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Learning challenges of culturally and linguistically diverse students: A framework for psychological assessment

Published online by Cambridge University Press:  16 March 2022

Nigar G Khawaja Open the ORCID record for Nigar G Khawaja [Opens in a new window]  and
Jane Wotherspoon
Nigar G Khawaja*
Affiliation:
School of Psychology & Counselling, Queensland University of Technology, Brisbane, Queensland, Australia
Jane Wotherspoon
Affiliation:
School of Psychology & Counselling, Queensland University of Technology, Brisbane, Queensland, Australia
*
*Corresponding author. Email: n.khawaja@qut.edu.au
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Abstract

Australian schools are experiencing an increase in enrolments for students from culturally and linguistically diverse backgrounds. Many of these students, who are frequently from migrant, refugee or asylum-seeker backgrounds, progress academically, but a small number experience learning challenges. In these circumstances, practitioners (school psychologists and guidance counsellors) assess the students to determine underlying factors contributing to limited academic progress, and ways in which the student’s learning can be supported and enhanced. However, formal assessment can be challenging due to language and cultural barriers. Considering the gaps in the research and training, the present article proposes an assessment framework and highlights strategies that can be adopted by practitioners at schools to enrich their decision-making and assessment process. Two case studies are used to highlight factors that can impact students’ academic difficulties. Further interview protocols and assessment measures that can be used to assist these students and their families are discussed. Ways in which school authorities can guide and support these students in the classroom and in the school are examined.

Keywords

AssessmentCALDlearningmigrantsrefugeesyouth
Type
Practitioner Paper
Information
Journal of Psychologists and Counsellors in Schools , Volume 32 , Issue 2 , December 2022 , pp. 254 - 267
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Copyright
© The Author(s) 2022. Published by Cambridge University Press

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