Problems in Achieving Equitable Learning Outcomes with Culturally and Linguistically Diverse Students
SUMMARY - The paper identified the cultural and language differences of Non-English Speaking Background students which had had an impact on overall learning outcomes. The research found that teachers of these students were often unaware of the different cultural and language communication and learning styles, which unintentionally have placed NESB students at a disadvantage in attaining equitable learning outcomes. Although cultural and language difficulties may put them at a disadvantage, teachers tended to be over-referring students to ESL classes as a result of language differences and ‘culture clashes’ in the classroom. Not only does over-referral put a strain on school budgets for ESL classes, students also suffer by not being challenged with using higher order academic language in context, leading NESB students to not attain equitable learning outcomes.
Completed as a part of coursework for teaching qualification, School of Education, Murdoch University
Master of Education Policy (International), The University of Melbourne.