Attrill Stacie, Lincoln Michelle, McAllister Sue
a Speech Pathology, School of Health Sciences, Flinders University , Adelaide , Australia and.
b Faculty of Health Sciences, The University of Sydney , Australia.
Int J Speech Lang Pathol. 2017 Jun;19(3):309-321. doi: 10.1080/17549507.2017.1292548. Epub 2017 Mar 7.
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.
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).
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.
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.
提高文化和语言背景多元（CALD）学生的比例，并为所有学生提供跨文化学习机会，是为促进更广泛地获得具有文化适应性的言语病理学服务而确定的两项策略。为了实施这些策略，需要更多有关学生多样性的信息。本研究收集了澳大利亚CALD言语病理学专业学生的描述性信息。
通过对来自三所澳大利亚大学的854名国内外言语病理学专业学生进行调查，收集文化和语言背景信息。学生根据已定义或感知到的CALD状态、国际学生身份、将英语作为附加语言（EAL）或在家说英语以外的其他语言（LOTEH）进行分类。
总体而言，32.1%的学生被定义为或被认为是CALD。共有14.9%的学生说EAL，25.7%的学生表示在家说LOTEH。与非CALD学生相比，CALD学生更有可能说EAL或LOTEH，主要来自南亚和东南亚背景，并说相关语言。
许多学生报告了与他们的文化遗产有直接或间接联系和/或贡献了语言多样性。这些学生可能代表了社区中更广泛的文化适应经历。这些学生的社会文化知识和经验可能为所有学生提供跨文化学习机会，并促进具有文化适应性的实践。
