Cette thèse met en lumière la confiance dans les nouvelles relations entre un subordonné et sa hiérarchie qui s’établissent après une fusion-acquisition (fusac) dans un pays émergent multiculturel. Un grand nombre de chercheurs s’est intéressé à la question du taux d’échec de plus de 50% des fusac. De nombreuses difficultés caractérisent le processus d’intégration d’une entreprise après son acquisition, y compris pour les employés. L’établissement de la confiance est un facteur clé du succès. S’appuyant sur des travaux effectués sous l’angle culturel des fusacs, ces trois essais traitent d’une lacune dans la connaissance de la dynamique de confiance et de la dynamique culturelle lors de l’intégration d’entreprises dont le personnel est multiculturel. L'essai 1 développe un cadre théorique pour l’étude de la confiance d’un subordonné issu d’une entreprise multiculturelle acquise envers la direction des acquéreurs étrangers, sur la base de la similitude ethnique ou religieuse. L’essai 2 teste plusieurs hypothèses sur la (dis)similitude religieuse et la confiance à partir du cadre théorique élaboré, modérées par trois facteurs spécifiques à l’acquisition. L’essai 3 examine la dynamique culturelle et la dynamique de confiance au travers de deux études de cas : une acquisition malaisienne locale comparée à l’acquisition d’une entreprise malaisienne par une entreprise sud-africaine. L’analyse par abduction de 35 interviews d’employés des entreprises acquéreuses et acquises met en évidence que la perméabilisation des frontières managériales a facilité le développement de la confiance entre les subordonnés et leur direction. / This dissertation illuminates trust in new subordinate—leader relationships arising from mergers and acquisitions (M&As) in multicultural emerging economies. A large body of researchers has probed the notorious M&A failure rate of over 50%. Complexity and uncertainty characterize post-acquisition integration including for the personnel. Trust is a key success factor. Building on research into the cultural perspective of M&As, three related essays address a knowledge gap in trust and cultural dynamics when integrating firms with multicultural personnel. Essay 1 develops a theoretical framework of multicultural acquired-firm subordinate trust in foreign acquirer leaders, based on ethnic or religious similarity. The M&A concept of multiculturalism is combined with self-categorization and similarity-attraction theories to explicate how subordinates alleviate integration uncertainty to develop trust. Essay 2 tests religious (dis)similarity—trust hypotheses from this framework, moderated by three acquisition-specific factors. Policy-capturing data from 411 multifaith Malaysian personnel demonstrates the nuanced role of religion as a catalyst (constraint) of trust in cross-border M&As. Essay 3 examines the cultural and trust dynamics in two case studies, comparing a domestic Malaysian acquisition and a South African—Malaysian acquisition. Abductive analysis of 35 interviews of acquirer and acquired-firm personnel reveals that managerial boundary spanning facilitated subordinate—leader trust development. Paradoxically, integrating the domestic rather than cross-border acquisition was more complex when within-country religious diversity and linguistic diversity are considered.

