Relevant bibliographies by topics / Language barriers

Academic literature on the topic 'Language barriers'

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Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Language barriers"

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Braude, Ann, and Jane Kamensky. "Language Barriers." Women's Review of Books 15, no. 12 (September 1998): 27. http://dx.doi.org/10.2307/4023054.

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McConnell-Ginet, Sally, and Robin Tolmach Lakoff. "Language Barriers." Women's Review of Books 8, no. 6 (March 1991): 12. http://dx.doi.org/10.2307/4020950.

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Walter, Emma. "Language barriers." Nursing Standard 31, no. 41 (June 7, 2017): 30. http://dx.doi.org/10.7748/ns.31.41.30.s31.

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Gannon, Frank. "Language barriers." EMBO reports 9, no. 3 (February 8, 2008): 207. http://dx.doi.org/10.1038/embor.2008.14.

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Fyler, John M. "Language Barriers." Studies in Philology 112, no. 3 (2015): 415–52. http://dx.doi.org/10.1353/sip.2015.0018.

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Byrne, Katy, and Clare Hobart. "Lower language barriers." Early Years Educator 15, no. 12 (April 2014): 32–34. http://dx.doi.org/10.12968/eyed.2014.15.12.32.

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Headly, Gloria. "Overcoming Language Barriers." Nursing Management (Springhouse) 23, no. 3 (March 1992): 64–65. http://dx.doi.org/10.1097/00006247-199203000-00018.

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Wojtylak, Katarzyna I. "Traversing language barriers." International Journal of Language and Culture 6, no. 1 (February 1, 2019): 195–216. http://dx.doi.org/10.1075/ijolc.00022.woj.

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Abstract The ‘Witoto’ people from Northwest Amazonia practised long distance drum communication, used for relaying messages among their villages. The messages were encoded on a pair of hollowed-out wooden drums, and appear to have been ‘drummed codes’, with only some iconic relation to the sound structure of the spoken language. The practice of drum communication appears to be easily diffusible in contact situations. The Caquetá-Putumayo (C-P) cultural area is a case in point, as the Witoto drums were shared with other C-P groups including the Ocaina, Nonuya, Bora, Muinane, Resígaro, and Andoque. Today, the practice of long distance drum communication among the Witoto has been long gone, with just a handful of elders who are still able to recall some of the (once extensive) drummed signal repertoire.
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Negret, Pablo Jose, Scott C. Atkinson, Bradley K. Woodworth, Marina Corella Tor, James R. Allan, Richard A. Fuller, and Tatsuya Amano. "Language barriers in global bird conservation." PLOS ONE 17, no. 4 (April 20, 2022): e0267151. http://dx.doi.org/10.1371/journal.pone.0267151.

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Multiple languages being spoken within a species’ distribution can impede communication among conservation stakeholders, the compilation of scientific information, and the development of effective conservation actions. Here, we investigate the number of official languages spoken within the distributions of 10,863 bird species to identify which species might be particularly affected by consequences of language barriers. We show that 1587 species have 10 languages or more spoken within their distributions. Threatened and migratory species have significantly more languages spoken within their distributions, when controlling for range size. Particularly high numbers of species with many languages within their distribution are found in Eastern Europe, Russia and central and western Asia. Global conservation efforts would benefit from implementing guidelines to overcome language barriers, especially in regions with high species and language diversity.
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Klatte, Inge S., Vera van Heugten, Rob Zwitserlood, and Ellen Gerrits. "Language Sample Analysis in Clinical Practice: Speech-Language Pathologists' Barriers, Facilitators, and Needs." Language, Speech, and Hearing Services in Schools 53, no. 1 (January 5, 2022): 1–16. http://dx.doi.org/10.1044/2021_lshss-21-00026.

