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Journal articles on the topic 'English/non-english speaking background'

Author: Grafiati

Published: 4 June 2021

Last updated: 12 February 2022

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1

Golebiowski, Zofia. "Scientific and technical English for non-English speaking background graduates." Australian Review of Applied Linguistics 16, no. 1 (January 1, 1993): 19–36. http://dx.doi.org/10.1075/aral.16.1.02gol.

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Linguistic and cultural needs of non-English Speaking background graduates in science and technology fields are currently not being met due to the lack of specific language and communication programs. This paper discusses the development of an innovative Scientific and Technical English curriculum to be offered in university as well as industrial settings, with the aim of providing language and acculturation bridging programs for the overseas qualified professionals, to satisfy Australia’s educational and industry requirements. It describes the aims, design and outcomes of a modular, socio-cultural, negotiated curriculum, written from a perspective of training in its broad sense with education playing an integral part. The acquisition of communicative skills in English which will enable the learners to access and function in positions commensurate with their overseas qualifications and experience is seen as the ultimate objective of the program.

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2

Neumann, Ruth. "English Language Problems and University Students from a Non‐English Speaking Background." Higher Education Research & Development 4, no. 2 (January 1985): 193–202. http://dx.doi.org/10.1080/0729436850040207.

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3

Shen, Qing, Dennis J. Cordato, Daniel K. Y. Chan, and James Kokkinos. "Comparison of Stroke Risk Factors and Outcomes in Patients with English-Speaking Background versus Non-English-Speaking Background." Neuroepidemiology 24, no. 1-2 (December 6, 2004): 79–86. http://dx.doi.org/10.1159/000081054.

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4

Elliott, Marietta. "Non-English-Speaking-Background Children in Wagga Wagga Schools." Rural Society 2, no. 3 (October 1992): 21–22. http://dx.doi.org/10.1080/10371656.1992.11005062.

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5

Legge, Varoe. "AGED WOMEN FROM NON ENGLISH SPEAKING BACKGROUNDS." Australian Journal on Ageing 6, no. 2 (May 1987): 16–21. http://dx.doi.org/10.1111/j.1741-6612.1987.tb00959.x.

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6

Oliver, Rhonda, Samantha Vanderford, and Ellen Grote. "Evidence of English language proficiency and academic achievement of non-English-speaking background students." Higher Education Research & Development 31, no. 4 (August 2012): 541–55. http://dx.doi.org/10.1080/07294360.2011.653958.

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7

Care, Esther, Erin Roberts, and Amanda Thomas. "Effects of language background on measures of ability of children in their first year of school." Australian Educational and Developmental Psychologist 26, no. 1 (March 1, 2009): 20–35. http://dx.doi.org/10.1375/aedp.26.1.20.

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AbstractThis report outlines the usefulness and appropriateness of three commonly used tests of ability for Preparatory level (Prep) children in Victoria, Australia, from non-English speaking backgrounds. Traditional school readiness and ability tests are dependent on knowledge of the English language, and thus may not be valid tools for assessing students with limited English proficiency. Tests that measure both verbal and nonverbal abilities were administered to 32 children, 14 from English speaking and 18 from non-English speaking backgrounds. Differences between the two groups of children are reported with a focus on interpretation in the context of effect of English language proficiency on performance. The results indicate that student performance on a variety of tests is constrained by English language knowledge, rather than by actual cognitive ability.

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8

Chur-Hansen, A., and R. J. Barrett. "Teaching colloquial Australian English to medical students from non-English speaking backgrounds." Medical Education 30, no. 6 (November 1996): 412–17. http://dx.doi.org/10.1111/j.1365-2923.1996.tb00860.x.

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9

Coley, Mary. "The English Language Entry Requirements of Australian Universities for Students of Non‐English Speaking Background." Higher Education Research & Development 18, no. 1 (April 1999): 7–17. http://dx.doi.org/10.1080/0729436990180102.

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10

Knox, Stephanie A., and Helena Britt. "A comparison of general practice encounters with patients from English‐speaking and non‐English‐speaking backgrounds." Medical Journal of Australia 177, no. 2 (July 2002): 98–101. http://dx.doi.org/10.5694/j.1326-5377.2002.tb04681.x.

