Revisiting Cultural and Linguistic Diversity in Speech Pathology Programs in Australia: Listening to the Voices of Staff and International Students

Howells, Simone; Westerveld, Marleen F.; Garvis, Susanne

doi:10.1007/978-3-319-60058-1_10

Cited by 4 publications

(2 citation statements)

References 24 publications

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“…At this stage, Briguglio (2014) is the only research that has recommended the embedding of referencing conventions and vocabularies into disciplinary/content studies. Howells et al (2017) claimed that at a program level, at no point are the linguistic differences (e.g. vowels) explicitly discussed with international students during their study program.…”

Section: Initiatives Utilised To Support International Students Impromentioning

confidence: 99%

Employability of international students: Strategies to enhance their experience on work-integrated learning (WIL) programs

Pham

Bao

Saito

et al. 2018

JTLGE

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This paper presents a systematic qualitative review of relevant literature, documents and reports, and critically discusses issues facing international students undertaking work-integrated learning (WIL) activities as part of their higher education in Australia. Initiatives utilised to better support international students on these WIL placements are described. Based on an evaluation of the data reviewed, the discussion highlights two main challenges to international students’ employment experiences: a limited competence in English communication, and a limited understanding of the local working context. In seeking explanations for the above, the authors identified factors such as inadequate student-entry procedures, limited opportunities for socialisation, limited input in cultural protocols, and the lack of soft-skills training. The recommended solutions include more uniformity between government and employer sectors, increased acceptance and support for multicultural diversity, an openness towards diverse ways of thinking, and an enhancement of training in diverse communication styles.

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Section: Initiatives Utilised To Support International Students Impromentioning

confidence: 99%

Employability of international students: Strategies to enhance their experience on work-integrated learning (WIL) programs

Pham

Bao

Saito

et al. 2018

JTLGE

View full text Add to dashboard Cite

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“…Universities providing communication program (Boughton et al, 2010;Buckworth et al, 2015;Kelton, 2014;Ladyshewsky, 1996;Nash, 2011) Students to spend time in country before commencing study (Sabbadini et al, 2013) Placement educator Placement educators referring to English language teacher or speech pathologist (Howells et al, 2017;Hussin, 1999) Speak clearly and monitor pace (Ladyshewsky, 1996;Newton et al, 2018;Ortlipp & Nuttall, 2011) and repeat/paraphrase (Nash, 2011) Use language assessment guidelines (San Miguel & Rogan, 2015) Ask students for clarification (Lu & Maithus, 2012) Ask students for permission to provide feedback about pronunciation or vocal volume (Newton et al, 2018) Role-play to practise and gain confidence (Matters et al, 2004) Account for second language anxiety (Jones et al, 2017;Khawaja et al, 2017) Opportunities to speak English e.g., talk with patients (Ashman et al, 2013;Jeong et al, 2011;Kelly, 2017;Mitchell et al, 2017) Conversation practice including identifying topis to use with clients/patients (Attrill et al, 2016b;Harvey et al, 2013)…”

Section: Universitymentioning

confidence: 99%

What is known about the types of supports used by culturally and linguistically diverse students and their professional placement educators that facilitate successful learning experiences: A scoping review

Pearson

Hill

Attrill

et al. 2022

Australian Journal of Clinical Education

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Purpose: Students from culturally and linguistically diverse (CALD) backgrounds can find professional placements challenging. This review aimed to identify evidence regarding how professional placement educators successfully support CALD students during professional placements and to identify research gaps in this area. Methods: Literature searches were conducted in CINAHL, ERIC, SCOPUS, PubMed, PsychNet, Emerald Insight, IEEE and ABI Inform Global databases from 1990 to October 2020 and reference lists of identified papers were also scanned. Data analysis occurred through quantitative (frequency of methodology types) and qualitative analysis methods. This review included a consultation phase with professional placement educators and managers. Results: A total of 109 papers were selected for review. The majority of papers investigated the perceptions of CALD students and placement educators with some papers focussing on support programs undertaken prior to or during placement. Conclusion: It is evident that many gaps exist in the literature regarding the supports placement educators and CALD students use during professional placements. Where programs have been described, they have not measured outcomes robustly. Furthermore, where papers have reported supports, they were often not sufficiently reported to facilitate implementation or replication. Further research is warranted to fully understand how CALD students are successfully supported on placement.

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Strategies Undertaken by International Graduates to Negotiate Employability

Pham

2023

Rethinking Graduate Employability in Context

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This study aimed to explore how international graduates engaged with different employability approaches. Eighteen international students at several universities in Australia participated in this study. The findings revealed that the graduates engaged with different employability approaches and prioritised the development of different capitals at various stages of their career. They mainly engaged with the possessional approach to build human capital at university. However, after graduation, they were more engaged with the positional and processual approaches through which they had to interact with the labour market contexts and find ways to further enrich and mobilise their employability capitals. This study implies that there is a gap between the intentions and purposes of higher education and expectations in the labour market.

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Revisiting Cultural and Linguistic Diversity in Speech Pathology Programs in Australia: Listening to the Voices of Staff and International Students

Cited by 4 publications

References 24 publications

Employability of international students: Strategies to enhance their experience on work-integrated learning (WIL) programs

Employability of international students: Strategies to enhance their experience on work-integrated learning (WIL) programs

What is known about the types of supports used by culturally and linguistically diverse students and their professional placement educators that facilitate successful learning experiences: A scoping review

Strategies Undertaken by International Graduates to Negotiate Employability

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