Academic literature on the topic 'English language Spoken English Victoria Melbourne'
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Journal articles on the topic "English language Spoken English Victoria Melbourne"
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Pirkis, Jane, and Graham Tallis. "Communication Between General Practitioners and their Non-English Speaking Patients in Melbourne." Australian Journal of Primary Health 1, no. 1 (1995): 38. http://dx.doi.org/10.1071/py95007.
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In this paper, the degree of correspondence between languages spoken by general practitioners (bilingual and monolingual) and their patients; the proportion of general practice consultations at which language is a barrier; ethnic health issues faced by general practitioners; and the extent to which general practitioners make use of interpreters and/or use other strategies to address language barriers, are investigated. The information for the descriptive study was elicited through self-completion questionnaires from general practitioners in the Melbourne Division of General Practice. Of the respondents, 41% were bilingual. However, only 24% of respondents shared a common language with their largest patient language group (other than English). 35% of respondents stated that they came into contact with patients with whom they found it difficult to communicate in English at least once per day. The specific ethnic mix of respondents' practices varied considerably, and respondents who shared a common language with their largest patient group were significantly more likely to have high proportions of their total patient load accounted for by that group. However, 11% of respondents' largest patient groups accounted for over 25% of their total consultations, despite their sharing no common language with this group. The most common strategy for dealing with language barriers was asking a friend or relative to interpret. The use of professional interpreters was relatively uncommon, primarily because of cost and lack of availability.
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Siegel, Jeff. "Chinese Pidgin English in Southeastern Australia." Journal of Pidgin and Creole Languages 24, no. 2 (August 21, 2009): 306–37. http://dx.doi.org/10.1075/jpcl.24.2.04sie.
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More than 38,000 Chinese came to Australia to prospect for gold in the second half of the 19th century. Most of them originated from the Canton region of China (now Guangdong), where Chinese Pidgin English (CPE) was an important trading language. This article describes a recently discovered source that throws light on the nature of CPE used in Australia during that period — a 70 page notebook written in a form of English by a Chinese gold miner, Jong Ah Siug. The article presents some background information about Chinese immigrants in the region where Jong worked (Victoria), and evidence that some CPE was spoken there. It goes on to describe Jong’s notebook and the circumstances that led to him writing it. The main part of the article examines the linguistic features of CPE and other pidgins that are present in the notebook, and discusses other lexical and morphosyntactic features of the text. Some features are typical only of CPE, such as the use of my as the first person pronoun. On the other hand, some features are more characteristic of Australian or Pacific pidgins — for example, the use of belong in possessive constructions. Still other features have not been recorded for any pidgin, such as the use of been as a locative copula. The analysis shows that Jong’s text contains a mixture of features from CPE and other pidgins, as well as features of interlanguage, including some resulting from functional transfer from Jong’s first language, Cantonese.
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Clyne, Michael. "Bilingual Education—What can We Learn from the Past?" Australian Journal of Education 32, no. 1 (April 1988): 95–114. http://dx.doi.org/10.1177/000494418803200106.
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This paper shows that bilingual education has a long tradition in Australia. In the 19th century, primary and secondary schools operating German-English, French-English or Gaelic-English programs, or ones with a Hebrew component, existed in different parts of Australia. The most common bilingual schools were Lutheran rural day schools but there were also many private schools. They believed in the universal value of bilingualism, and some attracted children from English-speaking backgrounds. Bilingual education was for language maintenance, ethno-religious continuity or second language acquisition. The languages were usually divided according to subject and time of day or teacher. The programs were strongest in Melbourne, Adelaide and rural South Australia and Victoria. In Queensland, attitudes and settlement patterns led to the earlier demise of bilingual education. The education acts led to a decline in bilingual education except in elitist girls or rural primary schools and an increase in part-time language programs. Bilingual education was stopped by wartime legislation. It is intended that bilingualism can flourish unless monolingualism is given special preference.
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J Black, Kristen, Deborah N Osborne, and Melissa A Lindeman. "Access to Local Government HACC services for people speaking a language other than English at home." Australian Journal of Primary Health 10, no. 1 (2004): 9. http://dx.doi.org/10.1071/py04002.