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11

Clapham, Kathleen. "EXPERIENCING OCCUPATIONAL REHABILITATION IN NSW: NON-ENGLISH SPEAKING BACKGROUND WOMEN'S VIEWS." Australian Journal of Social Issues 29, no. 1 (February 1994): 26–43. http://dx.doi.org/10.1002/j.1839-4655.1994.tb00934.x.

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12

Mahmoud, Ibrahim, Xiang-Yu Hou, Kevin Chu, Michele Clark, and Rob Eley. "Satisfaction with emergency department service among non-English-speaking background patients." Emergency Medicine Australasia 26, no. 3 (April 8, 2014): 256–61. http://dx.doi.org/10.1111/1742-6723.12214.

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13

VandenHeuvel, Audrey, and Mark Wooden. "Participation of non‐English‐speaking‐background immigrants in work‐related training." Ethnic and Racial Studies 20, no. 4 (October 1997): 830–48. http://dx.doi.org/10.1080/01419870.1997.9993991.

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14

Schofield, Toni. "The health of Australians of non-English-speaking background: key concerns." Australian Journal of Public Health 19, no. 2 (February 12, 2010): 117–19. http://dx.doi.org/10.1111/j.1753-6405.1995.tb00357.x.

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15

Barnett, B., S. Matthey, and R. Gyaneshwar. "Screening for postnatal depression in women of non-English speaking background." Archives of Women's Mental Health 2, no. 2 (August 19, 1999): 67–74. http://dx.doi.org/10.1007/s007370050038.

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16

Germanos-Koutsounadis, Vivi. "The needs of Non-English Speaking Background children with a disability." International Journal of Early Childhood 33, no. 1 (March 2001): 26–33. http://dx.doi.org/10.1007/bf03174445.

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17

Long, Sarah Louise. "Examining the Learning Experiences of Secondary Non-English Speaking Background Students in the Mainstream English Classroom." International Journal of Learning: Annual Review 15, no. 6 (2008): 263–70. http://dx.doi.org/10.18848/1447-9494/cgp/v15i06/45792.

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18

Hassett, Anne, Kuruvilla George, and Susan Harrigan. "Admissions of Elderly Patients from English-Speaking and Non-English-Speaking Backgrounds to an Inpatient Psychogeriatric Unit." Australian & New Zealand Journal of Psychiatry 33, no. 4 (August 1999): 576–82. http://dx.doi.org/10.1080/j.1440-1614.1999.00537.x.

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Objective: The aim of this study was to compare differences between elderly patients from non-English-speaking backgrounds (NESB) and English-speaking backgrounds (ESB) admitted to an acute psychogeriatric unit. Method: Sociodemographic and clinical variables were collated from inpatient files for a 12-month period and analysed according to NESB and ESB status. The 1996 Australian Census data were used for comparison of catchment area representation of different ethnic groups. Results: With a few exceptions, admission rates for elderly patients from NESB reflected the representation of that ethnic group in the catchment area population figures. No significant differences were found between the two groups for mean age, length of stay and previous admissions to the unit. Patients from NESB were less likely to be admitted voluntarily and less likely to be diagnosed with affective disorder. These differences were more marked for males, who were more likely to be diagnosed with dementia. Conclusions: These findings suggest that further investigation is required into the accessibility of psychiatric hospitalisation for elderly patients from NESB. Under recognition of disorders such as depression and reluctance to accept necessary inpatient management are two possible factors that should concern mental health service providers for the ethnic elderly. A subsequent analysis will examine if differences also exist between elderly patients from NESB and ESB who receive community-based psychiatric treatment. Implications for mental health service provision for the elderly from NESB are discussed.

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19

Thomas, Trang. "Health Issues for Women of Non-English Speaking Backgrounds." Australian Journal of Primary Health 4, no. 3 (1998): 93. http://dx.doi.org/10.1071/py98035.

