Catering for EAL/D Students’ Language Needs in Mainstream Classes: Early Childhood Teachers’ Perspectives and Practices in One Australian Setting

Dobinson, Toni; Buchori, Sylvia

doi:10.14221/ajte.2016v41n2.3

Cited by 24 publications

(14 citation statements)

References 51 publications

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“…However, in the sessions observed in this research, sometimes Savan missed opportunities to scaffold the children's English language and vocabulary development, such as by asking them more open-ended, extending questions rather than simple, closed questions about what they had seen and heard on the iPad. Young children living in multilingual environments are highly capable of learning a new language such as English when supported by "linguistically responsive" educators (Dobinson & Buchon, 2016;Lucas & Villegas, 2010). In this study, we found that the lead educator was sometimes responsive to children's comments and expanded on these by asking questions or offering her own insights.…”

Section: App Pedagogy: Supporting English Language Learning For Multilingual Childrenmentioning

confidence: 67%

Fostering Multilingual Children’s Language Development through iPad Apps

Aldossary¹,

Curwood²,

Niland³

2021

The Reading Teacher

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Section: App Pedagogy: Supporting English Language Learning For Multilingual Childrenmentioning

confidence: 67%

Fostering Multilingual Children’s Language Development through iPad Apps

Aldossary¹,

Curwood²,

Niland³

2021

The Reading Teacher

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“…Although a significant body of international research exists regarding CALD learners in mainstream classrooms, research about Chilean schools is just beginning to emerge. This review draws on research conducted in other contexts that, similar to Chile, registered an increase in humanitarian migration: the US (e.g., García et al, 2010;Goodwin, 2002), Australia (e.g., Dobinson & Buchori, 2016;Gilmour et al, 2018), and some European countries (e.g., Bastos & Araújo e Sá, 2015;Miller et al, 2009).…”

Section: Literature Reviewmentioning

confidence: 99%

Challenges for Teachers Working in Mainstream Schools with Culturally and Linguistically Diverse Students in Chile: Two Case Studies

Parada

Tour

2022

IJME

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Recently, Chile has experienced a significant increase in linguistically and culturally diverse immigrants from Haiti. However, little is known about how Chilean teachers cope with this issue. Using Haworth’s (2009) model of contextual layers of teachers’ work as a conceptual lens, this article reports the findings from two case studies. Findings show that participants often struggled to teach their culturally and linguistically diverse students. These difficulties were attributed to teachers’ low levels of professional preparedness to work with these students and limited in-school support. The article offers several implications for different stakeholders.

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“…Part of the challenge is its multi-faceted nature, encompassing content integration, the knowledge construction process, prejudice reduction, an equity pedagogy, and an empowering school culture and social structure (Banks, 2010;Kalantzis, Cope, Noble, & Poynting, 2012;Nieto, 2010). Teachers may touch upon some or all of these issues in their initial teacher education, particularly on pedagogy (Gay, 2013;Ladson-Billings, 2014) but it is reported that many novice teachers feel a lack of confidence in enacting intercultural practices once in the classroom (Dobinson & Buchori, 2016). Teacher attitudes, related to their own or their teacher educators' social justice dispositions, as well as their feelings of self-efficacy, also influence whether or not they will utilise intercultural practices (Castro, 2010;Gale, Mills, & Cross, 2017;Gay, 2010;Walton et al, 2014).…”

Section: Literature Reviewmentioning

confidence: 99%

Professional development for intercultural education: learning on the run

Tualaulelei

2020

Asia-Pacific Journal of Teacher Education

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In many parts of the world, there is a visible increase in the numbers of culturally and linguistically diverse students entering compulsory education. To explore the preparedness of teachers for responding to this diversity, this article reports the findings of an ethnographic study which had a specific focus on Samoan students. In semistructured interviews, teachers of a south-east Queensland primary school described initial challenges they encountered, as well as their opinions about the professional development they had received for intercultural education. In talanoa (Pacific Islandstyle discussions), parents in the school community shared their concerns about the cultural and linguistic responsiveness of the teachers compared to their previous experiences. Analysis of the findings revealed that teachers experienced 'culture shock' in highly multicultural classrooms perhaps related to the lack of opportunities for professional learning about teaching culturally and linguistically diverse students. Too few opportunities for teachers to develop and sustain positive dispositions towards intercultural education may have factored into the school staff's focus on the 'how' of intercultural education, rather than the 'why'. A scarcity of professional and human resources in this area was also identified. The article concludes with ideas for future research.

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Catering for EAL/D Students’ Language Needs in Mainstream Classes: Early Childhood Teachers’ Perspectives and Practices in One Australian Setting

Cited by 24 publications

References 51 publications

Fostering Multilingual Children’s Language Development through iPad Apps

Fostering Multilingual Children’s Language Development through iPad Apps

Challenges for Teachers Working in Mainstream Schools with Culturally and Linguistically Diverse Students in Chile: Two Case Studies

Professional development for intercultural education: learning on the run

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