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Purpose: Most speech-language pathologists (SLPs) working with children with developmental language disorder (DLD) do not perform language sample analysis (LSA) on a regular basis, although they do regard LSA as highly informative for goal setting and evaluating grammatical therapy. The primary aim of this study was to identify facilitators, barriers, and needs related to performing LSA by Dutch SLPs working with children with DLD. The secondary aim was to investigate whether a training would change the actual performance of LSA. Method: A focus group with 11 SLPs working in Dutch speech-language pathology practices was conducted. Barriers, facilitators, and needs were identified using thematic analysis and categorized using the theoretical domain framework. To address the barriers, a training was developed using software program CLAN. Changes in barriers and use of LSA were evaluated with a survey sent to participants before, directly after, and 3 months posttraining. Results: The barriers reported in the focus group were SLPs' lack of knowledge and skills, time investment, negative beliefs about their capabilities, differences in beliefs about their professional role, and no reimbursement from health insurance companies. Posttraining survey results revealed that LSA was not performed more often in daily practice. Using CLAN was not the solution according to participating SLPs. Time investment remained a huge barrier. Conclusions: A training in performing LSA did not resolve the time investment barrier experienced by SLPs. User-friendly software, developed in codesign with SLPs might provide a solution. For the short-term, shorter samples, preferably from narrative tasks, should be considered.
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Dissertations / Theses on the topic "Language barriers"

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Rieger, Matthias. "Effective clone detection without language barriers /." [S.l.] : [s.n.], 2005. http://www.zb.unibe.ch/download/eldiss/05rieger_m.pdf.

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Mahmud, Hala. "NURSES' EXPERIENCES OF LANGUAGE BARRIERS WHEN NURSING." Thesis, Malmö högskola, Fakulteten för hälsa och samhälle (HS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-26588.

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Bakgrund: Flera länder i världen har utvecklats till multikulturella samhällen. Detta innebär nya utmaningar för sjuksköterskor i vården eftersom de kommer att träffa på patienter som inte talar samma språk som sjuksköterskorna eller har samma kultur. Detta kan leda till språkbarriärer och kulturkrockar som sjuksköterskorna måste kunna övervinna.Syfte: Syftet med uppsatsen var att genom en litteraturstudie uppmärksamma sjuksköterskornas erfarenheter av att möta patienter med olika språk och kultur än sig själva och de risker och barriärer detta kan medföra i en vårdsituation.Metod: En litteraturstudie som är baserad på vetenskapliga artiklar med kvalitativ ansats som genomgick en kvalitetsgranskning och analys. Teman identifierades därefter.Resultat: Språkbarriärer, kommunikationssvårigheter, kulturskillnader, brist på kunskap inom tolkservice och kultur identifierades som utmaningar som kunde påverka sjuksköterskans arbete negativt.Slutsats: Sjuksköterskor är i behov av mer utbildning och kunskap om hur de ska gå tillväga vid vård av patienter som inte talar samma språk eller har samma kultur som sjuksköterskorna. Sjuksköterskorna borde erbjuda vård på ett professionellt sätt oberoende av patientens bakgrund eller dennes förmåga att kommunicera.
Background: Several countries in the world have developed into multicultural societies. This means new challenges for nurses in care because they will encounter patients who do not speak the same language as the nurse or share the same culture. This can lead to language barriers and cultural clashes that nurses must be able to overcome.Aim: The aim of this study was that through a literature review draw attention to nurses' experiences of meeting patients who don’t speak the same language as the nurses of the the same cultural beliefs, and the risks and barriers that these factors may cause in a care situation.Method: A literature study that is based on ten scientific articles with a qualitative approach that were analysed and reviewed. Themes were then identified.Results: Language barriers, communication difficulties, cultural differences, lack of knowledge of interpreter services and culture were identified as challenges that could affect the nurse's work negatively.Conclusion: nurses are in need of more education and knowledge about how to proceed in the care of patients who do not speak the same language or share the same culture as the nurses. The nurses should provide health care in a professional manner regardless of the patient's background or his ability to communicate.
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Polasek, Staci Nichole. "Medical Interpreters: Bridging Language Barriers as Cultural Advocates." Thesis, The University of Arizona, 2013. http://hdl.handle.net/10150/297743.

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In this thesis I take an anthropological approach to examining the doctor-patient relationship and how barriers to this relationship, such as language or cultural differences, effect medical treatment. This literature review analyzes questions such as: What are the roles of medical interpreters, how can medical interpreters act as advocates for the patients, and how do they affect the trust in the doctor5patient relationship? I examine the impacts on trust of cultural differences, language barriers, and use of Medical Interpreters within the doctor-patient relationship. By better understanding the doctor-patient relationship from an anthropological perspective, I will answer questions that show how doctors and patients can establish trust, overcome language barriers, and have higher cultural competency. These answers will aid in closing the gaps between doctors and patients and renew a stronger-trusting relationship. The use of Medical Interpreters is the key to improving the relationship and overall health of limited English speaking patients.
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Шевченко, Любов Василівна. "Psychological barriers in the studying of a foreign language." Thesis, Київський національний університет технологій та дизайну, 2019. https://er.knutd.edu.ua/handle/123456789/13201.

