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(2.) In 2014, a total of 31.6% of the students in New South Wales (NSW) government schools were Language Backgrounds Other Than English (LBOTE), and the percentages indicated are from within this group.
Figure 1: Percentages of English speaking and language backgrounds other than English (LBOTE) students at the international benchmarks for Year 8 science.
Socio-demographic characteristics of the student respondents (n = 187) Demographic N Per cent Age 17-20 95 50.8 21-24 67 35.8 25-29 19 10.2 30-51 6 3.2 Sex Female 179 95.7 Male 8 4.3 International student Yes 9 4.8 No 178 95.2 LBOTE Yes 90 48.1 No 97 51.9 Language spoken English only 97 51.8 Arabic 29 15.5 Chinese/Cantonese/ Mandarin 18 9.6 European languages 19 10.2 Asian other 11 5.9 Spanish/Portuguese 6 3.2 Other 8 4.3 Previous education HSC 155 82.9 Diploma of Children's Services 50 26.7 Other 25 13.4 Year student currently enrolled in Year 1 50 26.7 Year 2 91 48.7 Year 3 22 11.8 Year 4 24 12.8 Paid work during course Year 1 students Yes 16 32.0 Year 4 students Yes 8 33.3 Table 2.
This study captures the experiences of LBOTE preservice teachers using a case study approach to explore identity development.
Many of the schools in the metropolitan part of the slice have a high percentage of LBOTE students (see Table 1).
English Only speakers and those from Language Backgrounds other than English (LBOTE) and students who spoke one or more languages other than English were represented in these five classrooms.
This is particularly the case for the LBOTE category, which includes students from a very wide range of language and ethnic backgrounds.
Beyond these two groups, the student cohorts next most commonly receiving dedicated or targeted support were youth and LBOTE students.
Key socio-demographic variables considered in the analyses included child age and sex, a language background other than English (LBOTE), Aboriginal and/or Torres Strait Islander background (ATSI) and socioeconomic position.
Participants classified as English Only and Language Backgrounds other than English (LBOTE) and students who spoke one or more languages other than English were represented.
The My School Website 2011 shows the school to have an enrolment of 260 students and a Language background other than English (LBOTE) of 10%.
Figure 4: Rates of Participation of Selected Groups in 58 Australia Tafes by Least and Most Well Development Inclusiveness Strategies, 2004 Least developed Most development inclusiveness inclusiveness strategies strategies (quartile) (quartile) Lowest decile SES 9.5 15.1 LBOTE 9.5 17.5 Unemployed 16.0 25.3 Source: NCVER (AVETMISS data 2004) and Impact of TAFE inclusiveness strategies.
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