Trials and tribulations of Sla framework in designing Arabic courses for speakers of other languages

There is a consensus among language teachers and researchers that language course design is always a work in progress. This is influenced by variables such as the type of language being taught and whether the teaching of this language has been researched. Arabic is one the languages that have created aperennial debate among its teachers about the anticipated challenges pointing principally to three reasons. The first reason refers to the dichotomy that exists between MSA and Colloquial Arabic, which will have a direct impact on teaching the macro-skill of „speaking‟. The second reason deals with the complexity of MSA in terms of grammar. The final reason discusses the theoretical aspects of language teaching and learning and its implications to the design of the Arabic program. This paper discusses these problems stemming from the recent empirical pilot study of teaching Arabic for a specific purposes (ASP). The study exposes some the problems mentioned above and suggests solutions to improve the teaching of Arabic in the light of theories of SLA and language teaching and learning.

How Australian and New Zealand schools of optometry prepare students for culturally competent practice

Background: This study is an investigation of how Australian and New Zealand schools of optometry prepare students for culturally competent practice. The aims are: (1) to review how optometric courses and educators teach and prepare their students to work with culturally diverse patients; and (2) to determine the demographic characteristics of current optometric students and obtain their views on cultural diversity. Methods: All Australian and New Zealand schools of optometry were invited to participate in the study. Data were collected with two surveys: a curriculum survey about the content of the optometric courses in relation to cultural competency issues and a survey for second year optometry students containing questions in relation to cultural awareness, cultural sensitivity and attitudes to cultural diversity. Results: Four schools of optometry participated in the curriculum survey (Deakin University, Flinders University, University of Melbourne and University of New South Wales). Sixty-three students (22.3 per cent) from these four schools as well as the University of Auckland participated in the student survey. Cultural competency training was reported to be included in the curriculum of some schools, to varying degrees in terms of structure, content, teaching method and hours of teaching. Among second year optometry students across Australia and New Zealand, training in cultural diversity issues was the strongest predictor of cultural awareness and sensitivity after adjusting for school, age, gender, country of birth and language other than English. Conclusion: This study provides some evidence that previous cultural competency-related training is associated with better cultural awareness and sensitivity among optometric students. The variable approaches to cultural competency training reported by the schools of optometry participating in the study suggest that there may be opportunity for further development in all schools to consider best practice training in cultural competency. © 2014 Optometrists Association Australia.

Affective, linguistic and topic patterns in online autism communities

Online communities offer a platform to support and discuss health issues. They provide a more accessible way to bring people of the same concerns or interests. This paper aims to study the characteristics of online autism communities (called Clinical) in comparison with other online communities (called Control) using data from 110 Live Journal weblog communities. Using machine learning techniques, we comprehensively analyze these online autism communities. We study three key aspects expressed in the blog posts made by members of the communities: sentiment, topics and language style. Sentiment analysis shows that the sentiment of the clinical group has lower valence, indicative of poorer moods than people in control. Topics and language styles are shown to be good predictors of autism posts. The result shows the potential of social media in medical studies for a broad range of purposes such as screening, monitoring and subsequently providing supports for online communities of individuals with special needs.

Nonparametric discovery of learning patterns and autism subgroups from therapeutic data

Autism Spectrum Disorder (ASD) is growing at a staggering rate, but, little is known about the cause of this condition. Inferring learning patterns from therapeutic performance data, and subsequently clustering ASD children into subgroups, is important to understand this domain, and more importantly to inform evidence-based intervention. However, this data-driven task was difficult in the past due to insufficiency of data to perform reliable analysis. For the first time, using data from a recent application for early intervention in autism (TOBY Play pad), whose download count is now exceeding 4500, we present in this paper the automatic discovery of learning patterns across 32 skills in sensory, imitation and language. We use unsupervised learning methods for this task, but a notorious problem with existing methods is the correct specification of number of patterns in advance, which in our case is even more difficult due to complexity of the data. To this end, we appeal to recent Bayesian nonparametric methods, in particular the use of Bayesian Nonparametric Factor Analysis. This model uses Indian Buffet Process (IBP) as prior on a binary matrix of infinite columns to allocate groups of intervention skills to children. The optimal number of learning patterns as well as subgroup assignments are inferred automatically from data. Our experimental results follow an exploratory approach, present different newly discovered learning patterns. To provide quantitative results, we also report the clustering evaluation against K-means and Nonnegative matrix factorization (NMF). In addition to the novelty of this new problem, we were able to demonstrate the suitability of Bayesian nonparametric models over parametric rivals.