abstract: The popularity of response-to-intervention (RTI) frameworks of service delivery has increased in recent years. Scholars have speculated that RTI may be particularly relevant to the special education assessment process for culturally and linguistically diverse (CLD) students, due to its suspected utility in ruling out linguistic proficiency as the primary factor in learning difficulties. The present study explored how RTI and traditional assessment methods were integrated into the psychoeducational evaluation process for students suspected of having specific learning disabilities (SLD). The content of psychoeducational evaluation reports completed on students who were found eligible for special education services under the SLD category from 2009-2013 was analyzed. Two main research questions were addressed: how RTI influenced the psychoeducational evaluation process, and how this process differed for CLD and non-CLD students. Findings indicated variability in the incorporation of RTI in evaluation reports, with an increase across time in the tendency to reference the prereferral intervention process. However, actual RTI data was present in a minority of reports, with the inclusion of such data more common for reading than other academic areas, as well as more likely for elementary students than secondary students. Contrary to expectations, RTI did not play a larger role in evaluation reports for CLD students than reports for non-CLD students. Evaluations of CLD students also did not demonstrate greater variability in the use of traditional assessments, and were more likely to rely on nonverbal cognitive measures than evaluations of non-CLD students. Methods by which practitioners addressed linguistic proficiency were variable, with parent input, educational history, and individually-administered proficiency test data commonly used. Assessment practices identified in this study are interpreted in the context of best practice recommendations. / Dissertation/Thesis / Doctoral Dissertation Educational Psychology 2014

Avec plus de 78 millions d’habitants, l’Iran actuel comprend une population multilingue ; la langue majoritaire et officielle, le persan, coexiste avec une diversité de langues plus ou moins usitées selon les situations et le nombre de locuteurs. Cette diversité linguistique du pays qui sert également de ciment à l’identité culturelle et aux différentes traditions des locuteurs de ces multiples langues, a rendu nécessaire de recourir à une politique linguistique définissant aussi bien la place et lapromotion de la langue officielle que les droits linguistiques de toutes les minorités. Ce travail de recherche, en empruntant une démarche ethnosociolinguistique, s'intéresse donc à cette situation linguistique particulière dans le contexte iranien. Il étudie les langues iraniennes, l’identité culturelle, le statut des minorités linguistiques, et ce grâce au recours aux différentes approches et théories de la politique linguistique, pour analyser et réinterroger ce contexte dans le cadre de la planification linguistique et les interventions des décideurs qui aboutissent à la définition des politiques linguistiques iraniennes. Ainsi, en nous appuyant sur les trois étapes de la planification linguistique ; la planification du corpus, du statut et de l’acquisition, nous avons étudié les travaux de l’Académie de la Langue et de la Littérature Persanes en tant que l’un des plus importants organismes pour planifier les interventions linguistiques du pays. Cette étude illustre également le statut sociolinguistique des minorités du pays grâce à des enquêtes de terrain. La prise en compte des politiques menées ainsi que des résultats des enquêtes illustre l'insuffisance ou bien des mesures, ou bien de leur application. Ce qui semble avoir conduit certains locuteurs de ces langues à formuler des revendications linguistiques liées également à la situation géopolitique du pays. / Contemporary Iran has a population of 78 million inhabitants who speak a variety of languages; its official and majority language Persian co-exists with many languages which are more or less used in different situations and count a variable number of speakers. The linguistic diversity of the country is the bedrock of the cultural identity and of the various traditions of the speakers of these many languages; it has made it necessary to define a linguistic policy to define both the role and thepromotion of the official language and the rights of all linguistic minorities. This dissertation is based upon an ethno-sociolinguistic methodology and focuses on the case of Iran, notably on Iranian languages, cultural identity, the status of linguistic minorities. It resorts to the various theories and scholarly interpretations of linguistic politics to analyze and question this context within the frame of linguistic planning and the decision making process of officials who developlinguistic policies in Iran. Thus our study is based upon the three stages of linguistic planning, that is the definition of the corpus, status and acquisition, it aims at highlighting the significance of the work of the Persian Language andLiterature Academy in the planning of linguistic interventions in the country. Il also highlights the sociolinguistic status of minorities in Iran thanks to fieldwork surveys. The analysis of the policies that have been implemented as well asthe results of surveys point out that the measures or their implementations are insufficient. This has therefore led to some linguistic demands connected with the geopolitical situation of the country.

