Culturally And Linguistically Diverse Research Articles

Assessing children’s vocabulary: An exploratory cross-sectional survey of speech-language pathologists

Purpose Past research highlights the importance of evaluating word learning abilities to build understanding of an individual’s language-learning capacity and make evidence-informed decisions in speech-language pathology practice. However, little research has explored vocabulary and word learning assessment practices among speech-language pathologists (SLPs). This pilot, exploratory study aimed to explore current assessment practices and guide translation of research to practice among SLPs who work with children of all ages. Method SLPs (N = 127) from three predominantly English-speaking countries (Australia, USA, and UK) completed an online survey. The survey explored methods and purposes for assessing vocabulary knowledge and word learning skills via binary and multiple-choice questions. Responses to three open-ended questions were analysed using conventional content analysis. The survey also asked about perspectives regarding assessment practices with individuals from culturally and linguistically diverse (CALD) backgrounds. Result Of the surveyed SLPs, 118 (92%) reported using norm-referenced measures of vocabulary, with 27 reporting additional use of non-normed measures. Seventy-seven SLPs (61%) reported that they measure word learning skills, and 20 of these SLPs used dynamic assessment procedures to evaluate word learning. Responding SLPs across all three countries reported using vocabulary and word learning assessment data in a variety of ways (e.g. to support diagnostic decision-making). Regarding the use of standardised, norm-referenced vocabulary assessments with individuals from CALD backgrounds, SLPs reported concerns regarding poor cultural sensitivity and limited access to alternative methods. Conclusion The findings highlight the need for further development and dissemination of accessible resources to support SLPs’ implementation of word learning assessment, including resources for dynamic assessment. This is especially critical considering the established limitations associated with using standardised, norm-referenced tests with minority groups who are underrepresented in standardisation samples.

‘Yes, but you were born in France’: Practiced language policies with culturally and linguistically diverse students in an elementary classroom in France

This case study investigated the practiced language policies of a French elementary school educator, Catherine, as she implemented the French National Cycle of instruction for the early elementary grades with a culturally and linguistically diverse (CLD) class of students. The findings revealed that macro-level policies—such as curriculum and teaching practices perpetuated monolingual ideologies and an overall republican goal of integration—limited Catherine’s practices in her work with CLD students. The study highlights the critical need for continuing reform in practices in teacher education and development in France, as well as in the ways that CLD students are served in French public schools.

Dental diaspora: oral health care attitudes and experiences in culturally and linguistically diverse mothers in Australia

BackgroundGlobally oral health care is unequally accessible or utilised within culturally and linguistically diverse (CALD) migrant communities. Yet much remains unknown about CALD mothers and their oral healthcare experiences in Australia. Hence, this paper explores the oral health care attitudes and experiences of CALD mothers within the Australian context with the broader objective to reduce oral health inequalities.MethodsQualitative semi-structured interviews were conducted from a social constructivism paradigm. Participants were foreign country born, spoke language/s other than English and have a child. Purposive snowball sampling and recruitment was conducted through CALD organisations and social media. Participants were interviewed for their attitudes and experiences to dental care and frequency of utilisation in Australia and the home country. Interviews were transcribed verbatim and grounded analysis (Strauss and Corbin) performed. Researcher bias was reduced through reflexivity and triangulation.ResultsThe participants (n = 33) included 20 CALD mothers born in India and 13 from either China, Fiji, Nepal, Macedonia and Israel. The theme, experiences with health workforce personnel revealed positive attitudes toward CALD providers from similar cultural and/or linguistic backgrounds. We coin these CALD providers as the ‘dental diaspora’. The dental diaspora facilitated CALD mothers through culture and/or language factors, alleviating cost barriers and flexibility in appointments. Dental travel to the home country was affirmed, however family visitation was the foremost reason for travel.ConclusionThe findings suggest that the dental diaspora plays a significant role in promoting oral health care utilisation for first generation CALD mothers in Australia. This paper brings to light the phenomenon of the ‘dental diaspora’ as an essential health workforce that contributes to addressing inequities in oral healthcare utilisation within CALD migrant communities. Universal health coverage in oral health is further affirmed, as aligned to the WHO policy context.