Nursing educator perspectives of overseas qualified nurses' intercultural clinical communication: barriers, enablers and engagement strategies

AIMS AND OBJECTIVES: To understand the intercultural communication experiences and associated communication training needs of overseas qualified nurses in the Australian healthcare system from the unique perspectives of nurse educators teaching in accredited bridging programmes. BACKGROUND: Overseas qualified nurses are an integral part of the nursing workforce in migration destination countries. Communication training needs are more complex when there are cultural, ethnic and language differences between nurses, other health professionals and patients. DESIGN: A qualitative, exploratory research design using semi-structured interviews. METHODS: All (nine) organisations involved in conducting the Australian Health Practitioner Regulation Agency approved preregistration bridging programmes for overseas qualified nurses within the state of Victoria, Australia, were involved in the study. Participants were 12 nurse educators employed in these organisations. Thematic analysis was undertaken. RESULTS: Three macro themes emerged about the overseas qualified nurses' intercultural communication: (1) pre-existing barriers and enablers to intercultural communication, for example, nurses' reluctance to engage in communicative strategies that build rapport with patients, (2) transitional behaviours and impact on communication, including maintenance of perceived cultural hierarchies between health professionals and (3) development of communicative competence, including expanding one's repertoire of conversational gambits. CONCLUSIONS: The findings point to the domains and causes of communication challenges facing overseas qualified nurses in new healthcare settings as well as strategies that the nurse educators and nurses can adopt. Communication cannot be merely regarded as a skill that can be taught in a didactic programme. Comprehensive understanding is needed about the sociocultural dimensions of these nurses' orientation, which can impact on how they communicate in their new healthcare settings. RELEVANCE TO CLINICAL PRACTICE: The findings can act as triggers for discussion with overseas qualified nurses and other health professionals to raise awareness about the aspects of intercultural communication and to debate alternative viewpoints and explanations. They can also inform changes in the structure and content of the bridging programmes.

Supporting culturally and linguistically diverse students during clinical placement: strategies from both sides of the table

Background: Increasing proportions of Culturally and Linguistically Diverse (CALD) students within health professional courses at universities creates challenges in delivering inclusive training and education. Clinical placements are a core component of most health care degrees as they allow for applied learning opportunities. A research gap has been identified in regard to understanding challenges and strategies for CALD students in health professional placements.

Methods: A key stakeholder approach was used to examine barriers and enablers experienced by CALD students in clinical placement. Semi-structured focus groups with healthcare students (n = 13) and clinical placement supervisors (n = 12) were employed. The focus groups were analysed using open coding and thematic analysis.

Results: Three main barrier areas were identified: placement planning and preparation; teaching, assessment and feedback; and cultural and language issues. Potential solutions included addressing placement planning and preparation barriers, appropriate student placement preparation, pre-placement identification of higher risk CALD students, and diversity training for supervisors. For the barrier of teaching, assessment & feedback, addressing strategies were to: adapt student caseloads, encourage regular casual supervisor-student conversations, develop supportive placement delivery modes and structures, set expectations early, model the constructive feedback process, use visual aids, and tailor the learning environment to individual student needs. The enablers for cultural & language issues were to: build language and practical approaches for communication, raise awareness of the healthcare system (how it interacts with healthcare professions and how patients access it), and initiate mentoring programs.

Conclusions: The findings suggest that teaching and learning strategies should be student-centred, aiming to promote awareness of difference and its impacts then develop appropriate responses by both student and teacher. Universities and partnering agencies, such as clinical training providers, need to provide an inclusive learning environment for students from multiple cultural backgrounds.

The development of knowledge about language in teacher training: what works?