Made available in DSpace on 2015-03-26T13:44:30Z (GMT). No. of bitstreams: 1 texto completo.pdf: 1091283 bytes, checksum: 3911d8a6958cd47611ff476ef8dbfa11 (MD5) Previous issue date: 2013-04-25 / The present research, based on theories of Conversation Analysis, Interactional Sociolinguistics, Membership Categorization Devices and Sociolinguistics, investigates talk-in-interaction during the occurrence of focus groups in order to discover, mainly through the analysis of the emergence of categories (Sacks, 1972), what students in the 9th grade of an Elementary School think about the Portuguese language. Data was collected in a public school, located in Minas Gerais, from the realization of three focus groups which occurred at this same school. The recordings amounted to a total of one hundred and thirteen minutes and ninety-two seconds of interaction and, after data collection, they were transcribed and analyzed from the perspective of Conversation Analysis. The data analysis was divided into five parts, according to the main topics discussed during the interactions: i) The language that I speak; ii) The rural speak: a stigmatized variety; iii) The role assigned to the teacher; iv) Language adequacy to speech situation and v) Linguistic insecurity. The data showed that participants have a very reductionist view of language and they consider it a set of predefined rules by traditional grammar. Linguistic diversity is disregarded once the natural changes in the language are understood as errors. Thus, as the participants do not master all of the rules imposed by the traditional grammar, they believe that they are not able to speak their mother tongue proficiently. / Esta pesquisa, fundamentada nas teorias da Análise da Conversa Etnometodológica, Sociolinguística Interacional, Categorização de Membros e Sociolinguística, investiga a fala em interação durante a ocorrência de grupos focais a fim de desvendar, principalmente através da análise da emergência de categorias (Sacks, 1972), o olhar de alunos do 9º ano do Ensino Fundamental em relação à língua portuguesa. Os dados foram gerados em uma escola pública localizada na Zona da Mata mineira, a partir da realização de três grupos focais, os quais ocorreram na própria escola. As gravações somaram um total de cento e treze minutos e noventa e dois segundos de interação e, após a coleta de dados, as gravações foram transcritas e analisadas a partir da perspectiva da Análise da Conversa Etnometodológica. A análise dos dados foi dividida em cinco partes, de acordo com os principais tópicos discutidos nas interações: i) A língua que eu falo; ii) O falar rural: uma variedade estigmatizada; iii) O papel atribuído ao professor; iv) Adequação da linguagem à situação de fala e v) Insegurança linguística. Os dados demonstraram que os participantes têm uma visão muito reducionista de língua, considerando-a como um conjunto de regras préestabelecidas pela gramática normativa. A diversidade linguística é desconsiderada, pois as mudanças naturais da língua são compreendidas como erros. Assim, como os participantes não têm domínio de todas as normas impostas pela gramática tradicional, eles acreditam que não sabem falar sua língua materna.

A pesquisa sobre a função do rádio na preservação de uma língua teve por objetivo descobrir os motivos pelos quais milhares de pessoas sintonizam programas radiofônicos transmitidos em talian na Região da Serra Gaúcha. Para isso, levantaram-se dados relativos ao Programa Cancioníssima da Rádio São Francisco SAT de Caxias do Sul. Transmitido em talian, ele permanece na grade de programação da emissora desde 1984. Analisou-se, através de um questionário aplicado a 28 ouvintes, os principais pontos de audiência e aceitação do programa radiofônico que apresenta histórias, contos e músicas em talian. Buscou-se, ainda, a contextualização do talian em dois momentos: o primeiro, o das origens do talian e, o segundo, o dos atos de revitalização da língua registrados a partir das comemorações do Centenário da Imigração Italiana no Rio Grande do Sul. Verificou-se que o rádio tem importante contribuição diretamente ligada à preservação do talian na região da serra, principalmente como suporte de políticas de salvaguarda dessa língua, além de auxiliar como instrumento de resgate das tradições e costumes deixados pelos primeiros imigrantes que chegaram à região da serra gaúcha no final do século XIX. / Submitted by Marcelo Teixeira (mvteixeira@ucs.br) on 2014-06-02T19:20:55Z No. of bitstreams: 1 Dissertacao Tales Giovani Armiliato.pdf: 5378007 bytes, checksum: 0813ac31453cf43dee698ecaed267f25 (MD5) / Made available in DSpace on 2014-06-02T19:20:55Z (GMT). No. of bitstreams: 1 Dissertacao Tales Giovani Armiliato.pdf: 5378007 bytes, checksum: 0813ac31453cf43dee698ecaed267f25 (MD5) / The aim of this research on radio´s role in preserving a language is to discover why thousands of people still sintonize radio programmes transmitted in talian dialect in the Region of Serra Gaúcha, Rio Grande do Sul State, Brazil. Data related to the radio programme called Cancioníssima San Francisco SAT from the city of Caxias do Sul was collected. This programme has been transmitted in talian since 1984 and discloses stories, tales and songs in this dialect. An oral interview was applied to 28 listeners in order to analyze the main points of audience and its acceptance. The project shows two different contextualizations which are: the origins of talian dialect and the acts of language revitalization registered after the celebration of the Centenary of the Italian Immigration in Rio Grande do Sul. The radio has an important contribution directly linked to the preservation of talian in the Region of Serra Gaúcha, mainly as a support to safeguard policies and as an instrument of redemption of the traditions and customs left by the first immigrants who came to the Region of Serra Gaúcha in the late 19th century.

