University of Tasmania
Browse

File(s) under permanent embargo

Difference in metacognitive thinking as a cultural barrier to learning

journal contribution
posted on 2023-05-17, 18:15 authored by Wright, F

The current paper has taken a socio-cultural approach as proposed by Vygotsky, to language as a cultural/cognitive tool. An examination is made of research that used Marion Blank's Levels of Questioning with Culturally and Linguistically Diverse students (CALD) in a mainstream Technical and Further Education (TAFE) diploma level classroom. The results of this study suggested that CALD students became more confident about working in mainstream classes as they were given the opportunity to place language in to the context of the area studied. Teachers also reported that students worked with more confidence in the culturally different classroom setting after using Marion Blank's Levels of Questioning.

A case study of a counselling session is also provided in which the use of Blank's Levels of Questioning is discussed. It is suggested that using Blank's Level's of Questioning is a useful tool in the development of a contextual understanding of what the counsellor and the students were discussing. Blank's levels of questioning might be a useful tool in assisting counsellors to work with teachers working with CALD students and students of CALD in general.

History

Publication title

Journal of the Australian and New Zealand Student Services Association

Issue

40

Pagination

16-22

ISSN

1320-2480

Department/School

Faculty of Education

Publisher

Australia and New Zealand Student Services Association

Place of publication

Australia

Rights statement

Copyright 2012 Journal of the Australia and New Zealand Student Services Association

Repository Status

  • Restricted

Socio-economic Objectives

Learner and learning not elsewhere classified

Usage metrics

    University Of Tasmania

    Exports

    RefWorks
    BibTeX
    Ref. manager
    Endnote
    DataCite
    NLM
    DC