Professional Knowledge of Cultural and Linguistic Diversity in Early Childhood Education in Australia

This essay discusses the importance of professional knowledge of cultural and linguistic diversity in early childhood education in Australia. It covers the policies on multiculturalism and multilingualism in Australia, cultural and linguistic diversity, and philosophy. It also analyzes the professional knowledge of cultural and linguistic diversity and its implications for curriculum planning.

Social justice in early
childhood education

Table of Contents
Topic: The Importance of Professional Knowledge of Cultural and Linguistic Diversity in
Multicultural and Multilingual Early Childhood Education in Australia........................................1
Part A: INTRODUCTION...............................................................................................................1
Part B: Policies on Multiculturalism and Multilingualism in Australia..........................................1
Part C: Cultural and Linguistic Diversity and My Philosophy........................................................2
Part D: The Professional Knowledge of Cultural and linguistic Diversity......................................3
Part E: Conclusion and Implication for Curriculum Planning.........................................................4
REFERENCES................................................................................................................................5

Topic: The Importance of Professional Knowledge of Cultural and Linguistic
Diversity in Multicultural and Multilingual Early Childhood Education in
Australia
Part A: INTRODUCTION
It is important and vital to have professional knowledge of cultural and linguistic diversity
as it supports right for children and student to have a variety of educational experiences that help
them make informed decisions about their role and participation in language, literacy, and life
(Dadvand, 2020). Therefore, educators and teachers need to model culturally responsive and
socially responsible practices for students. Beside this, it has been also reflected that it is needed
to have a cultural and linguistic diversity because it ensures that all student feel that their teacher
wants to learn about their culture that they will feel accepted by their teacher (Maylor, 2021).
Further, the current essay comprises of a discussion about the Policies on Multiculturalism and
Multilingualism in Australia along with Cultural and Linguistic Diversity and Philosophy.
Finally, an analysis of Professional Knowledge of Cultural and linguistic Diversity has been also
made.
Part B: Policies on Multiculturalism and Multilingualism in Australia
A population of more than 4 million people of Australia tend to speak in the language other
than English. Further, it has been also seen and find out that the Australian tend to speak more
than 260 languages and identified with more than 270 ancestries from different cultural thus, the
society of Australia is based on multicultural and multilingualism. Beside this, it has been find
out seen that Australia is also the most multilingual of the English-speaking countries, and was
the first to create a multilingual language policy. The most commonly spoken foreign languages
are Italian, Greek, Cantonese, Arabic, Mandarin and Vietnamese (Escayg, 2020).
Further, it has been analysed and find out that the Government of the Australia has
launched The People of Australia—Australia's Multicultural Policy on 17 February 2011.
Further the Australia's multicultural policy tend to embraces and implicated a shared values and
cultural traditions within the Australian society. Apart from this, the multicultural policy of the
Australia also tends to allows a sense of freedom for those who wants to choose to call Australia
home the right to practice and share in their cultural traditions and languages within the law and
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free from discrimination. Therefore, the multicultural policy of the Australia tends to make a
multicultural nation (Senel, 2020). Further, the Multilingualism policy in Australia tend to
comprises of the policy of promotion of multilingualism within the society of Australia that tend
to aims at measures that eliminate, or at least reduce, the factors that lead to language loss.
Beside this, the multilingualism policy tends to also encourage and support the use of many
languages within the private domain and in the society of Australia. Beside this, the implication
and adoption of the multilingualism policy with Australia also tend to ensure that the use of
languages in the public domain is non-discriminatory.
Part C: Cultural and Linguistic Diversity and My Philosophy
It has been seen and analysed that Australia is a multicultural nation and since the 1945
more than seven million people tend to have migrated in Australia thus now one in four of
Australia’s people were tend to be born in or belongs to overseas nation (Patton, 2020). Beside
this, more than 44 % of the people in Australia are tend to born overseas or are the one who are
having parent from overseas. Therefore, having cultural and linguistic diversity has become vital
and crucial within the society and education system of Australia. It has been seen and observed
that Providing legal action and legislation has become vital and essentially needed so that the
government of Australia can become more responsible to provide legal action and legislations to
foster inclusive education and schooling within the society of Australia. Further, it has also been
reviewed and analysed that various resources and assets should also needed to be provided by the
government of Australia that comprises of range from trained teachers, special educators,
infrastructure, equipment and devices which all are necessary to make the schools in Australia
become more inclusive (Kim & Cooc 2020). Further, it has been also seen and reviewed that the
creation of the inclusion policy with the childhood education has become also vital and needed
that tend to refers to a process involving a programme, curriculum or educational environment
where each child is welcomed and included on equal terms, can feel they belong, and can
progress to their full potential in all areas of development.
Beside this, it has been also observed and reviewed that implication and adoption of the
cultural and linguistic inclusion is evident in practice within early childhood related documents
as these practises tend to support and boost the confidence level of the child along with
connecting children with families and creates opportunities for improved friendship among
children. Beside this, it has been also seen and observed that the cultural and linguistic inclusion
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is evident in practice within early childhood related documents as it also tends to strengthen the
community and society of the Australia while the way of valuing the inclusion in the mind set