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Tideman, Viktor, and Sofia Tengelin. "How Malaysian nurses deal with language barriers during meetings with patients with another language." Thesis, Hälsohögskolan, Högskolan i Jönköping, HHJ, Avd. för omvårdnad, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-44240.

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Background: Effective communication is vital to establish a patient-nurse relation and in order for the nurse to deliver good nursing care. Mistakes and errors are more frequent when there is a language barrier between the nurse and the patient. Method: The study was made as a qualitative interview study with a phenomenological analysis. Aim: Describe how Malaysian nurses deal with language barriers during meetings with patients with another language. Result: To deliver good nursing care to patient with another language could be difficult depending on what strategies the nurses used: how nurses experience the effectiveness of non-verbal communication, how interpreters were used and who interpreted during the patient meeting, strategies nurses used when interpreter was not an option, nurses’ interest in learning about the patient’s culture. Conclusion: To overcome language barriers is complex and often more than one strategy is needed. Patient safety is compromised when there were language barriers between the nurse and the patient.
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Docrat, Nasreen. "“Language Barriers in the Emergency Centre (EC): A survey of secondary public hospital EC doctors on the perceived presence and impact of language barriers"." Master's thesis, Faculty of Health Sciences, 2021. http://hdl.handle.net/11427/32625.

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Background Communication is vital to patient-doctor interactions especially in emergency centres (EC). It is evident from international and South African studies that language barriers result in suboptimal clinical outcomes, increased use of already limited resources and poor patient satisfaction. In the Western Cape, initiatives such as community trained interpreters, telephonic services and multilingual language policies have been implemented to improve communication between doctors and patients. Objectives This study was done to ascertain to what extent language barriers are perceived to still exist by doctors in emergency centres in secondary public hospitals in Cape Town. Methods A quantitative on-line survey of full time doctors in the ECs of six urban secondary public hospitals in Cape Town was conducted in October 2019. Data was collected over a 5 week period and covered demographics, languages spoken, (self-reported) fluency of languages spoken, languages encountered, perceived occurrence of language barriers, perceived impact of language barriers and strategies currently implemented to overcome these barriers. Results Of the 119 doctors invited to complete the survey, 74 eligible responses were received. Language barriers still exist in secondary public hospitals in the Western Cape. The majority of doctors spoke Afrikaans and no isiXhosa speaking doctors took part in the survey. Half of the doctors surveyed stated they would not be able to take a history in isiXhosa without an interpreter. Most (97%) of doctors had not heard of community trained interpreters and only 23% had ever used the telephone interpretation service available. Perceived consequences of language barriers include: inability or longer duration to get a history, increased use of resources, and patients returning because they did not fully understand the treatment plan. Informal interpreters such as nursing staff and family members were used most often to overcome language barriers. No official interpreters were available to assist in person and doctors are either unaware of telephonic interpreting services or woefully under-using this service. Due to language barriers, doctors are left feeling frustrated with themselves or sad for the patients that they are meant to be helping due to language barriers. Conclusion Reintroduction of community based interpreters, teaching doctors more languages and investment into technologyaided translation services are possibilities that have been suggested by doctors and could be researched further to help improve the current situation.
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Su, Yanling. "Overcoming barriers to reaching nativelikeness in adult second language acquisition." Thesis, Cardiff University, 2008. http://orca.cf.ac.uk/55784/.

