Indian Arrival A Guide for Graduate Teachers of Students from - - PDF document

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Indian Arrival A Guide for Graduate Teachers of Students from - - PDF document

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22/10/2017 Students from other Cultures. (India) Indian Arrival A Guide for Graduate Teachers of Students from Diverse Cultures Statistics Indian Arrival Statistics Indian Arrival Statistics 2014-15 2014-15 432 700 Indian born residents

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Students from other Cultures. (India)

A Guide for Graduate Teachers of Students from Diverse Cultures

Indian Arrival Statistics

Indian Arrival Statistics

2014-15 432 700 Indian born residents living in Australia.

Indian Arrival Statistics

2014-15 432 700 Indian born residents living in Australia. 1.8% of the Australian population 2011 census .

Indian Arrival Statistics

2014-15 432 700 Indian born residents living in Australia. 1.8% of the Australian population 2011 census. 295 362 Indian born people in Australia.

Indian Arrival Statistics

2014-15 432 700 Indian born residents living in Australia. 1.8% of the Australian population 2011 census. 295 362 Indian born people in Australia. 37.8% living in Victoria.

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Indian Arrival Statistics

2014-15 432 700 Indian born residents living in Australia. 1.8% of the Australian population 2011 census. 295 362 Indian born people in Australia. 37.8% living in Victoria.

11.9 per cent aged 15-24 years.

Refugee, Asylum Seeker

  • r Migrant

Refugee, Asylum Seeker or Migrant

Asylum Seeker is a term given to all

people who seek Protection from persecution for a reason of race, religion, nationality, political opinion, or another human rights violation.

Refugee, Asylum Seeker or Migrant

Asylum Seeker is a term given to all people

who seek Protection from persecution for a reason

  • f race, religion, nationality, political opinion, or

another human rights violation.

Refugee status may be granted to Asylum

Seekers and as a refugee they may be placed into a refugee camp awaiting the ability to return to their home country or given permanent residence.

Refugee, Asylum Seeker or Migrant

Asylum Seeker is a term given to all people

who seek Protection from persecution for a reason

  • f race, religion, nationality, political opinion, or

another human rights violation.

Refugee status may be granted to Asylum

Seekers and as a refugee they may be placed into a refugee camp awaiting the ability to return to their home country or given permanent residence.

Migrants choose to leave their country of

  • rigin for work, education or family.

Religious Backgrounds

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Religious Backgrounds

India has a diverse range of religions.

Religious Backgrounds

India has a diverse range of religions. India is known as:

Religious Backgrounds

India is known as: ○ A land of Spirituality.

Religious Backgrounds

India is known as: ○ A land of Spirituality. ○ The land of Philosophy.

Religious Backgrounds

India is known as: ○ A land of Spirituality. ○ The land of Philosophy. ○ The birthplace of some Religion.

Religious Backgrounds

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These religions are:

Religious Backgrounds

These religions are: Hinduism - close to 80% of the population. Believed to be about 5000 years

  • ld.

Religious Backgrounds

These religions are: Hinduism -- close to 80% of the population. Believed to be about 5000 years old. Jainism.

Religious Backgrounds

These religions are: Hinduism -- close to 80% of the population. Believed to be about 5000 years old. Jainism. Buddhism.

Religious Backgrounds

These religions are: Hinduism -- close to 80% of the population. Believed to be about 5000 years old. Jainism. Buddhism. More recent - Sikhism 15th century.

Religious Backgrounds

Indian Cultural Characteristics

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  • “Namaste”

Indian Cultural Characteristics

  • “Namaste”

Indian Cultural Characteristics

  • “Namaste”

○ “I bow to you”

Indian Cultural Characteristics

  • “Namaste”

○ “I bow to you” ○ Handshake.

Indian Cultural Characteristics

  • “Namaste”

○ “I bow to you” ○ Handshake. ■ Female may find physical contact inappropriate.

Indian Cultural Characteristics

  • “Namaste”

○ “I bow to you” ○ Handshake ■ Female may find physical contact inappropriate. ■ Follow their lead.

Indian Cultural Characteristics

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  • “Namaste”

○ “I bow to you” ○ Handshake ■ Female may find physical contact inappropriate. ■ Follow their lead.

  • Shaking of Their Head.