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Home and Community Care (HACC) services are provided to frail older people, other people with disabilities, and their carers, to assist independent living. HACC policy acknowledges that certain groups within the population have greater difficulty accessing HACC services than others. This paper considers the equity of access issue for one of the groups that have difficulty - people from culturally and linguistically diverse (CALD) backgrounds. Language spoken at home is used as an indicator of CALD status. The 2001 Census data and HACC-user data from the Western Metropolitan Region (WMR) of Victoria was analysed. The proportion of the HACC user population that speaks a language other than English (LOTE) was compared with the proportion of the general population that speaks a language other than English for two age groups ?the total population and those 65 years and over. Chi square analyses were conducted to determine odds ratios to give an indication of the magnitude and direction of the association between CALD status and access to HACC services. Analyses indicated that people who spoke a LOTE at home were approximately a third as likely to access Local Government HACC services than those who spoke English (OR=0.35). The findings suggest that policy and service development initiatives to improve access to HACC services for people of CALD backgrounds have not yet effectively reached their targets.
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Iwashita, Noriko, and Irene Liem. "Factors affecting second language achievement in primary school." Australian Review of Applied Linguistics 28, no. 1 (January 1, 2005): 36–51. http://dx.doi.org/10.1075/aral.28.1.03iwa.
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Abstract This study investigates achievement in second language learning (Chinese) in primary school in relation to learner variables such as amount and duration of instruction and home language background.1 Currently in the State of Victoria it is recommended that all students learn a second language from the beginning of primary school to the end of Year 10. As the majority of students in some LOTE (Languages Other Than English) classes such as Chinese are background speakers, some parents and teachers are concerned that non-background learners can be disadvantaged compared with classmates who have some exposure to the LOTE outside school. In order to examine whether home language use has any impact on achievement, we developed a test of four skills and administered it to Year 6 students in two primary schools in Melbourne. The results showed that Chinese background students scored much higher than non-Chinese background students in all four areas. However a close examination of the data revealed that other variables such as Chinese study outside school and the number of years of study at school also influenced the test scores. This research has strong implications for developing a LOTE curriculum for both background and non-background speakers.
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Rezania, Fatemeh, Christopher J. A. Neil, and Tissa Wijeratne. "Disparities in Care and Outcome of Stroke Patients from Culturally and Linguistically Diverse Communities in Metropolitan Australia." Journal of Clinical Medicine 10, no. 24 (December 14, 2021): 5870. http://dx.doi.org/10.3390/jcm10245870.
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Background: Acute stroke is a time-critical emergency where diagnosis and acute management are highly dependent upon the accuracy of the patient’s history. We hypothesised that the language barrier is associated with delayed onset time to thrombolysis and poor clinical outcomes. This study aims to evaluate the effect of language barriers on time to thrombolysis and clinical outcomes in acute ischemic stroke. Concerning the method, this is a retrospective study of all patients admitted to a metropolitan stroke unit (Melbourne, Victoria, Australia) with an acute ischemic stroke treated with tissue plasminogen activator between 1/2013 and 9/2017. Baseline characteristics, thrombolysis time intervals, length of stay, discharge destination, and in-hospital mortality were compared among patients with and without a language barrier using multivariate analysis after adjustment for age, sex, stroke severity, premorbid modified Rankin Scale (mRS), and Charlson Comorbidity Index (CCI). Language barriers were defined as a primary language other than English. A total of 374 patients were included. Our findings show that 76 patients (20.3%) had a language barrier. Mean age was five years older for patients with language barriers (76.7 vs. 71.8 years, p = 0.004). Less non-English speaking patients had premorbid mRS score of zero (p = 0.002), and more had premorbid mRS score of one or two (p = 0.04). There was no statistically significant difference between the two groups in terms of stroke severity on presentation (p = 0.06). The onset to needle time was significantly longer in patients with a language barrier (188 min vs. 173 min, p = 0.04). Onset to arrival and door to imaging times were reassuringly similar between the two groups. However, imaging to needle time was 9 min delayed in non-English speaking patients with a marginal p value (65 vs. 56 min, p = 0.06). Patients with language barriers stayed longer in the stroke unit (six vs. four days, p = 0.02) and had higher discharge rates than residential aged care facilities in those admitted from home (9.2% vs. 2.3%, p = 0.02). In-hospital mortality was not different between the two groups (p = 0.8). In conclusion, language barriers were associated with almost 14 min delay in thrombolysis. The delay was primarily attributable to imaging to needle time. Language barriers were also associated with poorer clinical outcomes.
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Thompson, Sandra C., Gill E. Checkley, Jane S. Hocking, Nick Crofts, Anne M. Mijch, and Fiona K. Judd. "HIV Risk Behaviour and HIV Testing of Psychiatric Patients in Melbourne." Australian & New Zealand Journal of Psychiatry 31, no. 4 (August 1997): 566–76. http://dx.doi.org/10.3109/00048679709065079.