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This thesis examines the complex questions of what the obstacles are to becoming nativelike and how they can be overcome. Questions for framing the literature review are developed by means of a down-to-earth preliminary case study of a nativelike French learner of English. The subsequent literature review focuses on key issues such as the supply of input, attention to input, output practise opportunities, attention to output, identity, and learning motivation. An 'ideal' model for reaching nativelikeness is established for further investigation. More specifically, five conditions for overcoming barriers to reaching nativelikeness are hypothesised. In order to test these five conditions, an investigation is reported into the learning of Mandarin by a cohort of undergraduate students of Mandarin at a British university. Using carefully constructed interview questions and questionnaires, details were gathered of their knowledge, approach and attitude to learning, and how they lived during their year abroad in China. Their nativelikeness was judged by independent monolingual Chinese listeners. The main findings are that there are different learning obstacles in the process of L2 learning for different learners, due to both their different language learning experiences and their particular stances relative to the target language. The key conclusion of the study is that nativelikeness is most likely to be achieved when learners have a persistent motivation to speak in a nativelike manner, develop an open/adaptive sense of identification with the L2 native group, have a guaranteed supply of on-going 'ideal' input, and achieve a 'balanced' attention to both input and output.
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Dobbins, Elizabeth M. "Non-Language Barriers to Effective Care of the Hispanic Population." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/honors/274.

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This research study was designed to improve the quality of health care received by the Hispanic population in northeast Tennessee. After reviewing past research, it is evident that the Hispanic population reports a lower level of health care satisfaction and a greater number of health disparities. Although attempts to reconcile this problem have included implementing regulations and guidelines on the cultural competency of and the provision of language services by health care providers, no measurable improvement has been noted. To positively impact this pervasive problem, the focus must shift away from how health care agencies can affect health care for Hispanics, and toward how health care providers can improve patient care. It is the responsibility of health care providers to provide quality care to all patients, regardless of their culture, race, or language. By interviewing three primary care nurse practitioners who serve a large Hispanic population in northeast Tennessee, it became evident that even with a language aide present, barriers to caring for this population still exist, although these barriers are not unsurmountable. Through years of experience, these providers have developed skills that have improved communication with, and health-related outcomes of, Hispanic patients, but this type of care should not be impacted by nurse practitioner turnover. Each provider agreed that nursing students’ education and opportunities to work with diverse populations while in basic nursing education programs must be improved, so that when students graduate, they can become part of the solution to this ongoing problem.
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Saunders, Åhlén Tina. "Multiilingualism and Language Learning in School." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-30022.

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This thesis examines how students, aged 13-15, with a mother tongue other than Swedish, experience learning English in school. This is important since there is an increasing number of bilinguals and multilinguals learning English in schools in Sweden and around the world. Several concepts are presented and discussed that have been argued to pose barriers to bilingual and multilingual language learning. Semi-structured interviews were undertaken with ten students, aged between 13 and 15. The empirical material shows that bilingual and multilingual students usually refer to Swedish, even when their mother-tongue may be a better reference for learning English. This is because teachers commonly refer to Swedish grammar rules in attempting to clarify English grammar rules and the textbooks used to support the learning process are in Swedish. This may pose problems for the learning process, particularly for students who are not proficient in Swedish. The study also highlights the importance of diagnosing bilingual students' L1 and L2 on a regular basis to see when the optimum time is to be exposed to English language learning rather than the current approach of immersing them in English learning without considering the other language learning processes the student may be engaged in. The study also found that students commonly perceived their English to be proficient even though they had poor grades. One possible reason for this is that they manage well in their day-to-day engagement with computer games, films and social media while formal English learning, including aspects such as grammar and writing, require a different type of application. Finally, the thesis describes how important high metalinguistic awareness is for language learning and it is suggested that additional research focuses on how this conceptual understanding can be translated in practitioner tools useful for teachers. Schools need to create an environment that values and supports multilingual students’ language competence and an early national diagnostic test would help to support those conditions.
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Franklin, Martha A. "Kindergarten Teachers' Perceptions of Barriers English Language Learners Face in Mathematics." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1047.

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There is a disparity of mathematics achievement between native English speakers and English language learners (ELL). This study sought to understand the barriers ELL kindergarten students faced in being successful in mathematics. The purpose of this qualitative, instrumental case study was to explore kindergarten teachers' perceptions regarding English language learner's access to the mathematics curriculum and instruction. The conceptual foundation for this study drew from social development theory, which contends social interaction using language is necessary for cognitive development such as learning mathematics concepts. Individual interviews of 8 kindergarten teachers were conducted to understand kindergarten teachers' perceptions of the barriers ELLs face in accessing the math curriculum. The interviews were recorded, transcribed, and categorized using typological analysis. Answers to the interview questions were segregated into the categories of professional development, needs of students, and base mathematics program materials. The central finding was that the base program was perceived as a barrier for ELLs. Evaluation of the existing mathematics curriculum for effectiveness is recommended. This study may contribute to social change by increasing educator and stakeholder awareness of the barriers ELLs face in accessing the mathematics curriculum. This study also provides guidance to policymakers and educators information to develop culturally competent mathematics instruction, thereby assisting ELL students in overcoming barriers to learning mathematics.
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Books on the topic "Language barriers"

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Boadi, L. K. A. Linguistic barriers to communication in the modern world. [Accra]: Ghana Academy of Arts and Sciences, 1994.