Theorizing a Culturally and Linguistically Sustaining School Leadership: Exploring the Intersections of Cultural Sustenance and Care

In the current American context where culturally and linguistically diverse (CLD) students frequently experience schools as uncaring spaces, exploring school leadership that values student identity is vital for providing an affirming environment for meaningful learning. Towards such ends, we echo the recent call for culturally sustaining approaches and explore the role school leaders might have in fostering cultural and linguistic pluralism at an organizational level. The purpose of this theoretical paper is to present a preliminary conceptual framework, culturally and linguistically sustaining school leadership (CLSL), that honors the intersections between critical caring and culturally sustaining theories. In doing so, we discuss reimagined school leadership values and practices that prioritize culturally and linguistically sustaining climates of care.

Barriers and facilitators to cervical cancer screening for women from culturally and linguistically diverse backgrounds; a qualitative study of GPs

ObjectiveTo explore general practitioners’ (GPs) perspectives on the barriers and facilitators to cervical cancer screening (CCS) for women from culturally and linguistically diverse (CALD) backgrounds.DesignQualitative descriptive study involving semi-structured interviews,...

Parental influences on physical activity and sport participation amongst adolescent girls from Culturally and Linguistically Diverse backgrounds

Introduction: Despite known health and social benefits associated with regular physical activity (PA), participation rates in PA and sport decline rapidly during adolescence, particularly for girls. Some literature suggests there are steeper declines in PA and sport participation among those from Culturally and Linguistically Diverse (CALD) backgrounds, particularly those of Middle Eastern backgrounds. Parents can play an important role in influencing PA and sport participation of adolescent girls (e.g., positive role modelling).

Translation as crisis (mis)communication for culturally and linguistically diverse communities

Abstract Australia claims to be “the most successful immigration nation” in the world. With language services being a daily necessity, the country has a well-established translator accreditation system. To prepare for crises, Australia has also published multiple official documents with clearly laid-out management plans. All these factors seem to have contributed to Australia’s successful fight against the first two COVID-19 waves in 2020 and 2021. However, the country’s crisis communication has actually experienced constant failures to reach its culturally and linguistically diverse (CALD) communities. Taking the Australian state of Victoria as a case study, this article examines the inadequacy of COVID-19 related translation services and analyses its impact on CALD communities. Based on analysis through the lens of the 4-A principle (namely, availability, accessibility, acceptability and adaptability), the article argues that crisis translation is a specialised area, and any effective crisis communication in multicultural contexts needs to consider language experts as an essential part of the crisis response team.

Leading the fight: an African American mother advocating for her children with disabilities

ABSTRACT Researchers have long documented the importance of parent participation in the development and success of children in schools. Parent participation is a critical component in special education programming and is embedded in special education legal requirements in the US. However, navigating special education programming has proven particularly challenging for families from culturally and linguistically diverse (CLD) communities. Existing research focuses more extensively on the obstacles parents from CLD communities face than on their contributions to their child’s success. The present case study examines the advocacy efforts of an African American mother of two youths with disabilities. The study documents this mother’s involvement in a special education advocacy training program to enhance her ability to exercise her rights on behalf of her children. Data included an analysis of in-person interviews and special education documentation. Several themes emerged from the data including (a) challenges experienced navigating special education programming, (b) advocacy efforts to support her children’s programming, and (c) using the knowledge and skills gained from her participation in the program to inform her decisions. Overall, acting on her instincts became the most powerful tool in this parent’s efforts to advocate on behalf of her children.

'Corona is coming': COVID-19 vaccination perspectives and experiences amongst Culturally and Linguistically Diverse West Australians.