A pesquisa sobre a função do rádio na preservação de uma língua teve por objetivo descobrir os motivos pelos quais milhares de pessoas sintonizam programas radiofônicos transmitidos em talian na Região da Serra Gaúcha. Para isso, levantaram-se dados relativos ao Programa Cancioníssima da Rádio São Francisco SAT de Caxias do Sul. Transmitido em talian, ele permanece na grade de programação da emissora desde 1984. Analisou-se, através de um questionário aplicado a 28 ouvintes, os principais pontos de audiência e aceitação do programa radiofônico que apresenta histórias, contos e músicas em talian. Buscou-se, ainda, a contextualização do talian em dois momentos: o primeiro, o das origens do talian e, o segundo, o dos atos de revitalização da língua registrados a partir das comemorações do Centenário da Imigração Italiana no Rio Grande do Sul. Verificou-se que o rádio tem importante contribuição diretamente ligada à preservação do talian na região da serra, principalmente como suporte de políticas de salvaguarda dessa língua, além de auxiliar como instrumento de resgate das tradições e costumes deixados pelos primeiros imigrantes que chegaram à região da serra gaúcha no final do século XIX. / The aim of this research on radio´s role in preserving a language is to discover why thousands of people still sintonize radio programmes transmitted in talian dialect in the Region of Serra Gaúcha, Rio Grande do Sul State, Brazil. Data related to the radio programme called Cancioníssima San Francisco SAT from the city of Caxias do Sul was collected. This programme has been transmitted in talian since 1984 and discloses stories, tales and songs in this dialect. An oral interview was applied to 28 listeners in order to analyze the main points of audience and its acceptance. The project shows two different contextualizations which are: the origins of talian dialect and the acts of language revitalization registered after the celebration of the Centenary of the Italian Immigration in Rio Grande do Sul. The radio has an important contribution directly linked to the preservation of talian in the Region of Serra Gaúcha, mainly as a support to safeguard policies and as an instrument of redemption of the traditions and customs left by the first immigrants who came to the Region of Serra Gaúcha in the late 19th century.

Made available in DSpace on 2017-07-10T18:55:36Z (GMT). No. of bitstreams: 1 Marcia Souza.pdf: 6937189 bytes, checksum: 19b4b3aa8eef3ebe4f01789de09e6658 (MD5) Previous issue date: 2014-03-11 / The study here presented has as theme the linguistic diversity in the discourse approach, reflecting about its implications in the process of literacy in a school situation, from a detailed analysis of the social and historical context of the city where the research took place, Ouro Verde do Oeste. Located in the West of Paraná State, this city is engaged with the research project named Continuing education for teachers of basic education in the first grades: actions aimed at literacy in cities with a low index of development of basic education (IDEB) in the West zone of Paraná , developed by a researchers group of Unioeste, a result of a partnership among the Stricto Sensu Post-Graduation Program of Arts/Letters of that institution, CAPES and INEP, through the Observatório da Educação [Education Observatory] Program. This research has the main objective of analyzing and interpreting the linguistic diversity, determined by the regional variations in the process of literacy. Therefore, the theoretical purpose goes from interactionism as synonym of dialogicity, from the conception of language as a dialogic process, respectively present in the studies of Geraldi (1984, 1996, 1997), Bakhtin (2003) and Bakhtin/Volochínov (2009). The process of literacy is here appraised as social practices, in specific situations and also with specific purposes, according to Kleiman (1995) and Soares (2000, 2004), being not passible of a static definition, in this sense. We bring the studies about the Variational Theory, according to Labov (1972/2008), Mollica (1998, 2003, 2011), Bortoni-Ricardo (2004, 2008, 2011) and von Borstel (2002/2003, 2007), aided by the concepts of language/culture from Calvet (2002) and Certeau (2008), which allowed us to visualize the language study in an inner relation with the social facts and, consequently, with the school context. Thus, we developed reflections so that we could understand and apply the Sociolinguistics studies, with aim at the qualitative and interpretative research of Gumperz (1991, 1998) and of Erickson (1989, 2001), as well as the Applied Linguistics postulates according to Moita Lopes (2006) and Cavalcanti (2001, 2006), among others. To do so, we brought the historical context of the city from the documental analysis of elements that outline the history of the city and from the analysis of students written texts, when there was an application of the proposals of textual production, and the participant observation followed by an interview script, both