and also leading improved community support in the early ages of children (Gherardi, Flinn &
Jaure, 2020). Further, it has been also analysed and tend to reviewed that the concept of cultural
and linguistic inclusion tends to comprises of enhancing the learning ability of child by the way
of supporting and leading out the equal access to and effectively ensure a participation and
meaningful coordination for child by the way of inclusive and multicultural child care
programme. Beside this, it tends to be analysis and support better development and improvement
for the child by the way of reducing and eliminating the all forms of cultural and linguistic
barriers that tend to support more effective learning as well as a fully engaged experience for the
peers and child at early stage based on better adaption of diversity and specifics educational
strategy for each child (Rodela & et. al., 2020).
Part D: The Professional Knowledge of Cultural and linguistic Diversity
It has been seen that the a having a professional understanding of children’s language skills
and cultures, including children who use Aboriginal English (AE) and are from Indigenous
backgrounds has become vital and important as it have significant impact on supporting
culturally and linguistically diverse children and their families. Implication of the complying of
the list of the simple sentences can be made by the teachers for supporting and conceding
children who tend to use the Aboriginal English (AE) and are from Indigenous backgrounds
(Sagaris, Berríos & Tiznado-Aitken, 2020). Beside this, an improved level of traditional
language and along with encouraging the staff to learn the Aboriginal English (AE) could also be
made to and set Indigenous backgrounds along with use of them in a regular manner. Along with
this, it has been also seen and analysed that the effectively recognising the different values as
well as the respecting the culture and beliefs of the student tend to speak Aboriginal English
(AE) and are from Indigenous background should also be made by the teacher for having an
enriching and comfortable learning atmosphere. Along with this, allowing children to express
themselves in Aboriginal English in the classroom made learning more productive for the student
(Hage & et. al., 2020).
It has been also seen and analysed that having effective communication skill along with
inclusion practises are the vital kinds of knowledge of cultural and linguistic diversity that would
help early childhood professionals to develop an inclusive curriculum. Further, having effective
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understanding and knowledge about the fact that Linguistic diversity is sometimes a specific
measure of the density of language, or concentration of unique languages together is needed to
create and ensure cultural and linguistic diversity that would help early childhood professionals
to develop an inclusive curriculum (Patton, 2020)(Kim & Cooc 2020). Along with having
underdoing about the awareness of difficulties faced due to child belong to different culture
along with becoming strong communicator and developing interpersonal curriculum and skill
would support the development of an inclusive curriculum. Further, development of an inclusive
curriculum tends to includes and comprise of providing same educational resources and
knowledge to all students regardless of the background thus, having a combination of different
language in curriculum along with knowledge and supporting respect for all cultural tend to
support the development of an inclusive curriculum (Gherardi, Flinn & Jaure, 2020).
Part E: Conclusion and Implication for Curriculum Planning
On the basis of current essay, it has been concluded and summarized that having
professional knowledge of the cultural and linguistic diversity has become vital and important
within Australia as it tend to have a diverse society and making it a multicultural and
multilingual nation. Further, having cultural and linguistic inclusion is evident in practice within
early childhood related documents as it boosts the confidence and learning level of child through
supporting improved relationships and coordination from the early stage of their life. Finally, it
has been summarised that knowledge of cultural and linguistic diversity is vital and essential
needed in early childhood professionals to develop an inclusive curriculum that supports
effective development and learning practices through considering and leading out socially just
teaching along with leading fair and equitable approaches for young children. Further, the
process for creating and developing an inclusive curriculum planning comprises of the process
that is concerned with making and taking effective decisions about the vital facts that what
should be learn by children, why, and how to organize the teaching and learning process while
effectively taking into account existing curriculum requirements and the resources available.
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REFERENCES
Books and journal
Dadvand, B. (2020). Civics and citizenship education in Australia: The importance of a social
justice agenda. The Palgrave Handbook of Citizenship and Education, 435-447.
Escayg, K. A. (2020). Anti‐racism in US early childhood education: Foundational
principles. Sociology Compass, 14(4), e12764.
Gherardi, S. A., Flinn, R. E., & Jaure, V. B. (2020). Trauma-sensitive schools and social justice:
a critical analysis. The Urban Review, 1-23.
Hage, S. M., & et. al. (2020). The social justice practicum in counseling psychology training.
Training and Education in Professional Psychology, 14(2), 156.
Kim, G. M., & Cooc, N. (2020). Teaching for social justice: A research synthesis on Asian
American and Pacific Islander teachers in US schools. Teaching and Teacher
Education, 94, 103104.
Maylor, U. (2021). Curriculum Diversity and Social Justice Education: From New Labour to
Conservative Government Control of Education in England. In Educational research for
social justice (pp. 223-247). Springer, Cham.
Patton, A. (2020). Tales from the Real World: Putting Leadership Theory Into Social Justice
Practice. In Transformative Leadership in Action: Allyship, Advocacy & Activism.
Emerald Publishing Limited.
Rodela, K. & et. al. (2020). Tiptoeing around the elephant in the room: Discreet activism for
social justice in conservative school communities following the 2016 presidential
election. Journal of Education Human Resources, 38(1), 8-34.
Sagaris, L., Berríos, E., & Tiznado-Aitken, I. (2020). Using PAR to frame sustainable transport
and social justice on policy agendas. A pilot experience in two contrasting Chilean
cities. Journal of Transport Geography, 83, 102654.
Senel, M. T. (2020). Social justice in the language curriculum: Interrogating the goals and
outcomes of language education in college. In Diversity and decolonization in German
Studies (pp. 63-81). Palgrave Macmillan, Cham.
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