Multilingual Diversity

Migration has contributed to the richness in diversity of culture, ethnicities and races in Australia. Therefore, early childhood services and primary schools in Australia have contact with families from many culturally and linguistically diverse (CALD) backgrounds (Victorian Early Years Learning and Development Framework) (VEYLDF, 2016). In particular, the topic focuses on diversity issues and challenges surrounding a multicultural and multilingual classroom. Respect for the first language of families from multicultural and multilingual backgrounds is addressed to support the development of teaching and learning techniques and strategies. Relevant strategies and resources are addressed to ascertain current multicultural and multilingual challenges

A buddy or support system might be useful for various classroom activities, (e.g. going to the bathroom, relaxation time, group activities). Over time, buddy systems can be turned into more ‘support’ or ‘companionship/friendship systems whereby children are encouraged to use their buddy as sources of emotional or academic support. (rephrase this paragraph and reference).

During the transition process, families may have additional challenges such as maintenance of cultural and linguistic barriers. According to FKA (n.d., p. 2), the inability to communicate and understand others is one of the most common concerns among many migrant and refugee families who mainly speak languages outside of English. Families and children entering in early childhood services or primary schools may feel confronted by a diversity of families and children in an unfamiliar setting who speak in other languages and behave in different ways. These barriers causes misunderstandings and misinterpretations; families who speak English As a Second Language (ESL) might not feel confident speaking with teachers because they find conversations difficult (Kidsmatter, n.d.). It is common for CALD families to feel frustrated, powerless and alienated when they face communication and language

For instance, within a primary school setting, a foundation teacher may arrange an interpreter or bilingual teacher from the Victorian Interpreting and Translating Service (VITS), to help fill out enrolment forms with them. In addition, to support the families’ identity and wellbeing, a teacher may also recommend families to engage with other families speaking same language to develop relationships and a sense of connectedness to the school community. Generally, other families experience similar emotions. Kidsmatter (n.d.) suggests that sharing concerns and experiences with other families is less confronting and helpful to collect practical advice, ideas and constructive feedback. Department of Education and Training (DET), 2017, p. 10) justifies that social connection among other families facilitates the support of families, as they can support their children and communicate about the transition process in their home