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Talif, Rosli, ed. Beyond barriers, fresh frontiers: Selected readings on languages, literatures, and cultures. Serdang: Universiti Putra Malaysia Press, 2005.

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Dandy, Evelyn Baker. Black communications: Breaking down the barriers. Chicago, Ill: African American Images, 1991.

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Jacobs, Elizabeth A., and Lisa C. Diamond, eds. Providing Health Care in the Context of Language Barriers. Bristol, Blue Ridge Summit: Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783097777.

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Marzari, Robert. Arabic in chains: Structural problems and artificial barriers. Berlin: Verlag Hans Schiler, 2006.

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Badenhorst, Cecile. Research writing: Breaking the barriers. Pretoria, South Africa: Van Schaik Publishers, 2007.

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Bhrádaigh, Fionnuala Ní. Unseen trade barriers: An exploratory study of cultural barriers and in particular language barriers in the communication process of international marketing. Dublin: University College Dublin, 1997.

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Colloquial Spanish in context: Beyond subjunctive barriers. Lanham, Md: University Press of America, 2003.

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Overcoming language barriers through physical education: Using sign language and Spanish to engage everyone. Champaign, IL: Human Kinetics, 2011.

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J, Willes Mary, ed. The tongue of the tiger: Overcoming language barriers in international trade. Singapore: World Scientific, 1998.

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Book chapters on the topic "Language barriers"

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González, C. Javier, and Francesca Gany. "Language Barriers." In Encyclopedia of Immigrant Health, 995–96. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4419-5659-0_465.

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Gómez-Durán, Esperanza, and Roland Jones. "Challenging Language Barriers." In Forensic Psychiatry and Psychology in Europe, 131–42. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-74664-7_8.

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Kaltwasser, Franz Georg. "Language barriers in data exchange." In Retrospective cataloguing in Europe, edited by Franz Georg Kaltwasser, 24–32. Berlin, Boston: De Gruyter, 1992. http://dx.doi.org/10.1515/9783111325996-005.

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Horner, Bruce, and Min-Zhan Lu. "Reflection 3. Overcoming barriers." In Studies in Written Language and Literacy, 81–82. Amsterdam: John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/swll.12.13hor.

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Rollason, Christopher. "Chapter 12. Opaque or User-friendly Language?" In Crossing Barriers & Bridging Cultures, edited by Arturo Tosi, 117–19. Bristol, Blue Ridge Summit: Multilingual Matters, 2002. http://dx.doi.org/10.21832/9781853596704-014.

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Altschuler, Jenny. "Cultural Diversity, Language Barriers and Prejudice." In Migration, Illness and Health care, 75–97. London: Macmillan Education UK, 2016. http://dx.doi.org/10.1057/978-1-137-37851-4_4.

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Kurz, Ingrid. "Overcoming language barriers in european television." In American Translators Association Scholarly Monograph Series, 168. Binghamton: John Benjamins Publishing Company, 1990. http://dx.doi.org/10.1075/ata.iv.29kur.

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Motschenbacher, Heiko. "Linguistic Barriers in Foreign Language Education." In Research Questions in Language Education and Applied Linguistics, 711–16. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79143-8_124.

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Terui, Sachiko, and Elaine Hsieh. "Language Barriers as a Social Phenomenon." In Global Health Communication for Immigrants and Refugees, 63–77. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003230243-5.

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Stygall, Gail. "Textual Barriers to United States Immigration." In Language in the Legal Process, 35–53. London: Palgrave Macmillan UK, 2002. http://dx.doi.org/10.1057/9780230522770_3.

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Conference papers on the topic "Language barriers"

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Nagi, Magdy, and Tarcisio Della Senta. "Sharing knowledge across language barriers." In Proceeding of the 2008 ACM workshop. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1458412.1458428.

