TY - JOUR
T1 - Culturally and linguistically diverse students in speech-language pathology courses: A platform for culturally responsive services
AU - Attrill, Stacie
AU - Lincoln, Michelle
AU - McAllister, Sue
PY - 2017/5/4
Y1 - 2017/5/4
N2 - Purpose: Increasing the proportion of culturally and linguistically diverse (CALD) students and providing intercultural learning opportunities for all students are two strategies identified to facilitate greater access to culturally responsive speech–language pathology services. To enact these strategies, more information is needed about student diversity. This study collected descriptive information about CALD speech–language pathology students in Australia. Method: Cultural and linguistic background information was collected through surveying 854 domestic and international speech-language pathology students from three Australian universities. Students were categorised according to defined or perceived CALD status, international student status, speaking English as an Additional Language (EAL), or speaking a Language Other than English at Home (LOTEH). Result: Overall, 32.1% of students were either defined or perceived CALD. A total of 14.9% spoke EAL and 25.7% identified speaking a LOTEH. CALD students were more likely to speak EAL or a LOTEH than non-CALD students, were prominently from Southern and South-Eastern Asian backgrounds and spoke related languages. Conclusion: Many students reported direct or indirect connections with their cultural heritage and/or contributed linguistic diversity. These students may represent broader acculturative experiences in communities. The sociocultural knowledge and experience of these students may provide intercultural learning opportunities for all students and promote culturally responsive practices.
AB - Purpose: Increasing the proportion of culturally and linguistically diverse (CALD) students and providing intercultural learning opportunities for all students are two strategies identified to facilitate greater access to culturally responsive speech–language pathology services. To enact these strategies, more information is needed about student diversity. This study collected descriptive information about CALD speech–language pathology students in Australia. Method: Cultural and linguistic background information was collected through surveying 854 domestic and international speech-language pathology students from three Australian universities. Students were categorised according to defined or perceived CALD status, international student status, speaking English as an Additional Language (EAL), or speaking a Language Other than English at Home (LOTEH). Result: Overall, 32.1% of students were either defined or perceived CALD. A total of 14.9% spoke EAL and 25.7% identified speaking a LOTEH. CALD students were more likely to speak EAL or a LOTEH than non-CALD students, were prominently from Southern and South-Eastern Asian backgrounds and spoke related languages. Conclusion: Many students reported direct or indirect connections with their cultural heritage and/or contributed linguistic diversity. These students may represent broader acculturative experiences in communities. The sociocultural knowledge and experience of these students may provide intercultural learning opportunities for all students and promote culturally responsive practices.
KW - acculturation
KW - cultural and linguistic diversity
KW - healthcare services
KW - international students
KW - speech–language pathology
KW - student
KW - survey
UR - http://www.scopus.com/inward/record.url?scp=85014575341&partnerID=8YFLogxK
U2 - 10.1080/17549507.2017.1292548
DO - 10.1080/17549507.2017.1292548
M3 - Article
SN - 1754-9515
VL - 19
SP - 309
EP - 321
JO - International Journal of Speech-Language Pathology
JF - International Journal of Speech-Language Pathology
IS - 3
ER -