Culturally and Linguistically Diverse (CALD) groups within high-income countries are at risk of being left behind by the COVID-19 vaccination rollout. They face both access and attitudinal barriers, including low trust in government and health authorities. To explore perceptions and attitudes towards COVID-19 vaccination, as well as facilitators, barriersand strategies to promote uptake among CALD residents of Western Australia (WA), where there were almost no COVID-19 cases for 2 years. Perth, WA's capital, was chosen as the state's study site because most of the state's CALD population lives there. Eleven semistructured in-depth interviews and three focus groups (with 37 participants) were conducted with CALD residents between August and October 2021. Thematic analysis was conducted, informed by the 'Capability', 'Opportunity', 'Motivation', 'Behaviour' model. CALD participants faced barriers including a lack of knowledge about COVID-19 and the vaccines, low self-rated English proficiency and education levels, misinformation, passive government communication strategiesand limited access to vaccine clinics/providers. They were, however, motivated to vaccinate by the imminent opening of state and international borders, trust in government and healthcare authorities, travel intentionsand the desire to protect themselves and others. Despite high levels of trust and significant desire for vaccines among CALD communities in Perth, current strategies were not meeting their needs and the community remains at risk from COVID-19. Tailored intervention strategies are required to provide knowledge, address misinformationand facilitate access to ensure uptake of COVID-19 vaccines-including for additional doses-amongst CALD communities. Governments should work with trusted CALD community members to disseminate tailored COVID-19 vaccine information and adequately translated resources. The Wesfarmers Centre of Vaccines and Infectious Diseases Community Reference Group at Telethon Kids Institute consulted on this project in September 2020; Ishar Multicultural Women's Health Services consulted on and facilitated the focus groups.

Using Backward Design in Dysphagia Management: A Paradigm Shift Toward More Culturally Responsive Care

Purpose: Marginalized communities have an increased predisposition to disease where dysphagia is often associated. While commonly used as paradigms in health care and dysphagia management, the biomedical model and forward design do not adequately support equitable, inclusive, and quality care for individuals of culturally and linguistically diverse (CLD) backgrounds. A more-narrow focus on curative and impairment-based management may actually be detrimental to patients' personal and cultural identities. Therefore, it is crucial to broaden the focus of service delivery to provide culturally responsive, patient-centered care. This tutorial describes the application of backward design to dysphagia management, with practical strategies and tools offered to increase the quality of care for persons of CLD backgrounds. Conclusion: Clinicians need to prioritize the individual cultural dynamics of each patient. Personalized ethnocentric care requires clinicians to become aware of their own worldviews and biases while understanding better their patients' identities. Clinicians should consider adopting a more holistic lens and beginning the dysphagia management process with the patient's end goal in mind. Through this critical first step, clinicians will be better equipped to inform appropriate assessment and intervention selections that leverage all aspects of the biopsychosocial framework, helping to reduce health disparities in CLD populations.

Multicultural emergency medicine epidemiology: A health economic analysis of patient visits.

There is growing evidence to suggest that culturally and linguistically diverse (CALD) patients cost the health system more than non-CALD patients because of a higher burden of disease and increased resource consumption. The present study aimed to compare the ED resource utilisation of CALD and non-CALD patients at a tertiary hospital in Sydney, Australia. The total ED resource utilisation was calculated by separating each visit into diagnostic test cost and time spent in ED components. The time component was calculated using the product of the total length of stay and a resource cost per unit time measure. Diagnostic tests were costed using the Australian Medicare Benefit Schedule. A generalised additive model was developed to estimate the isolated effect of CALD status on the resource utilisation during an ED visit. CALD patients had a higher median resource utilisation than non-CALD patients ($736.93 vs $701.36, P < 0.0001); however, the generalised additive model demonstrated that CALD status was not independently associated with increased resource utilisation. CALD status is not an independent influence on ED resource utilisation but other explanatory variables such as increased age and altered case-mix appear to have a much greater influence. There may, however, be other reasons to consider CALD loading such as equity in healthcare and to address poorer overall health outcomes for CALD patients.

Centering Teacher Narratives for Equitable Teaching of Culturally and Linguistically Diverse Learners

This study explores the use of teacher narrative sketches in a graduate level course titled, Language Diversity and Literacy Instruction. The narrative assignment asked students to write stories of their own experiences with language diversity in literacy or other content areas. The shared teacher narratives, which drew on their teacher knowledge, allowed the teachers to reflect on their personal experiences as multilinguals or while working with culturally and linguistically diverse (CLD) students. This reflection spurred conversations and strategies for how they could support CLD students better in the future through the creation of caring and supportive classroom environments to promote social justice.