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The shift away from focusing only on physical factors in health to more on psycho-social factors means that, in a multicultural society like Australia, we have to pay attention to the influence of cultural factors in health and health promotion. Living healthily in a culturally diverse society is a challenge. Issues concerning cultural factors in maintaining and promoting the health of women of non-English speaking backgrounds are discussed here. Cultural differences and knowledge gaps create difficulties not only for the people in need of service, but for service providers as well. There is a need for bilingual and culturally sensitive trained professionals. Access to health care, especially preventive measures, and the role of ethnic women as carers are discussed. Another issue for attention is mental health. Risk factors in developing mental illness, and barriers to effective diagnosis and treatment are identified. Difficulties in handling health crises bring serious problems. Many women came from countries with traditional ways of handling crises which may not be possible or appropriate in Australia.

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20

Pirkis, Jane, Jane Pirkis, Philip Burgess, Graham Meadows, and David Dunt. "Access to Australian Mental Health Care by People from Non-English-Speaking Backgrounds." Australian & New Zealand Journal of Psychiatry 35, no. 2 (April 2001): 174–82. http://dx.doi.org/10.1046/j.1440-1614.2001.00882.x.

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Objective: This study aimed to examine access to mental health care for people from non-English-speaking backgrounds relative to that of people from English-speaking backgrounds, in the context of the mental health status of both groups; and to consider whether, if they perceive that they have needs for care, these needs are met. Method: The study used data from the population-based Australian National Survey of Mental Health and Wellbeing, conducted in 1997. Results: People from non-English-speaking backgrounds and English-speaking backgrounds were equally likely to experience anxiety disorders and affective disorders, but the former were less likely to experience substance-use disorders and any mental disorder. When those with each disorder type were considered alone, people from non-Englishspeaking backgrounds and English-speaking backgrounds were equally likely to use services for mental health problems. When those with perceived needs for care were considered in isolation, there was no difference between birthplace groups in terms of their likelihood of reporting that their needs were fully met. Conclusions: The study had several limitations (i.e. lack of detail on specific ethnic groups and exclusion of potential respondents who could not speak English), which mean that these findings should be interpreted with caution. There is a need to build on this populationbased work, by oversampling people from particular non-English speaking communities and ensuring that those who do not speak English are included in population samples. Such work will further clarify the relative ability of people from non-English-speaking backgrounds to access services, and the extent to which their needs are met.

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21

Elyas, Tariq, and Noor Motlaq Alghofaili. "NATIVE ENGLISH SPEAKERS VERSUS NON-NATIVE ENGLISH SPEAKERS: THE IMPACT OF LANGUAGE TEACHERS ON EFL LEARNER'S ENGLISH PROFICIENCY." English Review: Journal of English Education 7, no. 2 (June 2, 2019): 27. http://dx.doi.org/10.25134/erjee.v7i2.1773.

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In the field of TESOL, the perception that Native English Speaking Teachers (NESTs) are better than Non-Native English Speaking Teachers (NNESTs) has influenced language schools, recruitment policies and institutional leadership practices. The tendency to recruit more NESTs and achieve improved learning outcomes can be seen in English as a Foreign Language (EFL) and English as a Second Language (ESL) contexts. This paper aims to investigate whether NESTs or NNESTs have any impact on the EFL learners� language proficiency in Saudi EFL context. This quantitative study adopts pretest-posttest experimental and ex post facto designs to determine students� achievement in two language skills, namely speaking and listening. The two groups of participants are EFL students in a foundation year program at a Saudi Arabian University. One group was taught by a NEST and the other by a NNEST. The quantitative data were analyzed by using SPSS. The findings indicated that teachers� nativeness and backgrounds have no significant effects on the Saudi EFL learners� speaking and listening skills. Here, Saudi EFL learners can equally perform in classes taught by NESTs or NNESTs. In the light of the findings, the study suggests that recruitment policy should not be influenced by the employers� belief that NESTs possess better teaching skills than NNESTs.��

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22

Marudin, Nurulhuda, Dwijani Ratnadewi, and Waode Hamsia. "Background Factors of Thai Students’ Speaking Achievement in English Learning." Tell : Teaching of English Language and Literature Journal 6, no. 2 (November 9, 2018): 106. http://dx.doi.org/10.30651/tell.v6i2.2138.

