Students from Culturally and Linguistically Diverse (CALD) Backgrounds
CALD students are a diverse group. They come from a wide range of language, socio-economic, cultural and religious backgrounds.
One in five students;
- Is newly arrived in Australia and from a language background other than English.
- Was born in Australia but entered school with little or no English.
- Has had all or some of his/her schooling in Australia but has a home background which includes at least one language other than English.
Catering for the needs of gifted and talented student for whom English is a second language is often viewed as a daunting task for teachers to undertake. Learning a language is a long process. While ESL students may demonstrate basic social competence in English within six months to two years, they may take five years or more to demonstrate academic competence orally and in writing at a level commensurate with their native-speaking peers (Thomas & Collier, 1995).
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Factors affecting second language learning
It is important to take the following factors into consideration when planning any program for gifted and talented students from a culturally and linguistically diverse background.
- Understanding of the student and their home language and culture.
- Level of expectation of the student's home language and general learning ability.
- The level of development of the student's first language.
- The student's prior learning (previous schooling, including literacy levels in the first language).
- The age at which the student began learning a second language.
- The gender, socioeconomic status and general ability of the student.
- The student's experience as a second language learner.
- The eight principles of language learning.
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Principles of language learning
The Eight Principles of Language Learning (Vale, Scarino and McKay, 1991, p.28) are based on the Australian Language Levels (ALL) Curriculum Framework and provide the basis for the ALL statements on curriculum and program design, method, resources and assessment.
Learners learn a language best when they:
- are treated as individuals with their own needs and interests;
- are provided with opportunities to participate in communicative use of the target language in a range of activities;
- are exposed to communicative data which are comprehensible and relevant to their needs and interests;
- focus deliberately on various language forms, skills and strategies in order to support the process of language acquisition;
- are exposed to socio-cultural data and direct experience of the culture(s) embedded within the target language;
- become aware of the role and nature of language and of culture;
- are provided with appropriate feedback about their progress; and
- are provided with opportunities to manage their own learning.
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Implications for teaching
The principles of language learning have a number of implications for teachers catering to the needs of gifted and talented culturally and linguistically diverse learners.
The Eight Principles of Language Learning:
- imply that the choice of methods and strategies should be flexible
- advocate an eclectic approach to methodology which draws upon many methods for the best techniques approaches and strategies for learning English and learning through English
- imply that gifted and talented CALD students learn best when given the opportunity to use English freely and creatively in many different communicative situations
- imply a need to create an atmosphere of trust to encourage learners to take risks
- imply a need to provide opportunities for gifted and talented CALD learners to find answers to their own questions and pursue their own interests
- imply a need to, at times, actively focus students on specific aspects of English, such as strategies, skills, structures and vocabulary
- imply a need to encourage and promote the active involvement of gifted and talented CALD learners in exploring, investigating, reflecting, communicating and self discovery
- advocate related and recycled experiences to support conceptual development
- require a balance of teaching/learning situations in the classroom
- advocate the use of peer collaboration for modeling and scaffolding purposes
Many CALD students have developed a camouflage for language survival and have never really mastered English at the level required to communicate complex ideas and higher level thinking.
The inability to hypothesize or to draw inference or conclusion from observations has to be seen as possible a function of language rather than an indication of general lack of ability.
The move from interpersonal communicative language to more academic language must occur if the student's ability to communicate complex ideas is to be recognised and developed. This can be encouraged in the classroom by incorporating the following techniques.
- Identify areas in the course or program where a definition, report, hypothesis or use of evidence to make inferences or draw conclusions is required.
- Assist students to make lists of things which need defining. Spend time defining these, distinguish from an example, and use exact language. Look at dictionary definitions and meanings.
- Do the same with reports, hypotheses and drawing conclusions. Isolate facts and observations from which students can make inferences or draw conclusions. Move on to other areas of higher language use.
- The importance of reading cannot be over-emphasised. Students need encouragement to read a wide range of materials in order to acquire language through print.
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Translating and interpreting
For assistance in gathering background information on gifted and talented students from a CALD background, it may be necessary to make use of an accredited interpreter.
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Contact: |
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On-Call |
| Phone: |
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9225 7700 |
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| Available 7 days, 24 hours per day. |
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Support information
For further assistance and/or advice on matters relating to CALD students and/or advice on matters relating to inclusive curriculum, contact the Curriculum Officers below or access the ESL/ESD website:
For Primary Education
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Majella Stevens |
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Curriculum Officer ESL Primary
Student Services
Department of Education and Training
151 Royal Street
EAST PERTH WA 6004 |
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| Email: |
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majella.stevens@det.wa.edu.au |
| Phone: |
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(08) 9264 4298 |
For Secondary Education
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Natalie Tarr |
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| Address: |
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Curriculum Officer ESL Secondary
Student Services
Department of Education and Training
151 Royal Street
EAST PERTH WA 6004 |
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| Email: |
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natalie.tarr@det.wa.edu.au |
| Phone: |
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(08) 9264 4691 |