A model for cultural, linguistic and academic support during WIL

Research output: Contribution to conferencePaperOtherpeer-review

Abstract

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
Original languageEnglish
Publication statusPublished - 2018
EventNational Conference on Work Intergrated Learning 2018: WIL: Creating connections, building futures - Brisbane Convention Centre, Brisbane, Australia
Duration: 3 Oct 20185 Oct 2018
Conference number: 7th
http://acen.edu.au/2018conference/

Conference

ConferenceNational Conference on Work Intergrated Learning 2018
Abbreviated title2018 ACEN Conference
CountryAustralia
CityBrisbane
Period3/10/185/10/18
Internet address

Keywords

  • international students
  • Tanscultural supervision
  • Cultural diversity
  • Inclusive-WIL

Cite this

Grieve, A., & Vance, S. (2018). A model for cultural, linguistic and academic support during WIL. Paper presented at National Conference on Work Intergrated Learning 2018, Brisbane, Australia.
Grieve, Averil ; Vance, Sheila. / A model for cultural, linguistic and academic support during WIL. Paper presented at National Conference on Work Intergrated Learning 2018, Brisbane, Australia.
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abstract = "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",
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Grieve, A & Vance, S 2018, 'A model for cultural, linguistic and academic support during WIL' Paper presented at National Conference on Work Intergrated Learning 2018, Brisbane, Australia, 3/10/18 - 5/10/18, .

A model for cultural, linguistic and academic support during WIL. / Grieve, Averil; Vance, Sheila.

2018. Paper presented at National Conference on Work Intergrated Learning 2018, Brisbane, Australia.

Research output: Contribution to conferencePaperOtherpeer-review

TY - CONF

T1 - A model for cultural, linguistic and academic support during WIL

AU - Grieve, Averil

AU - Vance, Sheila

PY - 2018

Y1 - 2018

N2 - 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

AB - 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

KW - international students

KW - Tanscultural supervision

KW - Cultural diversity

KW - Inclusive-WIL

M3 - Paper

ER -

Grieve A, Vance S. A model for cultural, linguistic and academic support during WIL. 2018. Paper presented at National Conference on Work Intergrated Learning 2018, Brisbane, Australia.