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In learning English as Foreign Language, there are many background factors that play important roles to be success in learning. In the case of foreign students who study English in non-English speaking country, these factors become more complex. This study aims to analyze the background factors of Thai students’ speaking achievement and the different background factors between student’s high and low scores of speaking achievement. This study used mixed method design as method of study. The theories of factors were used to answer the objective of this research such as self-esteem, inhibition, risk-taking, anxiety, empathy, extroversion, introversion, motivation, attitude, language exposure, and social situation. The subject was five students from Thailand who studied at Muhammadiyah University of Surabaya. The finding was that each of students mostly possessed different background factors. However, their intensity and ability were different among of them. All of those factors were greatly influence their acquiring of TEFL as well. There were two students who had the highest and lowest scores in their speaking achievement after several years they have learned English in Indonesia. The different background factors between both of them were self-esteem, inhibition, risk-taking, anxiety, extroversion, introversion, attitude, and social situation factors. Their background factors in speaking were supported by many factors to reach a good achievement. Therefore, the factors mainly play important roles to tend students learning foreign language successfully.

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23

CRUICKSHANK, KEN, SANDRA NEWELL, and STEPHANIE COLE. "Meeting English Language Needs in Teacher Education: a flexible support model for non-English speaking background students." Asia-Pacific Journal of Teacher Education 31, no. 3 (November 2003): 239–47. http://dx.doi.org/10.1080/0955236032000149373.

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24

Rossiter, Joh Chin, John Bidewell, and Po Tai Chan. "Non‐English speaking background high school students’ attitudes towards the nursing profession." Journal of Advanced Nursing 27, no. 3 (March 1998): 604–13. http://dx.doi.org/10.1046/j.1365-2648.1998.00543.x.

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25

Buckland-Fuller, D. "AGEING IN AUSTRALIA THE SITUATION OF PEOPLE OF NON-ENGLISH SPEAKING BACKGROUND*." Australian Journal on Ageing 7, no. 2 (May 1988): 11–14. http://dx.doi.org/10.1111/j.1741-6612.1988.tb00315.x.

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26

Tong, Chiwai, Andy Cornes, and Catherine Wiltshire. "Through the Glass Darkly: Deaf Children From Non-English Speaking Background Families." Australasian Psychiatry 7, no. 6 (December 1999): 319–25. http://dx.doi.org/10.1046/j.1440-1665.1999.00225.x.

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27

Ganguly, Indrani. "The Third Dimension: cultural awareness for Non-English speaking background health professionals." Australian and New Zealand Journal of Public Health 25, no. 2 (April 2001): 109–10. http://dx.doi.org/10.1111/j.1753-6405.2001.tb01829.x.

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28

Dhaliwal, Gurpreet. "Teaching Medicine to Non-English Speaking Background Learners in a Foreign Country." Journal of General Internal Medicine 24, no. 6 (April 18, 2009): 771–73. http://dx.doi.org/10.1007/s11606-009-0967-z.

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29

Van Der Veen, Roger. "Rehabilitation Counselling with Clients from Non-English Speaking Countries." Australian Journal of Rehabilitation Counselling 5, no. 2 (1999): 86–97. http://dx.doi.org/10.1017/s1323892200001095.

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People born in non-English Speaking Countries (NESCs) and resident in Australia make up 14.2% of the Australian population and a sizeable proportion of the current immigration program — the humanitarian and non-humanitarian components. This article presents some background about the numbers of overseas born people resident in Australia especially those from NESCs, a brief history of the Australian immigration program, and the present policy of multiculturalism in the context of settlement. Some of these overseas born people have already, or are likely to, participate in rehabilitation counselling, and it is argued that rehabilitation counselling processes will be enhanced with a knowledge of such clients' culture as well as the practical application of general cross-cultural casework skills.

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30

Blennerhassett, Jenny, and Julieanne Hilbers. "Medicine Management in Older People from Non‐English Speaking Backgrounds." Journal of Pharmacy Practice and Research 41, no. 1 (March 2011): 33–36. http://dx.doi.org/10.1002/j.2055-2335.2011.tb00063.x.

