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Teaching strategies for the culturally and linguistically diverse classroom (CALD)
Conference presentation

Teaching strategies for the culturally and linguistically diverse classroom (CALD)

Johanna T Einfalt
2010 Learning & Teaching Week Program Booklet, p.17
Learning & Teaching Week, 2010 (Sunshine Coast, Australia, 16-Aug-2010–20-Aug-2010)
University of the Sunshine Coast
2010
url
https://www.usc.edu.au/View
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Abstract

Curriculum and Pedagogy culturally and linguistically diverse classroom (CALD)
This workshop aims to raise awareness and explore some of the issues that teachers encounter when teaching culturally and linguistically diverse students (CALD). It will define what CALD means in the context of teaching at USC. Even though the workshop places a focus on the issues raised by the large proportion of International students in the USC classroom, it will also point out that culture and diversity can include a wider spectrum of students. Research indicates that by raising staff awareness and understanding of their student's cultural background will not only further improve the overall experience of students at university but in turn mitigate mismatches between students and staff expectations (Gill, 2007; Mullins, Quintrell & Hancock, 1995). The diversity and complexity of student's profiles is often reflected in their learning skills and attitudes due to variations in: academic language skills; study skills; confidence to participate; English language skills and numeracy; motivation to study; and prior knowledge and skills in a discipline (Kelly, 2003). Recently, there has been a push towards the need to internationalise university curriculum to match a growing global context. This can be noted in USC's current Internationalisation and Strategic Plan, where it is expected that staff will facilitate an increased appreciation of global intercultural issues through curriculum development and teaching. Thus, it is important for academic staff to understand that the internationalisation of the curriculum involves looking at teaching and learning processes from multiple points of view in order to achieve international isation (Liddicoat et al, 2003). In addition, teachers should build on the presence of large numbers of international students at USC to develop intercultural communication skills in all students. This workshop will provide the opportunity to discuss different ways of valuing and supporting diverse students in the classroom in order to provide better outcomes for CALD students. The focus is to offer some teaching strategies for the participants to takeaway, as well as the opportunity to join a Community of Practice (CoP) based on this topic of interest.

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