Life, learning, and legacy: retired Black educators and the quest for education

Abstract Students from culturally and linguistically diverse (CLD) backgrounds face negative perceptions about their academic potential (Smith, C. A. (2005). School factors that contribute to the underachievement of students of color and what culturally competent school leaders can do. Educational Leadership and Administration: Teaching and Program Development, 17, 21–32). They are more often tracked into special education classes, and receive harsher punishments than their White peers (Shores, K., Kim, H. E., &amp; Still, M. (2020). Categorical inequalities between Black and White students are common in US schools—but they don’t have to be. Brookings Center Chalkboard. https://www.brookings.edu/blog/brown-center-chalkboard/2020/02/21/categorical-inequalities-between-black-and-white-students-are-common-in-us-schools-but-they-dont-have-to-be/). Further, changing student demographics across the United States makes it imperative that students’ experiences within the classroom are positive, affirming, and reflective of their cultures and realities (Ladson-Billings, G. (2021). I’m here for the hard re-set: Post pandemic pedagogy to preserve our culture. Equity &amp; Excellence in Education, 54(1), 68–78). While research in education has focused on the various teaching and leadership experiences of CLD educators, there are only a few which have specifically explored those of Black educators who taught in the era after the Great Migration. Unearthing such stories would be instructive for informing and improving current pedagogical practices for Blacks and other CLD students. Further, centering Black educators’ narratives is a way to disrupt the pervasive hegemonic narratives that typically focus on the experiences of White educators. Consequently, this small-scale study sought, through qualitative inquiry, to explore the perspectives of Black educational leaders and educators who attended segregated schools and then taught in more integrated settings after the Great Migration. Data collected through semi-structured interviews revealed three main themes: boundaries, community, and enhanced education. Importantly, the findings also revealed that as these Black educators shared their teaching and leadership experiences after migrating, they somehow could not escape the physical or psychological burden associated with being Black. The study has implications for how current educators interface with Black and CLD students to help them navigate a system that is still marked by anti-Black racism.

Survival of primary liver cancer for people from culturally and linguistically diverse backgrounds in Australia

BackgroundSurvival for Primary Liver Cancer (PLC) has been investigated in Australia, but limited work has been conducted on the burden for people with different socioeconomic status, region of residence, causes of PLC, and culturally and linguistically diverse (CALD) backgrounds. This study aimed to cover this gap in the literature by investigating PLC survival with the aforementioned factors. MethodsThis study linked four administrative datasets: Victorian Cancer Registry, Admitted Episodes Dataset, Emergency Minimum Dataset, and Death Index. The cohort was all cases with a PLC notification within the Victorian Cancer Registry between 01/01/2008 and 01/01/2016. The Kaplan-Meier method was used to estimate survival probabilities and the log-rank test was used to compare the difference in survival between subgroups. The Cox proportional hazard model was used to explore factors associated with PLC survival. ResultsThe 1-, 3- and 5-year survival rates were 50.0%, 28.1% and 20.6%, respectively, with a median survival of 12.0 months (95% confidence interval (CI): 11.0 – 12.9 months). Higher survival was associated with younger age, hepatocellular carcinoma, and higher socio-economic status. People born in Asian, African, and American regions had higher survival than those born in Australia and New Zealand. Cases with viral hepatitis as an identified aetiology had higher survival than those whose PLC was related to alcohol consumption (hazard ratio=1.52, 95% CI: 1.19 – 1.96), diabetes and fatty liver disease (hazard ratio=1.35, 95% CI: 1.08 – 1.68). ConclusionSurvival outcomes for people diagnosed with PLC were still poor and affected by many factors. Asian and African cases had better survival than Australian and New Zealand patients as PLC in Asian and African cases was mostly caused by viral hepatitis. Metropolitan areas were associated with a higher survival than rural areas, not only due to accessibility to surveillance and healthcare services but also because the majority of overseas-born patients reside in metropolitan areas.

Providing culturally appropriate residential dementia care for older adults with an Indian heritage: Perspectives from Sydney-based stakeholders.

