Supportive Structures: International Students and Practicum in Darwin Schools

What is known about the types of supports used by culturally and linguistically diverse students and their professional placement educators that facilitate successful learning experiences: A scoping review

“…Universities providing communication program (Boughton et al, 2010;Buckworth et al, 2015;Kelton, 2014;Ladyshewsky, 1996;Nash, 2011) Students to spend time in country before commencing study (Sabbadini et al, 2013) Placement educator Placement educators referring to English language teacher or speech pathologist (Howells et al, 2017;Hussin, 1999) Speak clearly and monitor pace (Ladyshewsky, 1996;Newton et al, 2018;Ortlipp & Nuttall, 2011) and repeat/paraphrase (Nash, 2011) Use language assessment guidelines (San Miguel & Rogan, 2015) Ask students for clarification (Lu & Maithus, 2012) Ask students for permission to provide feedback about pronunciation or vocal volume (Newton et al, 2018) Role-play to practise and gain confidence (Matters et al, 2004) Account for second language anxiety (Jones et al, 2017;Khawaja et al, 2017) Opportunities to speak English e.g., talk with patients (Ashman et al, 2013;Jeong et al, 2011;Kelly, 2017;Mitchell et al, 2017) Conversation practice including identifying topis to use with clients/patients (Attrill et al, 2016b;Harvey et al, 2013)…”

“…Normalise and affirm the presence of international students when working with workplaces Screen educators for cultural responsiveness (Ho & O'Donovan, 2018) and allocate to motivated educators (Pitkajarvi et al, 2012) Consider strengths and weaknesses of student (Goodwin & Mbah, 2019;Jackson, 2017;Jones et al, 2017) Student selected placement (Pitkajarvi et al, Cultural mentoring e.g., helping students to understand culture of workplace, clients, other students (Buckworth et al, 2015;Dressel et al, 2007) Be culturally sensitive, culturally aware and consider acculturation affecting performance and learning (Barton et al, 2015;Scherer et al, 2019) Avoid/explain colloquialisms, jargon and culture-based idioms (Bolderston et al, 2008;Hagqvist et al, 2020) Facilitate students interacting with each other on placement (Attrill et al, 2016b;Woodward-Kron et al, 2007…”

“…Many papers aimed to describe or evaluate placement support programs or language support programs either pre-placement (e.g., Ashman et al, 2013;Boughton et al, 2010) or during placement (e.g., Givens & Bennett, 2004). Some programs were presented descriptively with no outcomes measured or reported (e.g., Buckworth et al, 2015;Hawthorne et al, 2004). These evaluated programs did not often include a comparator, use of randomised controls, or longitudinal data, but reported outcomes in terms of students' grades, successful completion of placement, or successful graduation from the course (e.g., Gunn-Lewis & Smith, 1999;Harvey et al, 2013;Kelton, 2014;Lang & McNaught, 2013;McCluskey, 2012;Nallaya, 2016).…”