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<p>With Education policies recognising student diversity in Australian schools, there is a growing need for in-service professional development (PD) that facilitates culturally and linguistically responsive teaching. Extensive research shows, however, that many Australian teachers feel unprepared to respond to the academic needs of students from diverse cultural and linguistic backgrounds. While teachers and school leaders depend on professional input from Education departments and external providers, many of these programs are stand-alone and disjointed, and it can be difficult for teachers to discern a core set of principles and practices for teaching English as an additional language or dialect (EAL/D) students. To guide practice, we conducted a scoping review of the Australian research literature on culturally and linguistically responsive teaching and approaches to professional development, and synthesised key findings around content, program design, and impact, to assist educators, policymakers and PD program designers. The findings show programs foregrounding cultural knowledge, student advocacy and to an extent, second language pedagogical skills but highlight limited evaluation, notably of impact and sustainability, and ongoing support for teaching transformation.</p>

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Culturally and linguistically responsive teaching to support EAL/D students: Best practice from professional development studies

  • 期刊论文

  • 发表日期：

    2025年12月3日

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  • Margaret Kettle,
  • Lois Ruth Harris,
  • Do Na Chi,
  • Angelina Ambrosetti,
  • Bree Kitt,
  • Corey Bloomfield,
  • Jo Dargusch,
  • Joanna Beresford,
  • Natasha Leigh Rogers

摘要

With Education policies recognising student diversity in Australian schools, there is a growing need for in-service professional development (PD) that facilitates culturally and linguistically responsive teaching. Extensive research shows, however, that many Australian teachers feel unprepared to respond to the academic needs of students from diverse cultural and linguistic backgrounds. While teachers and school leaders depend on professional input from Education departments and external providers, many of these programs are stand-alone and disjointed, and it can be difficult for teachers to discern a core set of principles and practices for teaching English as an additional language or dialect (EAL/D) students. To guide practice, we conducted a scoping review of the Australian research literature on culturally and linguistically responsive teaching and approaches to professional development, and synthesised key findings around content, program design, and impact, to assist educators, policymakers and PD program designers. The findings show programs foregrounding cultural knowledge, student advocacy and to an extent, second language pedagogical skills but highlight limited evaluation, notably of impact and sustainability, and ongoing support for teaching transformation.