Teaching Culturally and Linguistically Diverse (CALD) Students
Course Description
This module explores inclusive teaching strategies to support the engagement and learning of culturally and linguistically diverse (CALD) students in higher education. It examines common academic, cultural and communicative challenges and introduces practical, evidence-informed approaches to inclusive language use, classroom interaction and student participation across disciplinary contexts. The module emphasises reflective practice and intercultural awareness to support effective and equitable learning environments.
Outcomes
- Explore the challenges international students face and implement strategies to support their learning.
- Learn practical classroom techniques to support international students’ understanding and participation.
- Gain an understanding of inclusive language to improve engagement and clarity.
Lead Facilitator
Christopher Newcombe , Strategic Lead, Academic Language Development, Office of the Pro-Vice-Chancellor (Education and Student Experience)
Schedule
Date & Time | Description | Location |
Independent learning (1 hour) | Pre-reading | NA |
10am – 11.30am, 25 March 2026 | Workshop 1: CALD Students at UQ Overview of CALD students at UQ (data, challenges), theories around teaching CALD students, discussion of where this applies to practice and what it looks like to practically apply this in the classroom or to schemes of work. | Room Building, St Lucia campus ** to be confirmed |
Independent learning (2 hours) | Further reading | NA |
10am – 11.30am, 15 April 2026 | Workshop 2: Integrating inclusive practices This is a practical session on integrating inclusive practices into participants classroom or work. The session will include individual consultation with the facilitator and individual planning and group feedback in preparation of implementing these practices into a classroom environment or project. | Room 08-288, Goddard Building, St Lucia campus |
Independent learning (2 hours) | Practicum Participants apply inclusive practices to a lesson they are teaching or a project they are working on. | NA |
Individual learning (2 hours) | Reflection response Participants submit a written or video reflection on the elements they incorporated, reflecting on what worked, what didn’t and how this influences their practice going forward. | NA |
Registration
A minimum of five registrations is required for the course to proceed, and registrations are capped at 20 participants.