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Objectives: Patients with chronic mental illnesses constitute an important risk group for HIV infection overseas. This study aimed to determine the prevalence of risk behaviours associated with HIV transmission and factors associated with HIV testing in psychiatric patients in Melbourne. Methods: Inpatients and outpatients completed an interviewer-administered questionnaire which covered demographics, psychiatric diagnosis, risk behaviour, and HIV education and testing. Results: Of 145 participants, 60% were male and 55.2% had schizophrenia. Injecting drug use (IDU) was reported by 15.9%, a figure approximately 10 times that found in other population surveys. Most patients reported sex in the last decade and over 20% had multiple sexual partners in the last year. Of males, 12.6% reported sex with another male (9.2% anal sex); 19.0% of females reported sex with a bisexual male. Nearly half of the males reported sex with a prostitute, 2.5 times that in a population sample. Only 15.9% reported ever having someone talk to them specifically about HIV and its transmission, although one-third had been tested for HIV. In multivariate analysis, male-male sex, paying for sex, and IDU were associated with HIV testing, but those whose primary language was not English were less likely to be tested. Those who had received HIV education were more likely to have used a condom last time they had sex (OR 4.52, 95%C11.49–14.0). Conclusions: This study provides evidence that those with serious mental illness in Victoria have higher rates of participation in risk behaviour for HIV infection than those in the general community. Attention to HIV education and prevention in this group has been inappropriately scant; strategies to encourage safer behaviour are urgently needed.
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van der Ploeg, Eva S., Barbara Eppingstall, Cameron J. Camp, Susannah J. Runci, John Taffe, and Daniel W. O'Connor. "A randomized crossover trial to study the effect of personalized, one-to-one interaction using Montessori-based activities on agitation, affect, and engagement in nursing home residents with Dementia." International Psychogeriatrics 25, no. 4 (December 14, 2012): 565–75. http://dx.doi.org/10.1017/s1041610212002128.
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ABSTRACTBackground: Increasingly more attention has been paid to non-pharmacological interventions as treatment of agitated behaviors that accompany dementia. The aim of the current study is to test if personalized one-to-one interaction activities based on Montessori principles will improve agitation, affect, and engagement more than a relevant control condition.Methods: We conducted a randomized crossover trial in nine residential facilities in metropolitan Melbourne, Australia (n = 44). Personalized one-to-one activities that were delivered using Montessori principles were compared with a non-personalized activity to control for the non-specific benefits of one-to-one interaction. Participants were observed 30 minutes before, during, and after the sessions. The presence or absence of a selected physically non-aggressive behavior was noted in every minute, together with the predominant type of affect and engagement.Results: Behavior counts fell considerably during both the Montessori and control sessions relative to beforehand. During Montessori activities, the amount of time spend actively engaged was double compared to during the control condition and participants displayed more positive affect and interest as well. Participants with no fluency in English (all from non-English speaking backgrounds) showed a significantly larger reduction in agitation during the Montessori than control sessions.Conclusion: Our results show that even non-personalized social contact can assist in settling agitated residents. Tailoring activities to residents’ needs and capabilities elicit more positive interactions and are especially suitable for people who have lost fluency in the language spoken predominantly in their residential facility. Future studies could explore implementation by family members and volunteers to avoid demands on facilities’ resources.Trial Registration: Australian New Zealand Clinical Trials Registry – ACTRN12609000564257.
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Garellek, Marc, and Marija Tabain. "Tongan." Journal of the International Phonetic Association 50, no. 3 (March 18, 2019): 406–16. http://dx.doi.org/10.1017/s0025100318000397.
