. 3 (2014): 101–5. http://dx.doi.org/10.1093/nop/npu009.

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Abstract Marginal communities, such as culturally and linguistically diverse (CALD) patients, have significantly lower rates of recruitment, accrual, and retention in cancer clinical trials. A combination of language and cultural barriers means that trial participation from CALD communities remains at suboptimal levels, which in turn favors research findings that are biased towards therapeutic effects or toxicities within the context of non-CALD populations. Here we outline some key challenges and implications for CALD patient participation in glioma research in countries such as Australia, wh

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19

Saenz, Terry Irvine, Aquiles Iglesias, Mary Blake Huer, and Howard P. Parette. "Culturally and Linguistically Diverse Preschoolers Verbal and Nonverbal Requests." Communication Disorders Quarterly 21, no. 1 (1999): 39–48. http://dx.doi.org/10.1177/152574019902100106.

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20

Colombo, Michaela W. "Building School Partnerships with Culturally and Linguistically Diverse Families." Phi Delta Kappan 88, no. 4 (2006): 314–18. http://dx.doi.org/10.1177/003172170608800414.

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21

Scott, Diane M. "Hearing Research: Children From Culturally and Linguistically Diverse Populations." ASHA Leader 10, no. 16 (2005): 4–23. http://dx.doi.org/10.1044/leader.ftr2.10162005.4.

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22

Lee, Ohkee, and Cory Buxton. "Engaging Culturally and Linguistically Diverse Students in Learning Science." Theory Into Practice 50, no. 4 (2011): 277–84. http://dx.doi.org/10.1080/00405841.2011.607379.

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23

Gilmour, Lyn, Helen Klieve, and Minglin Li. "Culturally and Linguistically Diverse School Environments – Exploring the Unknown." Australian Journal of Teacher Education 43, no. 2 (2018): 172–89. http://dx.doi.org/10.14221/ajte.2018v43n2.10.

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24

Bowker, Jean. "Methods for teaching culturally and linguistically diverse exceptional learners." Australian Journal of Learning Difficulties 13, no. 2 (2008): 181. http://dx.doi.org/10.1080/19404150802389416.

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25

Andernovics, S. "Culturally and Linguistically Diverse Classrooms: New Dilemmas for Teachers." ELT Journal 65, no. 1 (2010): 87–89. http://dx.doi.org/10.1093/elt/ccq082.

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26

Green, Elise Jepson. "Guidelines for serving linguistically and culturally diverse young children." Early Childhood Education Journal 24, no. 3 (1997): 147–54. http://dx.doi.org/10.1007/bf02353271.

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27

Gammon, Brian, and Ashan Gunarathne. "The provision of culturally sensitive care to linguistically and culturally diverse groups." British Journal of Cardiac Nursing 2, no. 10 (2007): 487–95. http://dx.doi.org/10.12968/bjca.2007.2.10.27373.

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28

Peterson, Patricia J., and Lela Montfort. "Creating Culturally Dynamic Materials for Rural Culturally and Linguistically Diverse Exceptional Students." Rural Special Education Quarterly 23, no. 4 (2004): 25–29. http://dx.doi.org/10.1177/875687050402300405.

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29

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

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30

Toohey, Kristine, and Tracy Taylor. "Sport Provision for Women of Minority Cultures in Australia: Whose Responsibility?" Women in Sport and Physical Activity Journal 6, no. 2 (1997): 254–64. http://dx.doi.org/10.1123/wspaj.6.2.254.

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This paper is a summary of a research project to investigate the relationships between women from culturally and linguistically diverse backgrounds and sport. A conflict between sport providers’ perceptions of the needs of women from culturally and linguistically diverse backgrounds and the views of the women themselves was found. Providers generally perceived the problem of low participation in sport as relating to the women’s culture (a cultural deficit explanation); whereas, the women interviewed mainly associated their low participation rates with non-inclusionary practices engaged in by p

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31

Coleman, Jaumeiko J. "Treatment Outcomes for Culturally and Linguistically Diverse Early Intervention Populations." Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations 16, no. 3 (2009): 69–78. http://dx.doi.org/10.1044/cds16.3.69.

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Abstract Research indicates that close to half of infants, toddlers and preschool children enrolled in early intervention programs funded by the Individuals with Disabilities Education Act have a communication disorder. In addition, a substantial number of children, particularly in the infant and toddler population, are from culturally and linguistically diverse backgrounds. Audiologists and speech-language pathologists are charged with providing culturally-competent, evidence-based services to all clients. Given the federal, state, and local demand for accountability in practices, clinicians

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32

Lazewnik, Rochel, Nancy Creaghead, Sandra Combs, and Lesley Raisor-Becker. "Perspectives on Preparing Graduate Students To Provide Services to Diverse Populations in Schools." Perspectives on School-Based Issues 11, no. 2 (2010): 33–39. http://dx.doi.org/10.1044/sbi11.2.33.

