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Difference in metacognitive thinking as a cultural barrier to learning


Wright, F, Difference in metacognitive thinking as a cultural barrier to learning, Journal of the Australian and New Zealand Student Services Association, (40) pp. 16-22. ISSN 1320-2480 (2012) [Refereed Article]

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

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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.

Item Details

Item Type:Refereed Article
Research Division:Education
Research Group:Other education
Research Field:Other education not elsewhere classified
Objective Division:Education and Training
Objective Group:Learner and learning
Objective Field:Learner and learning not elsewhere classified
UTAS Author:Wright, F (Mr Fred Wright)
ID Code:84996
Year Published:2012
Deposited By:Research Division
Deposited On:2013-06-11
Last Modified:2013-08-06

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