Australian Journal of Teacher Education - Preparing Pre-service Teachers for Multicultural Classrooms - Vol 35 - Issue 2 - March 2010

Oct 15, 2026

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Cultural diversity is evident across Victorian schools in Australia, with many students new arrivals from war-torn countries including Sudan, Afghanistan, and Iraq. A qualitative study examines how teacher training courses prepare pre-service teachers for culturally and linguistically diverse (CALD) students in mainstream secondary settings. Drawing on course outlines, questionnaires from forty-one final-year pre-service teachers, and interviews, the study finds most teachers perceive inadequate focus on cultural and linguistic diversity, and recommends updating course content and practical preparation pathways.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages14

Reading Time35 min

AccessFree to download

Abstract

Introduction

Pre-service Teacher Education in Victoria

CALD Students in Victorian Schools

Current Teachers and ESL Training

The Research Problem

Australian Journal of Teacher Education Preparing Pre-service Teachers for Multicultural Classrooms Jessica Aimée Premier Monash University Jenny Miller Monash University Abstract: Cultural diversity is evident throughout schools in Victoria, Australia. Many students are new arrivals from war-torn countries including Sudan, Afghanistan and Iraq. To what extent do teacher training courses in Victoria prepare pre-service teachers to cater for the needs of culturally and linguistically diverse (CALD) students? This paper reports findings from a qualitative study on pre-service preparation for teaching CALD students in mainstream secondary schools. It investigated ways in which CALD student needs are addressed in secondary teaching courses in Victoria. Data included course outlines, questionnaires completed by forty-one final year pre-service teachers, and interviews with four final year pre-service teachers. Findings revealed that the majority of pre-service secondary teachers feel that their teacher education courses lack a focus on cultural and linguistic diversity in schools. Course content analysis supports this. Courses need to be updated to address the needs of teachers of CALD students, and consequently of the students themselves. This paper provides practical ways to begin this process. Introduction Pre-service Teacher Education in Victoria In 2008, 2362 students accepted an offer to study an education degree at a tertiary institution in the Australian State of Victoria (Victorian Tertiary Admissions Centre, 2008) . Those enrolled ina Bachelor of Education are trained over the period of four years, concurrently with another general degree such as Arts or Science. In addition, some universities offer a one year postgraduate Diploma of Education following completion of an undergraduate degree. Pre-service teacher education courses for secondary school teaching are offered in eight universities across Victoria. They are the Australian Catholic University, Ballarat University, Deakin University, La Trobe University, The University of Melbourne, Monash University, Royal Melbourne Institute of Technology (RMIT) and Victoria University. A recent publication by the Department of Education and Early Childhood Development in Victoria (DEECD) states that,“In 2007, 110,383 students in government schools (20.5 per cent) were from language backgrounds other than English”(DEECD, 2008, p. 7) . Therefore teaching graduates are now entering schools which are rich with multiculturalism, and a diversity of ethnicities, cultures, and languages. CALD Students in Victorian Schools In 2007, over 20% of students in government schools were classified as CALD students, although not all were eligible for English as a Second Language (ESL) support. According to the Vol 35, 2, March 2010 35 Australian Journal of Teacher Education Department of Education and Early Childhood Development’s 2007 ESL report,“A student is defined as having a language background other than English if either the student or one or both parents was born in a non English speaking country”(DEECD, 2008, p. 7) . In 2007, 39,341 students (35.6%) met the criteria for ESL index funding (which meant English was not the main language spoken at home, and students had been enrolled in an Australian school for less than five years) . A total of 5549 ESL students were newly arrived in Australia in 2007 and approximately 188 languages were spoken in their homes. In 2007, the highest numbers of students were born in China, India, Afghanistan, the Philippines and Sudan (DEECD, 2008, p. 7) . Students who arrive in Australia with little or no English can enrol in a specialised ESL school or centre for two to four terms (six months to one year) . Many are taught English in an intensive ESL program in one of nine language centres or schools in Victoria. Regardless of their English language proficiency at the end of four terms, these stude

FAQs

What research question guides the study on teacher preparation for CALD students?

The study asks to what extent training about CALD student needs is included in pre-service teacher degrees, either in specialist methods or general teaching units.

What evidence does the study use to evaluate teacher education preparation?

Data include course outlines, questionnaires completed by forty-one final-year pre-service teachers, and interviews with four final-year pre-service teachers.

What are the study’s main findings about pre-service teacher courses in Victoria?

The majority of pre-service secondary teachers report that their teacher education courses lack a focus on cultural and linguistic diversity, and course content analysis supports the need to update courses for CALD student needs.

Oct 15, 2026

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