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31

Miguel, Caroline San, Fran Rogan, Kathleen Kilstoff, and Di Brown. "Clinically speaking: A communication skills program for students from non-English speaking backgrounds." Nurse Education in Practice 6, no. 5 (September 2006): 268–74. http://dx.doi.org/10.1016/j.nepr.2006.02.004.

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32

Matthey, S., T. White, J. Phillips, R. Taouk, T. T. Chee, and B. Barnett. "Acceptability of routine antenatal psychosocial assessments to women from English and non-English speaking backgrounds." Archives of Women’s Mental Health 8, no. 3 (May 27, 2005): 171–80. http://dx.doi.org/10.1007/s00737-005-0076-x.

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33

Mirza, Tanjina, Gabor T. Kovacs, and Peter McDonald. "The Use of Family Planning Services by Non-English Speaking Background (NESB) Women." Australian and New Zealand Journal of Obstetrics and Gynaecology 39, no. 3 (August 1999): 341–43. http://dx.doi.org/10.1111/j.1479-828x.1999.tb03410.x.

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34

Alcorso, Caroline. "Economic stocktake: Trends and issues for non‐English speaking background women since 1982." Australian Feminist Studies 8, no. 18 (December 1993): 49–66. http://dx.doi.org/10.1080/08164649.1993.9994696.

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35

Bolton, Patrick, Sekneh Hammoud, and Joanne Leung. "Issues in Quality Use of Medicines in two Non-English Speaking Background Communities." Australian Journal of Primary Health 8, no. 3 (2002): 75. http://dx.doi.org/10.1071/py02046.

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Compliance is a policy issue in the quality use of medicine that has attracted much interest; however, there is little research about medication compliance issues in people of non-English speaking backgrounds. This paper describes a qualitative data collection that was used to identify compliance issues, and possible approaches to these issues, in an area of South-Eastern Sydney with a high non-English speaking population. Two parallel, iterative, series of GP and consumer focus groups were held in Arabic and Chinese communities. Later focus groups built on the findings of earlier groups and sought to engage GPs and consumers in identifying issues in compliance, and possible approaches to these issues. The paper compares and contrasts the results from these two communities and suggests that the approach might be used to identify compliance issues in other communities. Communication around appropriate medication use was the key issue common to both communities. The Chinese community was otherwise much more critical of Western medicine than the Arahic community, perhaps because of the strength of traditional medicine in that culture.

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36

Chur‐Hansen. "Teaching support in the behavioural sciences for non‐English speaking background medical undergraduates." Medical Education 33, no. 6 (June 1999): 404–10. http://dx.doi.org/10.1046/j.1365-2923.1999.00335.x.

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37

Pithers, R., and Rosemary Lim. "A non-english-speaking background in adult vocational education: breaking through the barriers." Journal of Vocational Education and Training 49, no. 4 (December 1, 1997): 531–44. http://dx.doi.org/10.1080/13636829700200040.

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38

Petrov, Ljubica, Catherine Joyce, and Tonina Gucciardo-Masci. "Aging in Australia: country of birth and language preferences of residents in aged care facilities." Australian Health Review 43, no. 1 (2019): 78. http://dx.doi.org/10.1071/ah17032.

