Using Rolfe's model of reflection, I have chosen the following areas to evaluate
A. communication methods
B. learning resources and activities combined.
Background: In my context of post graduate medical education, a significant proportion of my learners are non Caucasian, and many have relocated to NZ from countries including South America, SE Asia, Australia, UK, India, and the Middle East. A number of these global citizens are non native English speakers, however they all have a high level of reading and spoken English language proficiency. Despite achieving at high levels in many aspects of communication, I, and other supervisors find the non native English speakers often have difficulty producing written reports at the expected standard. This skills gap is of course, not a defiency in educability (Bishop 2012). Bishop suggests a culturally responsive approach would engage learner agency to co-create learning resources and activities, with the shared goal to achieve written reports at the required standard.
My current approach is to give learners with ESL background a choice of templates, models and examples of written reports, on which to scaffold their written reports. How can I incorporate a culturally responsive methodology to guide these global citizens?
Using the Action Continuum, I think my practices are culturally responsive (the process) but colonial in terms of expectations and definitions of success (red dotted squares). Scientific reports (the product) are modelled on the Western academic standards of Standard English and are by definition in a country like NZ, colonial, and therefore exist in the 'whitespace'. But considering Standard English in the 'whitespace' is a form of deficit thinking. Let's consider another perspective. The purpose of written Standard English is to enable global communication from contributors who are from many different cultures. The use of English as a language in NZ is a product of colonisation. This would also apply in Australia, SE Asia, Middle East, and South America and other countries with indigenous populations. I do not want to change the expected product, but I can approach the process in a culturally responsive manner.
Cantillon, P., & Sargeant, J. (2008). Giving feedback in clinical settings. Bmj, 337(nov10_2), a1961-a1961.http://www.bmj.com/content/bmj/337/7681/Practice.full.pdf?casa_token=buVzmbCo_8gAAAAA:1SI5n06Vce5dggzrKFfCSS6q_zS03z2TAMh3ZAF_s5fUDarewQlF-5EhioOkSsgj26YRg1auEW8J
Diversity Council Australia. (2016) Words at Work. Building inclusion through the power of language. https://www.dca.org.au/sites/default/files/dca_wordsatwork_overall_guide.pdf
Milne, B.A. (2013). Colouring in the white spaces: Reclaiming cultural identity in whitestream schools. (Doctoral Thesis, University of Waikato, Hamilton, New Zealand). Retrieved from http://hdl.handle.net/10289/7868
A. communication methods
B. learning resources and activities combined.
Step 1. What.
Cultural responsiveness to communication, learning resources and activities for learners with English as a second language.
Background: In my context of post graduate medical education, a significant proportion of my learners are non Caucasian, and many have relocated to NZ from countries including South America, SE Asia, Australia, UK, India, and the Middle East. A number of these global citizens are non native English speakers, however they all have a high level of reading and spoken English language proficiency. Despite achieving at high levels in many aspects of communication, I, and other supervisors find the non native English speakers often have difficulty producing written reports at the expected standard. This skills gap is of course, not a defiency in educability (Bishop 2012). Bishop suggests a culturally responsive approach would engage learner agency to co-create learning resources and activities, with the shared goal to achieve written reports at the required standard.
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| A problem in my teaching practice |
Step 2. So What.
Evaluation of my practice of communication, learning resources and activities. Separating process from product.
Using the Action Continuum, I think my practices are culturally responsive (the process) but colonial in terms of expectations and definitions of success (red dotted squares). Scientific reports (the product) are modelled on the Western academic standards of Standard English and are by definition in a country like NZ, colonial, and therefore exist in the 'whitespace'. But considering Standard English in the 'whitespace' is a form of deficit thinking. Let's consider another perspective. The purpose of written Standard English is to enable global communication from contributors who are from many different cultures. The use of English as a language in NZ is a product of colonisation. This would also apply in Australia, SE Asia, Middle East, and South America and other countries with indigenous populations. I do not want to change the expected product, but I can approach the process in a culturally responsive manner.
Step 3. What next.
If in doubt, ask. A culturally responsive process of facilitating learners with ESL in the creation of a written report in Standard English (product).
In order to inform myself, I did an online cultural competence module offered by my Training Organisation (RCPA).
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| Image source http://www.rcpa.edu.au/Education/Professional-Qualities/CCP/Diversity |
''The modules are based upon a broad understanding of culture that includes ethnicity, gender, spiritual beliefs, sexual orientation, lifestyle, beliefs, age, social status, and perceived economic worth, among other factors.''.The module addressed diversity in the workplace, which is where I teach .
The module confirmed what I already knew [diversity in groups increases, innovation and productivity, and personal wellbeing]. The most useful things I learned was in a document called Words At Work (DCA 2016), about building inclusion through the power of language. I have reframed my role as ''facilitating the process'' of learners from ESL backgrounds to produce Standard English reports. Using the Words at Work principle of 'if in doubt ask'.
This will help me understand the learners lived experience, their perspective, and build relationships for a shared goal (product), A shared self reflection by the learner provides the opportunity for the learner to incorporate their sociocultural linguistic perspective. Then I realised, this process fits exactly into the facilitated feedback conversation model (Cantillon 2008), which we know from research engages learner agency in co creation of learning activities with a common goal
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| image source http://fid.medicine.arizona.edu/clinical-educators/reflective-feedback |
Reflective feedback conversation example
Ask: "Let's review your written report. Is there an area you found difficult or would like to improve on?"
The learner describes an area of difficulty. If the learner cannot recognise the problems, then I would ask the learner to compare their report with the model report and identify the differences together.
Tell: "Yes, I agree with you, your description section does not follow a logical flow. This is an area many people find difficult."
Ask: " Is there a technique you can think of to improve the logical flow?"
Learner responds with what they have tried or suggests a new approach.
Tell: "Yes, that that is one technique. Another technique is xxxxxx. You could try both and see what works best for you"
By incorporating learner agency in recognising and solving their own problems with teacher guidance, brings us back to Bishop's 2012 recommendations for a culturally responsive approach.
Reference
Bishop, R. Edtalks.(2012, September 23). A culturally responsive pedagogy of relations. [video file].Retrieved from https://vimeo.com/49992994Cantillon, P., & Sargeant, J. (2008). Giving feedback in clinical settings. Bmj, 337(nov10_2), a1961-a1961.http://www.bmj.com/content/bmj/337/7681/Practice.full.pdf?casa_token=buVzmbCo_8gAAAAA:1SI5n06Vce5dggzrKFfCSS6q_zS03z2TAMh3ZAF_s5fUDarewQlF-5EhioOkSsgj26YRg1auEW8J
Diversity Council Australia. (2016) Words at Work. Building inclusion through the power of language. https://www.dca.org.au/sites/default/files/dca_wordsatwork_overall_guide.pdf
Milne, B.A. (2013). Colouring in the white spaces: Reclaiming cultural identity in whitestream schools. (Doctoral Thesis, University of Waikato, Hamilton, New Zealand). Retrieved from http://hdl.handle.net/10289/7868
Royal College of Pathologists of Australasia. Cultural competence in Pathology. Diversity in the workplace. http://www.rcpa.edu.au/Education/Professional-Qualities/CCP/Diversity
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