A model for cultural, linguistic and academic support during WIL

This paper reports on a model of support for culturally and linguistically diverse (CALD) students completing industry-based clinical placements (Patrick, Peach & Pocknee, 2009). Considering the rapid growth in both international student enrolment (DET, 2017) and WIL opportunities in Australia, a successful model of linguistic and cultural support is essential to meeting TESQA quality standards (TESQA, 2017) and inclusive WIL practices (Winchester-Seeto et al, 2015). The FMNHS Student Academic Support Unit (SASU) consists of academics trained in linguistics, applied linguistics and transcultural education who provide specialized pre-placement and on-site training for CALD students and their WIL supervisors. Support is provided at the point-of-need (Nelson, 1991) and focuses on empowering students and supervisors to develop high-levels of communicative and cultural competence (Harmer, 2015) in professional communication. Feedback from students and industry supervisors indicate that SASU’s targeted, personalized and expert support increases communicative competence and well-being, leads to specialized skills development and reduces risk of cultural misunderstanding on placement. The SASU model ensures the increasingly diverse student cohort gains equal access to WIL opportunities (Winchester-Seeto et al, 2015). Concurrently it provides innovative connections with partners by providing opportunities for industry-based professionals to specialize in the supervision of CALD students