Indian Cultural Characteristics

  • Taboo subjects:

Indian Cultural Characteristics

  • Taboo subjects:

○ Not Taboo

Indian Cultural Characteristics

  • Taboo subjects:

○ Not Taboo

■ Religion

Indian Cultural Characteristics

  • Taboo subjects:

○ Not Taboo

■ Religion ■ Politics

Indian Cultural Characteristics

  • Taboo subjects:

○ Not Taboo

■ Religion ■ Politics

○ Taboo

Indian Cultural Characteristics

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  • Taboo subjects:

○ Not Taboo

■ Religion ■ Politics

○ Taboo

■ Death

Indian Cultural Characteristics

  • Taboo subjects:

○

Not Taboo

■ Religion ■ Politics

○ Taboo

■ Death ■ Sex

Indian Cultural Characteristics

  • Taboo subjects:

○ Not Taboo

■ Religion ■ Politics

○ Taboo

■ Death ■ Sex

  • Female may be representative by a Male.

Indian Cultural Characteristics

  • Taboo subjects

○ Not Taboo

■ Religion ■ Politics

○ Taboo

■ Death ■ Sex

  • Female may be representative by a Male.

○ Particularly Muslims

Indian Cultural Characteristics

  • Taboo subjects

○

Not Taboo

■ Religion ■ Politics

○ Taboo

■ Death ■ Sex

  • Female may be representative by a Male.

○ Particularly Muslims ○ Usually Husband, Father, Brothers

Indian Cultural Characteristics

  • Taboo subjects

○

Not Taboo

■ Religion ■ Politics

○ Taboo

■ Death ■ Sex

  • Female may be representative by a Male.

○ Particularly Muslims ○ Usually Husband, Father, Brothers ○ Addresses the Male First

Indian Cultural Characteristics

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Social etiquette:

Indian Cultural Characteristics

Social etiquette:

  • Removal of footwear.

Indian Cultural Characteristics

Social etiquette:

  • Removal of footwear.
  • Conservative - Dress Code.

Indian Cultural Characteristics

Social etiquette:

  • Removal of footwear.
  • Conservative - Dress Code.

○ Male - Western style.

Indian Cultural Characteristics

Social etiquette:

  • Removal of footwear.
  • Conservative - Dress Code.

○ Male - Western style. ■ Pair of Pants and Shirt.

Indian Cultural Characteristics

Social etiquette:

  • Removal of footwear.
  • Conservative - Dress Code.

○ Male - Western style. ■ Pair of Pants and Shirt. ○ Females - prefer traditional attire.

Indian Cultural Characteristics

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Social etiquette:

  • Removal of footwear.
  • Conservative - Dress Code.

○ Male - Western style. ■ Pair of Pants and Shirt. ○ Females - prefer traditional attire. Sacred animals:

Indian Cultural Characteristics

Social etiquette:

  • Removal of footwear.
  • Conservative - Dress Code.

○ Male - Western style. ■ Pair of Pants and Shirt. ○ Females - prefer traditional ○ attire. Sacred animals:

  • Cow.

Indian Cultural Characteristics

Social etiquette:

  • Removal of footwear.
  • Conservative - Dress Code.

○ Male - Western style. ■ Pair of Pants and Shirt. ○ Females - prefer traditional attire. Sacred animals:

  • Cow.
  • Elephant.

Indian Cultural Characteristics

Food:

Indian Cultural Characteristics

Food:

  • Vegetarian.

No Beef.

Indian Cultural Characteristics

Food:

  • Vegetarian.

○ No Beef.

  • If not vegetarian.

Chicken, Lamb and Mutton.

Indian Cultural Characteristics

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Food:

  • Vegetarian.

○ No Beef.

  • If not vegetarian.

○ Chicken, Lamb and Mutton.

  • Muslims Don’t eat Pork.

Indian Cultural Characteristics

Food:

  • Vegetarian.

○ No Beef.

  • If not vegetarian.

○ Chicken, Lamb and Mutton.

  • Muslims Don’t eat Pork.
  • Not Offended.

Indian Cultural Characteristics

Food:

  • Vegetarian.

○ No Beef.

  • If not vegetarian.

○ Chicken, Lamb and Mutton.

  • Muslims Don’t eat Pork.
  • Not Offended.
  • Hospitable people.

Indian Cultural Characteristics

Food:

  • Vegetarian.

○ No Beef.

  • If not vegetarian.

○ Chicken, Lamb and Mutton.

  • Muslims Don’t eat Pork.
  • Not Offended.
  • Hospitable people.

○ Offer you to try their food.

Indian Cultural Characteristics

Food:

  • Vegetarian.

○ No Beef.

  • If not vegetarian.

○ Chicken, Lamb and Mutton.

  • Muslims Don’t eat Pork.
  • Not Offended.
  • Hospitable people.

○ Offer you to try their food. ○ Acceptance.

Indian Cultural Characteristics

Indians will hold the teacher in high regards

Indian Cultural Characteristics

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Indians will hold the teacher in high regards.

