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This exploratory study uses survey and interview data from students and staff in five Queensland state high schools. Findings show 79.5% of 2,484 students came from English-only homes, 10.5% were classified as English as Another Language/Dialect, and 10% were from bi/multilingual homes. 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(2018). Culturally and Linguistically Diverse School Environments – Exploring the Unknown. Australian Journal of Teacher Education, 43 (2).  \n[http://dx.doi.org/10.14221/ajte.2018v43n2.10](http://dx.doi.org/10.14221/ajte.2018v43n2.10)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol43/iss2/10](http://ro.ecu.edu.au/ajte/vol43/iss2/10)  \nAustralian Journal of Teacher Education  \nCulturally and Linguistically Diverse School Environments –  \nExploring the Unknown  \nLyn Gilmour.  \nHelen Klieve  \nMinglin Li  \nGriffith University  \nAbstract: Australian education policies aspire to meet the unique  \nneeds of all students including those from linguistically diverse  \nbackgrounds; however, a first step in achieving this aim is clear  \nidentification of such students. Many children from previous migrant  \nfamilies and new arrivals to Australia come from homes where at  \nleast one parent speaks a language other than English. This  \nexploratory research utilises survey and interview responses from  \nstudents and staff in five Queensland state high schools. Results  \nshowed that 79.5% of the 2,484 students surveyed were from Englishonly homes with only 10.5% classified as having English as Another Language/Dialect. The remaining 10% were also from bi/multilingual  \nhomes. While early identification of bi/multilingual students allows  \nfor appropriate assessment and strategic support, staff responses  \nhighlighted limited preservice training and/or understanding of how  \nto support these students. Only 4. 7% of staff surveyed had received  \nany academic training, and 10.4% professional development, about  \nteaching students from diverse backgrounds who, in the surveyed  \nschools, accounted for 20.5% of the student cohort.  \nIntroduction  \nThe face of the average Australian is changing from monolingual English speaker of British heritage to one more multicultural and diverse in heritage and home language as a result of increasing migration to Australia of people from non-English speaking backgrounds (Australian Bureau of Statistics [ABS], 2017; Queensland Government, 2013) . The 2013 census data (ABS, 2013) showed that 47% of Australians were either migrants or were the first-generation children of migrants (5.3m [27%] born overseas; 4.1m [20%] one parent born overseas). By 2016 nearly half (49%) of all Australians were born overseas or had one parent born overseas, and 28% were first generation (born overseas) of migrants (ABS, 2017) . Further, the data showed that over 300 languages are now spoken throughout the country with more than one in five Australians (21%) speaking a language besides English at home, evidence that Australia is continuing to grow as a culturally and linguistically diverse (CALD) nation. This migration to Australia, as well as the children of established migrants, brings with it increasing numbers of students in Australian schools for whom English is not their first language (Adoniou, 2013; Hammond, 2014) . This situation places additional pressures on these students’ learning in the English-speaking classroom and may lead to their not developing the appropriate skills, such as reading (Haager & Windmueller, 2001), that are needed throughout their school life. The implications of such constraints, in lesser outcomesand thus in limitations on lifelong outcomes, are also well known.  \nVol 43, 2, February 2018 172  \nAustralian Journal of Teacher Education  \nThe eight states and territories in Australia are primarily responsible for the education of the population. Education Queensland employs more than ","cbCaicfOxSyBf0kk","https://ap.wps.com/l/cbCaicfOxSyBf0kk","pdf",408255,"English","# Abstract\n# Introduction\n# Literature Review\n## Students from Bi/multilingual Homes","[{\"question\":\"What is the main goal of the study on culturally and linguistically diverse school environments?\",\"answer\":\"The study focuses on identifying students from linguistically diverse backgrounds, particularly those from bi/multilingual homes, as an initial step toward meeting their needs.\"},{\"question\":\"How were data collected in the research?\",\"answer\":\"The research uses survey and interview responses collected from students and staff in five Queensland state high schools.\"},{\"question\":\"What did the results show about students’ home language backgrounds?\",\"answer\":\"Among 2,484 surveyed students, 79.5% were from English-only homes, 10.5% were classified as having English as Another Language/Dialect, and 10% were from bi/multilingual homes.\"}]","Culturally and Linguistically Diverse School Environments - Exploring the Unknown | PDF",1792077929,48]