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Objective There is a need to better understand the use of aged care services by people from culturally and linguistically diverse backgrounds. The aim of the present study was to describe the prevalence of people living in residential aged care facilities (RACFs) who were born in non-English-speaking countries and/or have a preferred language other than English and to describe service utilisation rates. Methods The present study consisted of a secondary analysis of data from the Australian Institute of Health and Welfare National Aged Care Data Clearinghouse. Data were analysed by country of birth, preferred language, state or territory and Aged Care Planning Regions within Victoria. Results Nationally, over 30000 (18.3%) RACF residents were born in a non-English-speaking country. In Victoria, almost one in four RACF residents (23.9%) was born in a non-English-speaking country, and approximately one in eight (13.1%) has a preferred language other than English. Most Victorian RACFs (72.4%) have at least one resident with a preferred language other than English. Approximately one in four residents (26.1%) with a preferred language other than English are the sole speaker of the language in their facility. Conclusion All RACFs need to effectively address the needs and preferences of their residents, including those who were born in a non-English-speaking country or prefer to speak a language other than English. What is known about the topic? The number of older people from a non-English-speaking background continues to increase, but little is known about the prevalence of this cohort living in RACFs and how aged care providers are responding to their needs and preferences. What does this paper add? The present study provides detailed, service- and policy-relevant information, demonstrating a substantial degree of diversity among people living in RACFs, with wide distribution across facilities and regions. The findings confirm the need for a systematic, sector-wide approach to addressing linguistic diversity and developing inclusive practices. What are the implications for practitioners? All RACFs are required to develop policies and procedures in order to cater to the needs and preferences of residents who were born in non-English-speaking countries and/or who prefer to speak a language other than English.

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39

Torr, Jane. "Classroom discourse." Australian Review of Applied Linguistics 16, no. 1 (January 1, 1993): 37–56. http://dx.doi.org/10.1075/aral.16.1.03tor.

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This paper discusses some of the results of a pilot study of spontaneous teacher/child discourse in two Year 1 Sydney classrooms (children aged 6 and 7 years). The two classrooms differed greatly in terms of their ethnic composition; in one class, the majority of children came from non-English speaking backgrounds, while in the other class, all the children were native English speakers. The teachers and students were taped during typical group lessons, and the resulting data were transcribed and analysed using a speech act framework (Hasan’s message semantics network). The results showed significant differences between the discourse in the two classrooms; for example, the teacher of the non-English speaking background class spoke more frequently than the teacher of native English speakers, and she asked different types of questions. The children from non-English speaking backgrounds rarely participated in the classroom conversation. These results suggest that further investigation in the area is justified, in order to determine how typical these differences are, and the extent to which the differences are educationally significant in terms of classroom practices currently followed with ESB and NESB children.

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40

Kurniawati, Kurniawati, and Dini Rizki. "Native vs. non-native EFL teachers: Who are better?" Studies in English Language and Education 5, no. 1 (March 1, 2018): 137–47. http://dx.doi.org/10.24815/siele.v5i1.9432.

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This paper discusses possible advantages of having Non-Native English-Speaking Teachers (NNESTs) to teach English as a Foreign-Language (EFL) especially in Asian countries when they are often regarded as inferior to their Native English-Speaking Teachers (NESTs) counterparts. A native speaker fallacy has emphasized that NESTs are better teachers of EFL and have put NNESTs at a disadvantage. Actually, NNESTs possess advantages that can make them better teachers for teaching English in an EFL/ESL setting connected with their own EFL learning experiences and with sharing the same first language and cultural background with their students. While considered to have lower English language proficiency and lower self-confidence compared to NESTs, NNESTs who have made the effort to become quality teachers can position themselves as ideal English teachers in their own environment.

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41

Pariyanto, Pariyanto. "NATIVE ENGLISH SPEAKING TEACHERS (NESTs) AND INDONESIAN ENGLISH TEACHERS (IETs) EFL STUDENTS’ PERCEPTION AND PREFERENCES." ANAPHORA: Journal of Language, Literary and Cultural Studies 3, no. 2 (February 7, 2021): 112–21. http://dx.doi.org/10.30996/anaphora.v3i2.4620.

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This paper explores the roles of Non-Native English Speaking Teachers (NNESTs) in English Language Teaching (ELT) in Indonesia. As many English language learners idolize Native English Speaking Teachers (NESTs) to be a good teacher of English that leads students to the success with their learning, some research show that the success in language teaching and learning is not merely determined by the fluency which native speakers possess. There are a number of factors that should be taken into account to make language teaching and learning successful such as the nature of learners, social context, and cultural background of the learners. These features are, for the most part, owned by NNESTs and thus they potentially make more successful English language teaching and learning than NESTs.

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42

McVeigh, Carol. "Functional status after childbirth: A comparison of australian women from english and non-english speaking backgrounds." Australian College of Midwives Incorporated Journal 10, no. 2 (June 1997): 15–21. http://dx.doi.org/10.1016/s1031-170x(97)80041-4.