Indian Cultural Characteristics

Indians will hold the teacher in high regards.

  • Trust & believe.

Indian Cultural Characteristics

Indians will hold the teacher in high regards.

  • Trust & believe.
  • Not Question or Challenging.

Indian Cultural Characteristics

Indians will hold the teacher in high regards.

  • Trust & believe.
  • Not Question or Challenging.
  • Memories.

Indian Cultural Characteristics

The Cultural Divide

The Cultural Divide

Shift in roles and Family Dynamics.

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The Cultural Divide

Shift in roles and Family Dynamics. Split Identity.

The Cultural Divide

Shift in roles and Family Dynamics. Split Identity. Trauma.

Language

Language

➔ 1 in 4 Australian school students have English as a 2nd or additional language/dialect.

Language

➔ 1 in 4 Australian school students have English as a 2nd or additional language/dialect. ➔ 111,352 Indian Australians spoke Hindi in 2011.

Language

➔ 1 in 4 Australian school students have English as a 2nd or additional language/dialect. ➔ 111,352 Indian Australians spoke Hindi in 2011.

◆ This is on the rise.

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Language

➔ 1 in 4 Australian school students have English as a 2nd or additional language/dialect. ➔ 111,352 Indian Australians spoke Hindi in 2011.

◆ This is on the rise.

➔ Support needed for Indian Australian EAL/D students learning Standard Australian English (SAE).

Language

➔ 1 in 4 Australian school students have English as a 2nd or additional language/dialect. ➔ 111,352 Indian Australians spoke Hindi in 2011.

◆ This is on the rise.

➔ Support needed for Indian Australian EAL/D students learning Standard Australian English (SAE). ➔ Life experiences and cognitive development not correlated with SAE language proficiency.

Language

➔ 1 in 4 Australian school students have English as a 2nd or additional language/dialect. ➔ 111,352 Indian Australians spoke Hindi in 2011.

◆ This is on the rise.

➔ Support needed for Indian Australian EAL/D students learning Standard Australian English (SAE). ➔ Life experiences and cognitive development not correlated with SAE language proficiency. ➔ Personalised learning process must consult students and parents.

The Impact on Learning & Our Role as Teachers

The Impact on Learning & Our Role as Teachers

Conversation verses Written and Reading Skills.

The Impact on Learning & Our Role as Teachers

Conversation verses Written and Reading Skills. Understanding the differences.

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The Impact on Learning & Our Role as Teachers

Conversation verses Written and Reading Skills. Trouble identifying and justifying their own opinion. Understanding the differences.

The Impact on Learning & Our Role as Teachers

Conversation verses Written and Reading Skills. Trouble identifying and justifying their own opinion. Understanding the differences. Explaining that disagreeing with a worldview is not disrespectful.

The Impact on Learning & Our Role as Teachers

Conversation verses Written and Reading Skills. Trouble identifying and justifying their

  • wn opinion.

Language feature misinterpretation and/ or misunderstanding. Understanding the differences. Explaining that disagreeing with a worldview is not disrespectful.

The Impact on Learning & Our Role as Teachers

Conversation verses Written and Reading Skills. Trouble identifying and justifying their

  • wn opinion.

Language feature misinterpretation and/ or misunderstanding. Idioms, irony, puns, parody and metaphor. Understanding the differences. Explaining that disagreeing with a worldview is not disrespectful.

The Impact on Learning & Our Role as Teachers

Conversation verses Written and Reading Skills. Trouble identifying and justifying their

  • wn opinion.

Language feature misinterpretation and/ or misunderstanding. Idioms, irony, puns, parody and metaphor. Understanding the differences. Explaining that disagreeing with a worldview is not disrespectful. Being aware of Australian culturally specific language.

The Impact on Learning & Our Role as Teachers

Conversation verses Written and Reading Skills. Trouble identifying and justifying their

  • wn opinion.

Language feature misinterpretation and/ or misunderstanding. Idioms, irony, puns, parody and metaphor. Understanding the differences. Explaining that disagreeing with a worldview is not disrespectful. Being aware of Australian culturally specific language. Guided research tasks, and note taking.

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The Impact on Learning & Our Role as Teachers

Conversation verses Written and Reading Skills. Trouble identifying and justifying their own opinion. Language feature misinterpretation and/ or misunderstanding. Idioms, irony, puns, parody and metaphor. Fear of disrespect. Understanding the differences. Explaining that disagreeing with a worldview is not disrespectful. Being aware of Australian culturally specific language. Guided research tasks, and note taking.