realized at Padre Arnaldo Janssen School. In this research, we verified that in the work with literacy, the existence of status between two or more ways of speaking, that is, the bidialetalism or the plurilingualism of Brazilian Portuguese, especially come from a regional basis, must be a priority for the teaching of the Portuguese language, since the results of this research point out that there is interference in the writing of the students and that there is a necessity of proposing activities that comprehend this aspect / O presente estudo possui como tema a diversidade linguística sob a abordagem do discurso e suas implicações no processo de letramento em situação escolar, a partir de uma análise pormenorizada do contexto sócio-histórico do município pesquisado, Ouro Verde do Oeste. Localizada no Oeste do Estado do Paraná, esta cidade encontra-se engajada no projeto de pesquisa e extensão Formação continuada para professores da educação básica nos anos iniciais: ações voltadas para a alfabetização em municípios com baixo IDEB da região oeste do Paraná , desenvolvido por um grupo de pesquisadores da UNIOESTE, por meio de uma parceria entre o Programa de Pós-Graduação Stricto Sensu em Letras da Instituição, a CAPES e o INEP, mediante o Programa Observatório da Educação. Esta pesquisa tem como objetivo compreender a diversidade linguística e suas implicações no processo de letramento em situação escolar, sob a abordagem da formação continuada, aspectos da discursividade sociocultural e das variáveis linguísticas utilizadas em textos escritos. Logo, o escopo teórico parte do interacionismo, tomando as concepções de língua e de linguagem como processo dialógico, respectivamente, presentes nos estudos de Bakhtin/Volochínov (2009), Bakhtin (2003) e Geraldi (1984, 1996, 1997). O processo de letramento é aqui conceituado como práticas sociais, em situações específicas e ainda com finalidades específicas, conforme Kleiman (1995) e Soares (2000, 2004), sendo, nesse sentido, não passível de uma definição estática. Abordamos os estudos sobre a Sociolinguística, de acordo com Labov (1972/2008), Mollica (1998, 2003, 2011), Bortoni-Ricardo (2004, 2008, 2011) e von Borstel (2002/2003, 2007), subsidiados pelos conceitos de língua e cultura em uma relação intrínseca com os fatos sociais, a partir de Calvet (2002) e Certeau (2008). Assim, realizamos reflexões a fim de compreender e aplicar os estudos da Sociolinguística, com enfoque na pesquisa qualitativa e interpretativista de Gumperz (1991, 1998) e de Erickson (2001), bem como os postulados da Linguística Aplicada conforme Moita Lopes (2006) e Cavalcanti (2001, 2006), entre outros. Para tanto, desenvolvemos o resgate do contexto histórico da cidade a partir da análise documental, realizamos encontros de formação continuada com os docentes e analisamos a prática de análise discursiva e linguística da escrita de alunos, quando houve a aplicação de duas propostas de produção textual e da observação participante. A partir dos resultados, verificamos que, no trabalho com letramento, a existência de status entre dois ou mais falares, ou seja, o bidialetalismo ou plurilinguismo do português brasileiro, especialmente advindos da base regional, deve ser priorizada para o ensino de Língua Portuguesa, uma vez que os resultados apontam transferências linguísticas na escrita dos alunos e, consequentemente, a necessidade da proposição de atividades que compreendam esse aspecto

This thesis argues against the claim of linguistic and cultural homogenization widely believed to be induced by the spread of English worldwide by looking at how native and non-native speakers alike re-appropriate the perceived model of 'Standard English' to fit the frames of their own culture and to express their own identity. The hypothesis that this thesis builds on is that the language each of us speaks reflects one's own individual background, the communities that one belongs to, and the identity that one wants to convey. As English is assimilated by the people of the world, their cultural diversity is re-expressed through the common language. By looking at the ways in which English is used in a multicultural setting and at the speakers' attitudes towards it, this paper makes a claim for an alternative to the current educational paradigm in refocusing English teaching on its potential for intercultural communication rather than on specific knowledge of Anglo-American cultures. In order to identify the cultural factors that are involved in the production of one's speech in English as a lingua franca situations, the Vienna-Oxford International Corpus of English (VOICE) – a collection of naturally occurring spoken interactions in English – will be used. Close attention will be paid to the communicative strategies that the participants use, to the way their identities are expressed in their speech, to instances of code-switching or to neologisms that they may use, and to the ways in which they accommodate each other whenever communication is not clear.