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Abstract In today's school settings, speech-language pathologists are likely to engage in assessment, intervention, and consultation for students from culturally and linguistically diverse populations. Therefore, speech-language pathology graduate programs must make changes that will prepare monolingual and bilingual graduate students to meet the needs of these children. Graduate students can learn information about cultural and linguistic diversity through independent courses and when these topics are incorporated into all courses. Practicum placements and experiences with children from cultu

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33

Ogie, Robert, Juan Castilla Rho, Rodney J. Clarke, and Alison Moore. "Disaster Risk Communication in Culturally and Linguistically Diverse Communities: The Role of Technology." Proceedings 2, no. 19 (2018): 1256. http://dx.doi.org/10.3390/proceedings2191256.

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Migrants, ethnic minorities and people from culturally and linguistically diverse (CALD) communities are often more vulnerable to natural disasters due to cultural barriers and limited proficiency in the dominant language, which sometimes undermine their ability to access, interpret and respond to warnings. Technology can assist in engendering culturally and linguistically appropriate communication with CALD communities if key challenges are identified. This study contributes by reviewing relevant literature with the aim of ascertaining the most pressing challenges requiring technological inte

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34

Narayan, Mary Curry. "Strategies for Implementing the National Standards for Culturally and Linguistically Appropriate Services in Home Health Care." Home Health Care Management & Practice 29, no. 3 (2017): 168–75. http://dx.doi.org/10.1177/1084822317696707.

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This article is an abridged version of a book chapter, Culturally and Linguistically Appropriate Services, published in the Handbook of Home Health Care Administration, Sixth Edition (Marilyn Harris, editor). The article describes the importance of culturally and linguistically competent care for the success of home health agencies. It uses the 15 standards of the National Standards for Culturally and Linguistically Appropriate Services in Health and Health Care (CLAS Standards) as an outline for identifying strategies that home health leaders can incorporate into their agencies’ practices to

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35

Haghshenas, Abbas, Patricia M. Davidson, and Arie Rotem. "Negotiating norms, navigating care: findings from a qualitative study to assist in decreasing health inequity in cardiac rehabilitation." Australian Health Review 35, no. 2 (2011): 185. http://dx.doi.org/10.1071/ah09786.

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Purpose. People from culturally and linguistically diverse backgrounds (CaLDBs) have lower rates of participation in cardiac rehabilitation (CR). Systematically evaluating barriers and facilitators to service delivery may decrease health inequalities. This study investigated approaches for promoting cultural competence in CR. Methods. A qualitative study of 25 health practitioners was undertaken across three CR programs using a purposive sampling strategy. Interviews and participant observation were undertaken to identify factors to promote culturally competent care. Results. Three key foci we

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36

Solak, Ekrem, and Betül Bal Gezegin. "Counter-effect of Refugee Movement in Culturally and Linguistically Diverse Classrooms." World Journal of Education 9, no. 2 (2019): 22. http://dx.doi.org/10.5430/wje.v9n2p22.

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The presence of refugee students in culturally and linguistically diverse classrooms relatively influences thedevelopment of local students as well. Students with different languages and cultural background in a learningenvironment create a different atmosphere and may influence the attitude of local students to other languages andcultures. Therefore, this study investigated how and to what extent native students were influenced from refugeestudents in terms of linguistic and cultural perspective. The mixed method was used in this study. Quantitative datawere collected from local students in c

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37

Savva, Maria. "Learning to teach culturally and linguistically diverse students through cross-cultural experiences." Intercultural Education 28, no. 3 (2017): 269–82. http://dx.doi.org/10.1080/14675986.2017.1333689.

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38

Evans, Rinelle, and Ailie Cleghorn. "Complex language encounters: Observations from linguistically diverse South African classrooms." Language and Literacy 12, no. 2 (2010): 30. http://dx.doi.org/10.20360/g26p4r.

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This article reports on the initial observation phase of a larger, longitudinal project that explores complex language encounters in grades R (Reception) to 3 classrooms in South Africa. Complex language encounters refer to teacher-learner exchanges that take place when neither teachers nor learners are first language speakers of the language of instruction, in this case English. Observations during teaching practice visits to linguistically and culturally diverse South African urban classrooms yielded several vignettes that illustrate the need for teachers to be provided with strategies to le

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39

Harris, Kathleen C. "Collaboration Within a Multicultural Society." Remedial and Special Education 17, no. 6 (1996): 355–62. http://dx.doi.org/10.1177/074193259601700606.

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The author discusses perspectives and offers suggestions for the development of multicultural competence in each of the following Areas: understanding one's perspective in relation to culturally diverse collaborators, using effective interpersonal and communication strategies in a multicultural context, understanding the role(s) assumed by collaborators who work with students who are culturally and linguistically diverse, and Promoting the use of appropriate assessment and instructional strategies. Collaborators skilled in these areas are necessary to enhance the success of the growing numbers

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40

WAGLER, AMY E., and LAWRENCE M. LESSER. "EVALUATION OF THEORETICAL AND EMPIRICAL CHARACTERISTICS OF THE COMMUNICATION, LANGUAGE, AND STATISTICS SURVEY (CLASS)." STATISTICS EDUCATION RESEARCH JOURNAL 17, no. 1 (2018): 141–64. http://dx.doi.org/10.52041/serj.v17i1.180.