Global migration and an increased life expectancy led to a growing number of people with dementia from Culturally and Linguistically Diverse (CaLD) backgrounds living in long-term residential care settings. These minority groups' wellbeing may be negatively impacted due to poor culturally appropriate care that fails to honour valued cultural traditions. This study considered culturally appropriate dementia care for older adults with an Indian heritage living in Sydney-based residential aged care facilities. The Nominal Group Technique was employed to collect data from three groups of stakeholders of Indian heritage over a period of 6 months: care staff (n = 8), family of residential care recipients (n = 8), and community-dwelling older adults (n = 7). Perspectives highlighted six concepts for consideration: (1) embracing a person-centred approach to promote culturally appropriate dementia care; (2) training staff in culturally appropriate forms of respect; (3) the impact of staff ratios on care; (4) the importance of familiarity to meaningful engagement; (5) the importance of food; and (6) the necessity of engaging family and the wider Indian community in residential care activities. Culturally appropriate dementia care for older adults with an Indian heritage is an area in need of further development. To ensure that residents with an Indian heritage are respected as an ethnic minority, it remains crucial that research is generated to inform policy development on each CaLD group as a separate entity.

Robotic technologies and well-being for older adults living at home

PurposeThe purpose of this study is to investigate the benefits for aged care providers of adding affordable robotic technology to their services packages to enhance the well-being of older adults from culturally and linguistically diverse (CALD) backgrounds who choose to live at home.Design/methodology/approachThis study, adopting a transformative service research lens, was performed with a group of older Australian adults from CALD backgrounds aged approximately 70 years. This study conducted four rounds of home trials with three different, commercially available robotic technologies from January to November 2020. Each trial lasted seven days.FindingsThe findings reveal that older adults from CALD backgrounds are open to learning about new technologies and can successfully interact independently with multiple robotic technologies in their own homes. The results indicate that robot technology has the potential to increase the well-being of older people by enhancing a sense of belonging, independence and quality of life while living at home.Research limitations/implicationsThis study shows a promising future involving the use of available technology to assist older people from CALD backgrounds to live better lives at home. Ageing at home can be central to a person’s sense of identity and independence, and this study is a big step towards a new aged care system desperately needed in a society with a rapidly ageing population.Originality/valueTo the best of the authors’ knowledge, this study is among the first to introduce three different commercially available robots, each designed to satisfy companionship, cleaning and/or communication needs in the homes of older adults from CALD backgrounds to increase their overall well-being.

Domestic and Family Violence for Culturally and Linguistically Diverse Communities in Australia during COVID-19 Pandemic

Women are disproportionately impacted by the COVID-19 pandemic worldwide. Based on the Australian context, we highlight how women from Culturally and Linguistically Diverse (CALD) communities are vulnerable to Domestic and Family Violence (DFV). During the pandemic, CALD women experienced inequality in relation to DFV support and services. In this paper, our methodology is based on a case study from a rapid review of academic and grey literature that privileged the lived experience of CALD women affected by the pandemic. From a critical social work perspective, we explored the newly emerging literature highlighting DFV for CALD communities during the pandemic. Our research highlights an increase in DFV incidents, frequency and severity of incidents against CALD women, limited access to DFV services, and that women on Temporary and Humanitarian Visas (THV) were more likely to be subjected to DFV. We support the urgent need to include women’s services in developing appropriate policy responses to address the specific issues facing women, particularly those on THV. Critical social work perspectives can be utilised to build on and support the response of services during the COVID pandemic to promote social and policy change, and increased access to services. This support can be implemented by workforce initiatives, dedicated resources and community engagement.

The value of social eating at culturally and linguistically diverse lunch clubs: a descriptive study

ABSTRACT Individuals who experience social isolation or loneliness report poorer psychological wellbeing and increased mortality than those who are socially connected. Older culturally and linguistically diverse (CALD) immigrants are a subgroup at greater risk of experiencing social isolation and loneliness. Many ethnic-focussed organizations in South Australia (SA) facilitate regular shared lunches, or “lunch clubs,” to support older CALD immigrants. This study sought to understand the experiences of attending these lunch clubs, and the extent to which they influence perceived health and wellbeing of attendees. Four focus groups (n = 19) were held with individuals who regularly attended one of four cultural lunch clubs (Greek, Ukrainian, Chinese, Italian) in SA. Focus groups were conducted in English and participant’s native language, with the assistance of accredited interpreters. Focus group transcripts were analyzed following a descriptive qualitative approach. Three themes were identified: A rare opportunity for social interaction, maintaining ties to culture in a foreign country, and fostering health and wellbeing. This study offers insight into lunch clubs as a potential intervention to reduce experiences of social isolation and loneliness in vulnerable populations. Future research is needed to measure the impact on health and wellbeing, and to model the most effective modes of delivery.