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43

Ong, Kevin, and Michael Woodward. "Non-English speaking background patients in a predominantly English-speaking region may be more likely to present with a dementia other than Alzheimer’s disease." Advances in Aging Research 02, no. 03 (2013): 94–99. http://dx.doi.org/10.4236/aar.2013.23013.

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44

Sedarous, M., Q. Alayo, K. Subramanian, O. Nwaiwu, and P. N. Okafor. "A90 A PROPENSITY SCORE-MATCHED, STATE-LEVEL COMPARISON OF INPATIENT CIRRHOSIS OUTCOMES IN ENGLISH VS NON-ENGLISH SPEAKING PATIENTS." Journal of the Canadian Association of Gastroenterology 4, Supplement_1 (March 1, 2021): 62–63. http://dx.doi.org/10.1093/jcag/gwab002.088.

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Abstract Background United States (US) citizens speaking a foreign language at home has increased by 192% from 1980 to 2018. Aims With the increase in multiculturalism and ongoing concerns for health disparities in the US, we sought to compare inpatient outcomes between non-English speaking and English-speaking patients with cirrhosis. Methods The 2013–14 Maryland State inpatient databases were used to compare inpatient outcomes in adult patients with cirrhosis. The analysis cohort was identified using a validated algorithm of ICD-9 codes. Cirrhosis patients were stratified based on primary language into non-English-speaking patients [NESP] vs English-speaking patients [ESP]. A 1:3 propensity score matching analysis based on possible confounders was used to finalize the analysis cohort. The primary outcome (all-cause in-hospital mortality) and secondary outcomes including 30-day all-cause readmission rates, length of stay, total hospitalization charges were then compared between groups. Results In the study period, 3,035 NESP vs 21,212 ESP discharges were identified. We matched 1,659 NESP with 4,928 ESP using a 1:3 algorithm. Table 1 highlights demographic data. In the unmatched analysis, all-cause mortality was higher in the ESP cohort compared to NESP (6.71% vs 5.73%, p=0.046). However, after propensity-matching, inpatient mortality rate became comparable between both groups (6.45% vs 6.51%, p=0.9). Thirty day all-cause readmission rates were also similar between ESP vs NESP (4.87% vs 4.28%, p=0.18). Median length of stay in the ESP group was 4 days (IQR 3–8) vs 5 days (IQR 3–7) in the NESP group, while median total charges in ESP were $55,984 (IQR $33,897-$98,679) compared to $61,262 (IQR $36,228-$$108,369) in NESP. Conclusions While significant differences in socioeconomic status and payer type exist between non-English and English speaking cirrhosis patients, these do not appear to negatively impact inpatient outcomes including all-cause inpatient mortality, 30-day readmission rates, length of stay, total hospital charges. Funding Agencies None

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Giallo, Rebecca, Elisha Riggs, Claire Lynch, Dannielle Vanpraag, Jane Yelland, Josef Szwarc, Philippa Duell-Piening, Lauren Tyrell, Sue Casey, and Stephanie Janne Brown. "The physical and mental health problems of refugee and migrant fathers: findings from an Australian population-based study of children and their families." BMJ Open 7, no. 11 (November 2017): e015603. http://dx.doi.org/10.1136/bmjopen-2016-015603.