La littérature de jeunesse offre aux jeunes garçons et filles des espaces tout à la fois de reconnaissance et de différenciation, constituant ainsi un vecteur important de socialisation et de développement de l’identité culturelle. A travers la combinaison texte-image, le lecteur forge ainsi son appartenance identitaire, et questionne ses représentations de l’Autre et du monde dans sa pluralité. A l’image de la société marocaine, les éditions du troisième millénaire sont caractérisées par une grande diversité culturelle et linguistique. La jeunesse qui baignait dans une culture livresque étrangère durant le siècle dernier peut désormais trouver dans les nouvelles productions des repères en relation avec son environnement social. Cependant, les représentations véhiculées par la littérature de jeunesse posent plusieurs problèmes au niveau de la réception de ces livres et du rapport des jeunes Marocains à la lecture en raison de la pluralité, mais parfois aussi des dissonances qui peuvent exister entre les différentes approches culturelles, économiques et celles qui se dégagent – explicitement ou implicitement – des ouvrages et albums pris en considération. En choisissant d’analyser un corpus appartenant à la littérature de jeunesse marocaine et en privilégiant les catégories -certes problématiques - d’ « identité » et de « diversité » culturelles, nous avons souhaité placer cet objet d’étude au coeur d’une société où cohabitent héritage du passé et espace- monde moderne, où la richesse linguistique et le foisonnement culturel sont source d’interrogations fécondes mais peinent aussi quelquefois à trouver une réponse. / Youth literature offers young boys and girls a space for recognition and differentiation, thus constituting an important vector of socialization and cultural identity development. Through the text-image combination, the reader forges his / her identity affiliation, and questions his / her representations of the Other and the world in its plurality. As is the case of the Moroccan society, the editions of the third millennium are characterized by a great cultural and linguistic diversity. Young people who were immersed in a foreign bookish culture during the last century could find in the new productions a reference point in relation to their social environment. However, the representations vehicled by the literature of youth engender several problems not only at the level of reception of these books and in the relationship of young Moroccans to reading because of the plurality, but also sometimes at the level of the discordance and incongruity that may exist between different cultural and economic approaches, and those that emerge - explicitly or implicitly - from the works and albums taken into consideration. By choosing to analyze a corpus belonging to the Moroccan youth literature and by privileging the categories - surely problematic - of cultural "identity" and "diversity", we wanted to place this object of study at the heart of a society where the legacy of the past cohabit side by side with modern space-world, where linguistic wealth and cultural abundance are sources of fruitful questions but which also sometimes struggle to find an answer.