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The interaction between language and the learning of statistical concepts has been receiving increased attention. The Communication, Language, And Statistics Survey (CLASS) was developed in response to the need to focus on dynamics of language in light of the culturally and linguistically diverse environments of introductory statistics classrooms. This manuscript presents a cross-cultural evaluation of the characteristics of the CLASS III (third generation of the instrument) and provides a user-friendly cross-culturally valid version of the CLASS. Mixed methods are employed to investigate furt

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41

Sanchez, Katrina, and Carla Wood. "Perceptions of Disability: Families From Culturally and Linguistically Diverse Backgrounds." Perspectives of the ASHA Special Interest Groups 1, no. 16 (2016): 38–46. http://dx.doi.org/10.1044/persp1.sig16.38.

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The aim of the current study was to explore the perceptions of disability of families from culturally and linguistically diverse backgrounds. Investigators interviewed 10 families from diverse backgrounds and used qualitative inquiry techniques to identify shared and distinctive themes between families. Results produced themes related to diverse beliefs about the causes of disability, perceived helpfulness of intervention, reactions to diagnosis, informational resources, and perceptions of bilingual services.

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42

Driver, Melissa K., and Sarah R. Powell. "Culturally and Linguistically Responsive Schema Intervention." Learning Disability Quarterly 40, no. 1 (2016): 41–53. http://dx.doi.org/10.1177/0731948716646730.

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Word problems are prevalent on high-stakes assessments, and success on word problems has implications for grade promotion and graduation. Unfortunately, English Language Learners (ELLs) continue to perform significantly below their native English-speaking peers on mathematics assessments featuring word problems. Little is known about the instructional needs and performance of ELLs at risk of mathematics difficulty (MD). In the present study, an exploratory quasi-experimental design was used to investigate word-problem instruction for ELLs in a culturally and linguistically diverse public eleme

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43

Westby, Carol. "Being Smart in a Diverse World." Communication Disorders Quarterly 29, no. 1 (2007): 7–13. http://dx.doi.org/10.1177/1525740108314867.

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This article reviews the concept of intelligence from different cultural perspectives and explains why the traditional approach to determining “who is smart” is inappropriate for students from culturally/linguistically diverse backgrounds and inadequate even for determining if mainstream students will be successful in daily living. The concept of successful intelligence is described and related to the components of cultural intelligence that are essential for professionals to function effectively in a diverse world. Strategies for promoting cultural intelligence in students are suggested.

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44

Anderson, Christine B., and Julie F. Smart. "Improving Transition Outcomes for Culturally and Linguistically Diverse VR Consumers." Journal of Applied Rehabilitation Counseling 41, no. 4 (2010): 3–10. http://dx.doi.org/10.1891/0047-2220.41.4.3.

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Throughout the transition and vocational rehabilitation process those who are Culturally Linguistically Diverse (CLD), or identify as belonging to a racial and ethnic minority group, experience limited achievement in the following areas: high school completion, obtaining employment, quality of employment (as measured by the federal minimum wage), postsecondary education or training, and independent living. Cooperation and collaboration with the family in all phases of the vocational rehabilitation process leads to successful outcomes. Family involvement, however, may be even more critical in t

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45

Benmaman, Virginia, and Orlando Taylor. "Nature of Communication Disorders in Culturally and Linguistically Diverse Populations." Modern Language Journal 70, no. 3 (1986): 303. http://dx.doi.org/10.2307/326957.

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46

Hart, Juliet E. "Strategies for Culturally and Linguistically Diverse Students With Special Needs." Preventing School Failure: Alternative Education for Children and Youth 53, no. 3 (2009): 197–208. http://dx.doi.org/10.3200/psfl.53.3.197-208.

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47

Harlin, Rebecca, and Diane Rodriguez. "Review of Research: Culturally and Linguistically Diverse Students with Autism." Childhood Education 85, no. 5 (2009): 313–17. http://dx.doi.org/10.1080/00094056.2009.10521705.

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48

Counts, Jennifer, Antonis Katsiyannis, and Denise K. Whitford. "Culturally and Linguistically Diverse Learners in Special Education: English Learners." NASSP Bulletin 102, no. 1 (2018): 5–21. http://dx.doi.org/10.1177/0192636518755945.

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The multidimensional issue of the representation of diverse students in special education has been a persistent and challenging concern for decades. Overwhelmingly, research outlining racial and ethnic disproportionality data have historically demonstrated stability in the overrepresentation of students of color in special education. However, the growing number of culturally and linguistically diverse learners also requires an examination of the representation of English learners in special education as well. This article provides an overview of trends and issues in both underrepresentation an

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49

Lopez, Emilia C., Giselle B. Esquivel, and John C. Houtz. "The creative skills of culturally and linguistically diverse gifted students." Creativity Research Journal 6, no. 4 (1993): 401–12. http://dx.doi.org/10.1080/10400419309534495.

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50

Kulkarni, Saili S., and Jessica Parmar. "Culturally and linguistically diverse student and family perspectives of AAC." Augmentative and Alternative Communication 33, no. 3 (2017): 170–80. http://dx.doi.org/10.1080/07434618.2017.1346706.

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