The Impact on Learning & Our Role as Teachers

Conversation verses Written and Reading Skills. Trouble identifying and justifying their own opinion. Language feature misinterpretation and/ or misunderstanding. Idioms, irony, puns, parody and metaphor. Fear of disrespect. Understanding the differences. Explaining that disagreeing with a worldview is not disrespectful. Being aware of Australian culturally specific language. Guided research tasks, and note taking. It is human to make mistakes.

The Impact on Learning & Our Role as Teachers

Conversation verses Written and Reading Skills. Trouble identifying and justifying their own opinion. Language feature misinterpretation and/ or misunderstanding. Idioms, irony, puns, parody and metaphor. Fear of disrespect. Our Cultural Understanding. Understanding the differences. Explaining that disagreeing with a worldview is not disrespectful. Being aware of Australian culturally specific language. Guided research tasks, and note taking. It is human to make mistakes.

The Impact on Learning & Our Role as Teachers

Conversation verses Written and Reading Skills. Trouble identifying and justifying their own opinion. Language feature misinterpretation and/ or misunderstanding. Idioms, irony, puns, parody and metaphor. Fear of disrespect. Our Cultural Understanding. Understanding the differences. Explaining that disagreeing with a worldview is not disrespectful. Being aware of Australian culturally specific language. Guided research tasks, and note taking. It is human to make mistakes. Be mindful of our own bias.

The Impact on Learning & Our Role as Teachers

Conversation verses Written and Reading Skills. Trouble identifying and justifying their own opinion. Language feature misinterpretation and/ or misunderstanding. Idioms, irony, puns, parody and metaphor. Fear of disrespect. Our Cultural Understanding. Parental Communication. Understanding the differences. Explaining that disagreeing with a worldview is not disrespectful. Being aware of Australian culturally specific language. Guided research tasks, and note taking. It is human to make mistakes. Be mindful of our own bias.

The Impact on Learning & Our Role as Teachers

Conversation verses Written and Reading Skills. Trouble identifying and justifying their own opinion. Language feature misinterpretation and/ or misunderstanding. Idioms, irony, puns, parody and metaphor. Fear of disrespect. Our Cultural Understanding. Parental Communication. Understanding the differences. Explaining that disagreeing with a worldview is not disrespectful. Being aware of Australian culturally specific language. Guided research tasks, and note taking. It is human to make mistakes. Be mindful of our own bias. Males are the leader of the house.

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The Impact on Learning & Our Role as Teachers

Conversation verses Written and Reading Skills. Trouble identifying and justifying their own opinion. Language feature misinterpretation and/ or misunderstanding. Idioms, irony, puns, parody and metaphor. Fear of disrespect. Our Cultural Understanding. Parental Communication. Language Barriers. Understanding the differences. Explaining that disagreeing with a worldview is not disrespectful. Being aware of Australian culturally specific language. Guided research tasks, and note taking. It is human to make mistakes. Be mindful of our own bias. Males are the leader of the house.

The Impact on Learning & Our Role as Teachers

Conversation verses Written and Reading Skills. Trouble identifying and justifying their own opinion. Language feature misinterpretation and/ or misunderstanding. Idioms, irony, puns, parody and metaphor. Fear of disrespect. Our Cultural Understanding. Parental Communication. Language Barriers. Understanding the differences. Explaining that disagreeing with a worldview is not disrespectful. Being aware of Australian culturally specific language. Guided research tasks, and note taking. It is human to make mistakes. Be mindful of our own bias. Males are the leader of the house. Translator Services.

The Impact on Learning & Our Role as Teachers

Resources

Support Networks

Foundation House http://www.foundationhouse.org.au/schools-support/ Rise Tutoring Programs http://riserefugee.org/what-we-do/eudcation/ Embrace Education Tutoring http://www.embrace-education.org/

Support Networks

Foundation House http://www.foundationhouse.org.au/schools-support/ Rise Tutoring Programs http://riserefugee.org/what-we-do/eudcation/ Embrace Education Tutoring http://www.embrace-education.org/

APPS

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Support Networks

Foundation House http://www.foundationhouse.org.au/schools-support/ Rise Tutoring Programs http://riserefugee.org/what-we-do/eudcation/ Embrace Education Tutoring http://www.embrace-education.org/

Other

Cultural Bytes: Norms and Practices in India and Sri Lanka - Edith Cowan University https://intranet.ecu.edu.au/__data/assets/pdf_file/0008/499355/Cultural-Bytes-India-RHS- 120831.pdf Languages and Multicultural Education Resource Centre (LMERC) http://www.education.vic.gov.au/school/teachers/support/Pages/lmerc.aspx Strengthening Outcomes: Refugee Students in Government Schools https://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/strengtheningoutcome s-rpt-v1.pdf

APPS