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Tongan (lea fakatonga, ISO 639-3 code ton) is a Polynesian language spoken mainly in Tonga, where it is one of two official languages (with English). There are about 104,000 speakers of the language in Tonga, with nearly 80,000 additional speakers elsewhere (Simons & Fennig 2017). It is most closely related to Niuean, and more distantly related to West Polynesian languages (such as Tokelauan and Samoan) and East Polynesian languages (such as Hawaiian, Māori, and Tahitian). Previous work on the phonetics and phonology of Tongan includes a general grammar (Churchward 1953), a dissertation with a grammatical overview (Taumoefolau 1998), a phonological sketch of the language (Feldman 1978), two dictionaries (Churchward 1959, Tu‘inukuafe 1992), journal and working papers on stress (Taumoefolau 2002, Garellek & White 2015), intonation (Kuo & Vicenik 2012), as well as the ‘definitive accent’ (discussed below) and the phonological status of identical vowel sequences (Poser 1985; Condax 1989; Schütz 2001; Anderson & Otsuka 2003, 2006; Garellek & White 2010; Ahn 2016; Zuraw 2018). This illustration is meant to provide an overview of the phonetic structures of the language, and includes novel acoustic data on its three-way word-initial laryngeal contrasts, which are cross-linguistically rare. The recordings accompanying this illustration come from Veiongo Hehepoto, a native speaker of Tongan currently living in Melbourne, Australia. Ms. Veiongo was born in 1950 on the island of Vava‘u (northern Tonga), but grew up and was educated in the capital city Nuku‘alofa on Tongatapu (see Figure 1). She moved to Vanuatu when she was 16 years old, and when she was 21 moved to Australia where she trained as a nurse. She continues to speak Tongan every day with family members (including children, who were born in Australia) and friends.
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Collins, Anna, Sue-Anne McLachlan, and Jennifer Philip. "How should we talk about palliative care, death and dying? A qualitative study exploring perspectives from caregivers of people with advanced cancer." Palliative Medicine 32, no. 4 (December 13, 2017): 861–69. http://dx.doi.org/10.1177/0269216317746584.
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Background: Health professionals commonly underestimate caregiver needs for information about palliative care, death and dying and may feel poorly prepared to discuss these issues. Few studies have sought caregiver perspectives of these communication practices. Aim: To explore caregiver perspectives on communication about death, dying and the introduction to palliative care, with a view towards a series of caregiver-informed recommendations for use in clinical practice. Design: Cross-sectional, prospective, exploratory qualitative design, involving narrative-style interviews and underpinned by an interpretative phenomenological framework. Setting/participants: Purposively sampled, English-speaking, adult caregivers of people with advanced cancer ( n = 25) recruited from cancer services at a tertiary metropolitan hospital in Melbourne, Australia. Results: Caregivers reported wanting routinely available written resources about palliative care, supplemented by conversations that are ideally staged overtime. Education about the tasks of palliative care should be separated from referral process, allowing time for gradual adjustment, and re-visiting discussion to enable patients and families to take some control in the process of transition. Once death is imminent, carers wanted health professionals to clarify how much they want to know about the dying process; provide spoken acknowledgement when death is close; include the words ‘death’ and ‘dying’; use direct language, avoiding euphemisms; and communicate about death with patient present. Conclusion: This study is among the first to directly address caregiver perspectives of communication about death, dying and the introduction to palliative care. The recommendations derived from caregiver perspectives build upon existing guidelines and offer health professionals some preliminary considerations around how to undertake these important communication tasks in future.
Dissertations / Theses on the topic "English language Spoken English Victoria Melbourne"
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Refatto, Antonella 1967. "Contact phenomena between Veneto, Italian and English in the third generation in Australia." Monash University, Dept. of Linguistics, 2002. http://arrow.monash.edu.au/hdl/1959.1/7734.
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Jensen, Marie-Thérèse 1949. "Corrective feedback to spoken errors in adult ESL classrooms." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8620.
Full textBook chapters on the topic "English language Spoken English Victoria Melbourne"
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McLean, Emina. "Docklands Primary School, Melbourne, Australia." In Systematic synthetic phonics: case studies from Sounds-Write practitioners, 43–53. Research-publishing.net, 2022. http://dx.doi.org/10.14705/rpnet.2022.55.1358.
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Our brand-new school, Docklands Primary School, opened in January 2021. Located in the heart of Melbourne, Australia, we are a state school for students in Foundation through to Year 6. At the time of this case study first being written, we had 255 students enrolled, but numbers continue to grow. We have a vibrant and diverse student community, with over 60% of our students speaking English as an additional language. Our students were born in 21 different countries, and there are at least thirteen different languages spoken at home. As the English and Literacy Leader, I oversee curriculum, assessment, instruction, intervention, and professional learning in those domains. Part of that foundational work has involved ensuring staff are formally trained in Sounds-Write, and that the programme is implemented with consistency and fidelity across classrooms. We teach Sounds-Write in the first three years of school (Foundation-Year 2). Students receive 30 minutes of instruction daily and planning and delivery is consistent across year level classrooms. In 2021, there were six Foundation classes, two Year 1 classes, and one Year 2 class. We are not considered a particularly advantaged or disadvantaged school, with an Index of Community Socio-Educational Advantage value close to the average of 1,000 (range of 800-1,200).