Abstract The purpose of this study was to describe perceptions and explain background factors relating to the clinical learning environment and mentoring of culturally and linguistically diverse nursing students. The study included two phases: instrument development and a cross-sectional study. The instrument development phase consisted of a conceptualization process, which included two systematic reviews with thematic synthesis; generation of items for two new instruments, Cultural and Linguistic Diversity scale and Cultural and Linguistic Diversity in Mentoring scale, and psychometric testing of these newly developed scales. The cross-sectional phase was completed by collecting data from: (a) students (n = 329) studying in English-language nursing degree programmes from eight Finnish universities of applied sciences during autumn 2015 and spring 2016; and (b) mentors (n = 323) of culturally and linguistically diverse students from five Finnish university hospitals during spring 2016. In addition to the two newly developed instruments, two commonly used instruments Clinical Learning Environment, Supervision and Nurse Teacher scale and Mentors’ Competence Instrument were used for the main data collection. The data was analyzed using descriptive statistics, a nonparametric test and a binary logistic regression analysis. The psychometric properties of the instruments had good validity and reliability. Students’ perceptions on the level of their clinical learning environment and mentoring were lower than their mentors’ perceptions of their own mentoring competence. The level of language was the most common factor relating to the outcomes of culturally and linguistically diverse students’ clinical learning environment and mentoring. Future studies on culturally and linguistically diverse nursing students in the clinical environment should have a marked emphasis on improving proficiency in the native language, which should be implemented in the organizational structure of the clinical placements. This should include providing additional education for clinical mentors to enhance their mentoring competence with culturally and linguistically diverse students. / Tiivistelmä Tämän tutkimuksen tarkoituksena oli kuvata ja selittää eri kulttuureista ja kielellisistä taustoista tulevien hoitotyön opiskelijoiden kliinistä oppimisympäristöä ja ohjausta. Tutkimuksessa oli kaksi vaihetta: mittarin kehittäminen ja poikkileikkaustutkimus. Mittarin kehittämiseksi ilmiö käsitteellistettiin, mikä toteutettiin kahtena systemaattisena katsauksena. Katsausaineistot analysoitiin temaattisella synteesillä. Tämän jälkeen muodostettiin mittarit operationalisoimalla käsitteet väittämiksi. Mittareita kehitettiin kaksi: Kulttuurinen ja kielellinen monimuotoisuus- mittari sekä Kulttuurinen ja kielellinen monimuotoisuus opiskelijaohjauksessa -mittari. Mittareiden kehittämisvaiheessa niiden psykometriset ominaisuudet testattiin. Poikkileikkaustutkimus toteutettiin keräämällä kyselyaineisto (a) opiskelijoilta, jotka opiskelivat englannin kielellä opetettavissa sairaanhoidon tutkinto-ohjelmissa kahdeksassa suomalaisessa ammattikorkeakoulussa syksyn 2015 ja kevään 2016 aikana (n = 329); sekä (b) eri kulttuureista tulevien opiskelijoiden ohjaajilta viidestä suomalaisesta yliopistosairaalasta kevään 2016 aikana (n = 323). Aineistot kerättiin ensimmäisessä vaiheessa kehitetyillä mittareilla sekä kahdella yleisessä käytössä olevalla mittarilla, Terveysalan koulutukseen liittyvän harjoittelun ohjauksen laatu -mittarilla sekä Opiskelijanohjausosaaminen -mittarilla. Aineisto analysoitiin käyttämällä kuvailevaa tilastoanalyysiä, ei-parametrisiä testejä ja binääristä logistista regressioanalyysiä. Tutkimuksessa kehitettyjen mittareiden psykometriset ominaisuudet olivat hyvät. Opiskelijoiden ohjaajat arvioivat oman osaamisensa korkeammalle kuin opiskelijat. Opiskelijat arvioivat sekä heidän kliinisen oppimisympäristönsä että ohjauksensa tason ohjaajien arvioita alhaisemmaksi. Kielitaito oli yleisin tekijä, joka vaikutti opiskelijoiden näkemyksiin kliinisestä oppimisympäristöstä ja ohjauksesta. Englannin kielellä opetettavissa tutkinto-ohjelmissa tulisi painottaa opiskelijoiden riittävää paikallisen kielen kielitaitoa. Tämän lisäksi kliinisen harjoittelun ohjaajien tulisi saada koulutusta eri kulttuurillisista taustoista tulevien opiskelijoiden ohjaukseen.