Efforts have been made over many years by applied linguists in a number of English-speaking countries to raise awareness of language across the primary and secondary school curriculum, with varying degrees of success (see Denham & Lobeck, 2010). Many of these countries are sites of mass migration from non-English speaking countries, creating linguistic equity issues. In Australia, the new National Curriculum mandates that teachers of all disciplines will be required to provide pedagogy responsive to the language learning needs of English as an Additional Language (EAL) students. However, policy documents do not specify how this goal should be realized, and teachers and researchers are engaged in constant debate about what views of language could inform teacher training (e.g. structural and/or functional). This paper reports on a project which aimed to identify 1) the views of teacher educators on language in the curriculum, and 2) the language-related challenges faced by teachers in training. The current paper focuses on the language awareness of trainee teachers. Ten education students were interviewed about their understandings and experiences of language and language learning. It was found that many students experienced lack of confidence and knowledge about language (KAL), but that awareness of sociocultural elements of language provided them with ways to connect with a broader understanding of language issues. Results were analyzed from the perspective of sociocultural theory and will have implications for teacher training in any educational context where students are learning an additional language in order to integrate into a national schooling system.

War and its resistance in Canada and Australia

This thesis is a comparative history of Canada and Australia’s experience of war and war resistance spanning four centuries. It explores the meaning of war and its historical practice for both colonial societies, offering critical insight into the meaning of nationalism and the evolution of popular and public democracy.

Husserl and the problem of abstract objects

One major difficulty confronting attempts to clarify the epistemological and ontological status of abstract objects is determining the sense, if any, in which such entities may be characterised as mind and language independent. Our contention is that the tolerant reductionist position of Michael Dummett can be strengthened by drawing on Husserl's mature account of the constitution of ideal objects and mathematical objectivity. According to the Husserlian position we advocate, abstract singular terms pick out weakly mind-independent sedimented meaning-contents. These meaning-contents serve as the 'thin' referents of abstract singular terms, but are ultimately founded in prior acts of meaning-constitution.

Displaced metaphors: collaborative poetic responses to language in a post-physical world

This paper discusses an ongoing creative and conceptual collaboration between three authors, in which poetry has been approached as a way of exploring how lived experience and language are being transformed by the rapid evolution of virtual reality and its lexicon. We recognise, via Bakhtin, that language is always shared, in-use and redolent with multiple meanings. We acknowledge that we have written within a metaphorical space where we, as avatars of ourselves, use word processing software loaded with its own metaphors of page and print. The poems we have collaborated on have interrupted the increasing invisibility of metaphors such as ‘cloud’ and ‘screen’ as applied to technology, by working in the disjunction between metaphor and what it describes. We now reflect on the collaborative process and on the influence of technology on our practice, whilst maintaining a collaborative strategy. The paper explores the poetics of longing (Stewart) and Baudrillard’s simulacra and argues that concerns over remembering the real and the effects of nostalgia are offset by the generative potential of collaborative writing and its surprising forms of heteroglossia, which have exciting possibilities for creative practice.

'It is not all about sex': young people's views about sexuality and relationships education

The Engaging Young People in Sexuality Education (EYPSE) research project addresses two questions: 1. What are young people’s views on school-based sexuality and relationships education? 2. In what ways could sexuality and relationships education be improved? This report focuses on findings from the first stage of the research project, consisting of an online survey of over 2,000 students in 31 secondary schools in South Australia and Victoria. The research was conducted in government secondary schools in South Australia (14) and Victoria (17). A detailed online survey was constructed and administered to students aged 13 to 16+ years old. The survey used similar terminology and language to that used in sexuality and relationships education classes. A total of 2,325 students undertook the survey. Demographic information about the students includes: - Age – 13 years (18%), 14 years (40%), 15 years (32%), 16+ years (10%) - Location – Victoria (63%), South Australia (37%) - Gender – Female (49%), Male (50%), ‘Other’ (1%) - Sexual attraction – opposite sex (83.5%), same sex (1.4%), both sexes (5.5%), unsure (5.2%), preferred not to disclose (4.3%) - Socio-economic status of the school – low (25.8%), middle (41.9%), high (25.8%), not ranked (6.5%)