P6 - An Audit of the Early Pregnancy Assessment Service: A retrospective cohort Study

The Early pregnancy Assessment Service (EPAS) was implemented in 2008 at the Liverpool Hospital, NSW. EPAS opens daily assessing and providing care for women presenting with pain and/or vaginal bleeding in early pregnancy. Women with hyperemesis, medical issues such as diabetes, blood pressure, etc or requiring termination of pregnancy are not seen in this service. 1. Length of time women spend in the EPAS aid in the management of staffing and service operations 2. Provide consistent management for outcomes of the current pregnancy. 3. The optimal management for a miscarriage will reflect the woman’s preferred choice, mental health, gestation age, and best practice 4. All women will have a follow up plan after presenting to the EPAS. 1. Women seen in EPAS over a 1 year period (1/1/2018-31/12/2018) 2. Data was extracted from the electronic medical record and paper records of the clinic. 3. Data collected included demographic, background medical and pregnancy histories, gestational age, vaginal bleeding present at initial visit, outcome of current pregnancy, management undertaken, days spent in EPAS, representations to the Emergency Dept. 4. Data was analyzed using SPSSv 26. A total of 966 women were assessed; majority at 9 (7-10) weeks; were 32.2 (28.9-37.9) years of age with 40.7 of women born overseas, and 25.7% from culturally and linguistically diverse (CALD) population. Women presenting for one or more miscarriage accounted for 39% of EPAS presentation, of those women; 18.7% had previous cesarean section; 18.3% had pre-existing co-morbidity; Women presented mostly at 10(7-12) weeks with vaginal bleeding. Over all EPAS presentation; 63% were miscarriage, 30% were found to have a viable pregnancy, 4.3% had an ectopic diagnosed, 0.9% had a molar pregnancy diagnosed. 331 pregnant women has managed by conservative treatment (38.9%), 130 women by medical management (15.3%), and 176 women managed by surgical method (20.7%). 86% of either conservative/medical management (461) being successful, 11.8% of either method failed. The study examined the Early Pregnancy Assessment Service (EPAS) clinic in 2018. Total 966 patients have visited through EPAS. Treatment via EPAS is effective but requires significant time for assessment and follow up visits depending on the gestation presented and management option chosen. Women would find this information helpful when making an informed decision for their preferred care pathway. This would result in higher patient satisfaction. Women with recurrent miscarriage may need improved referral for follow-up and assessment.

Evaluation of the impact of The Little Things training on personal care assistants' confidence to communicate with residents in aged care.

To evaluate The Little Things training program, designed to assist personal care assistants (PCAs) from culturally and linguistically diverse (CALD) backgrounds to communicate more effectively with aged care residents. This project included PCAs from residential aged care facilities (RACFs) and Certificate III students from registered training organisations (RTOs) in Melbourne, Australia. A control group (n=18) was also included. Measures included the following: pre- and posttraining confidence to communicate and rankings of task importance; posttraining perceived change in confidence; and posttraining impacts on practice. Altogether, 75 PCAs and 30 RTO students participated in Intake I of the training and 31 PCAs and 34 RTO students in Intake 2. Confidence increased in The Little Things participants relative to those in the control group (β=0.11, T=1.99, p=0.05). Change did not vary by Intake or whether someone was in the RACF or RTO group, F (2, 147)=0.58, p=0.5; nor by sociodemographic characteristics. Most training participants (84%) thought their ability to communicate with older people would 'improve a lot' as a result of the training. Training participants also ranked the importance of duties such as 'Speaking in a friendly and informal way to older people' more highly after than before the training (p=0.01), while little change was observed in the control group. The Little Things program increased training participants' confidence to communicate and shifted perceived priorities towards interacting with residents in a way that enhanced resident well-being.