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ObjectivesThe aim of this study was to report on the physical and mental health of migrant and refugee fathers participating in a population-based study of Australian children and their families.DesignCross-sectional survey data drawn from a population-based longitudinal study when children were aged 4–5 years.SettingPopulation-based study of Australian children and their families.Participants8137 fathers participated in the study when their children were aged 4–5 years. There were 131 (1.6%) fathers of likely refugee background, 872 (10.7%) fathers who migrated from English-speaking countries, 1005 (12.4%) fathers who migrated from non-English-speaking countries and 6129 (75.3%) Australian-born fathers.Primary outcome measuresFathers’ psychological distress was assessed using the self-report Kessler-6. Information pertaining to physical health conditions, global or overall health, alcohol and tobacco use, and body mass index status was obtained.ResultsCompared with Australian-born fathers, fathers of likely refugee background (adjusted OR(aOR) 3.17, 95% CI 2.13 to 4.74) and fathers from non-English-speaking countries (aOR 1.79, 95%CI 1.51 to 2.13) had higher odds of psychological distress. Refugee fathers were more likely to report fair to poor overall health (aOR 1.95, 95% CI 1.06 to 3.60) and being underweight (aOR 3.49, 95% CI 1.57 to 7.74) compared with Australian-born fathers. Refugee fathers and those from non-English-speaking countries were less likely to report light (aOR 0.25, 95% CI 0.15 to 0.43, and aOR 0.30, 95% CI 0.24 to 0.37, respectively) and moderate to harmful alcohol use (aOR 0.04, 95% CI 0.10 to 0.17, and aOR 0.14, 95% CI 0.10 to 0.19, respectively) than Australian-born fathers. Finally, fathers from non-English-speaking and English-speaking countries were less likely to be overweight (aOR 0.62, 95% CI 0.51 to 0.75, and aOR 0.84, 95% CI 0.68 to 1.03, respectively) and obese (aOR 0.43, 95% CI 0.32 to 0.58, and aOR 0.77, 95% CI 0.61 to 0.98, respectively) than Australian-born fathers.ConclusionFathers of refugee background experience poorer mental health and poorer general health than Australian-born fathers. Fathers who have migrated from non-English-speaking countries also report greater psychological distress than Australian-born fathers. This underscores the need for primary healthcare services to tailor efforts to reduce disparities in health outcomes for refugee populations that may be vulnerable due to circumstances and sequelae of forced migration and to recognise the additional psychological stresses that may accompany fatherhood following migration from non-English-speaking countries. It is important to note that refugee and migrant fathers report less alcohol use and are less likely to be overweight and obese than Australian-born fathers.

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Brolan, Claire E., Miriam Taylor Gomez, Nicholas G. Lennox, and Robert S. Ware. "Australians from a non-English speaking background with intellectual disability: The importance of research." Journal of Intellectual & Developmental Disability 38, no. 1 (December 18, 2012): 70–73. http://dx.doi.org/10.3109/13668250.2012.747675.

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Scull, Sue, and Geoffrey Woolcock. "Problem Gambling in Non-English Speaking Background Communities in Queensland, Australia: A Qualitative Exploration." International Gambling Studies 5, no. 1 (June 2005): 29–44. http://dx.doi.org/10.1080/14459790500097939.

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Woodward‐Kron, Robyn. "Negotiating meanings and scaffolding learning: writing support for non‐English speaking background postgraduate students." Higher Education Research & Development 26, no. 3 (September 2007): 253–68. http://dx.doi.org/10.1080/07294360701494286.

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Carberry, Clare, and Ann Carey. "Best Practice in Community Midwifery: The Safe Care of Non-English Speaking Background Women." Australian Journal of Primary Health 2, no. 1 (1996): 74. http://dx.doi.org/10.1071/py96009.

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In view of the 'sunsetting' of restrictive regulations, which for years have obstructed comprehensive midwifery practice in Victoria, it is timely for the nature of midwifery care in a primary health care setting to be explicated. A best practice framework is employed to examine the pre-conditions and key process factors which facilitate and potentiate quality of midwifery care in the North Richmond Community Health Centre's shared care maternity program. The process of care is considered in detail, while outcomes and client perceptions are outlined. The nature of safe midwifery practice at the individual client/practitioner level�the micro dimension of care�is explored in the context of broader societal issues which directly and indirectly affect health status and outcomes for clients�the macro dimension. This discussion seeks not only to delineate best practice but also to challenge accepted notions of what constitutes safe care.

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Inbar-Lourie, Ofra, and Smadar Donitsa-Schmidt. "EMI Lecturers in international universities: is a native/non-native English-speaking background relevant?" International Journal of Bilingual Education and Bilingualism 23, no. 3 (August 12, 2019): 301–13. http://dx.doi.org/10.1080/13670050.2019.1652558.

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