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Mikhailov, Vladimir. "The Algorithms Removing Language Barriers." In Proceedings of the 4th International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iccessh-19.2019.220.

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Brem, Natalya. "Diagnosing Barriers In Foreign Language Acquisition." In International Conference on Language and Technology in the Interdisciplinary Paradigm. European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.12.69.

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Denecke, Kerstin. "How to assess customer opinions beyond language barriers?" In 2008 Third International Conference on Digital Information Management (ICDIM). IEEE, 2008. http://dx.doi.org/10.1109/icdim.2008.4746812.

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Gad, Ruediger, Martin Kappes, and Inmaculada Medina-Bulo. "Local programming language barriers in stream-based systems." In 2016 IEEE Symposium on Computers and Communication (ISCC). IEEE, 2016. http://dx.doi.org/10.1109/iscc.2016.7543798.

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Kralisch, A., and T. Mandl. "Barriers to Information Access across Languages on the Internet: Network and Language Effects." In Proceedings of the 39th Annual Hawaii International Conference on System Sciences (HICSS'06). IEEE, 2006. http://dx.doi.org/10.1109/hicss.2006.71.

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Durham, Carmen. "Preservice Teachers Using Digital Tools to Navigate "Language Barriers"." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1577086.

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Kavi, K. M., V. Vijayaraghavan, B. Shirazi, and A. Hurson. "Barriers and break-points in dataflow: extensions to SISAL language." In Proceedings of the Twenty-Fifth Hawaii International Conference on System Sciences. IEEE, 1992. http://dx.doi.org/10.1109/hicss.1992.183202.

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Campbell, Hugh, Alexandra Duguay, and Christelle Lecoindre. "Crossing Barriers In Language And Comprehension To Improve Worker Safety." In Abu Dhabi International Petroleum Exhibition and Conference. Society of Petroleum Engineers, 2010. http://dx.doi.org/10.2118/137975-ms.

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Krivosheeva, Elena, Tatiana Meer, and Irina Likhacheva. "OVERCOMING LANGUAGE BARRIERS: STUDY OF GENDER STEREOTYPES OF SPEECH BEHAVIOR." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.2076.

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Reports on the topic "Language barriers"

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Wibawa, Tasha. Special Report: Language barriers. Monash University, August 2022. http://dx.doi.org/10.54377/569b-dbb9.

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Guillouet, Louise, Amit Khandelwal, Rocco Macchiavello, and Matthieu Teachout. Language Barriers in Multinationals and Knowledge Transfers. Cambridge, MA: National Bureau of Economic Research, May 2021. http://dx.doi.org/10.3386/w28807.

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Kitenge, Erick, and Sajal Lahiri. Net gains as language barriers fall in global trade. Edited by Reece Hooker. Monash University, August 2022. http://dx.doi.org/10.54377/3b7d-dba7.

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Carson, Jessica, and Michael Staley. Hispanic Children Least Likely to Have Health Insurance: Citizenship, Ethnicity, and Language Barriers to Coverage. University of New Hampshire Libraries, 2016. http://dx.doi.org/10.34051/p/2020.266.

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Toma, Shivan Shlaymoon. Identity, Nationality, Religion and Gender: The Different Experiences of Assyrian Women and Men in Duhok, Iraq. Institute of Development Studies, December 2022. http://dx.doi.org/10.19088/creid.2022.013.

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This CREID Policy Briefing provides recommendations to address the marginalisation and discrimination experienced by Assyrians in Iraq. Assyrian women and men face different challenges and barriers due to the gender roles and norms within their own community and in wider Iraqi society. Assyrian women’s daily lives are shaped by intersectional discrimination on the grounds of their gender, religion, language and national identity. Targeted action is needed to address the specific inequalities they face.
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Baldwin, Gretchen. Considering the Future of Gender and Peace Operations: Strategic Debates and Operational Challenges. Stockholm International Peace Research Institute, December 2022. http://dx.doi.org/10.55163/lcsv1618.

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The women, peace and security (WPS) agenda in peace operations has had myriad successes as well as setbacks in implementation. The rise of ‘gender-sensitive’ or ‘gender-responsive’ approaches to peacekeeping signals progress in policy language, but in practice, peacekeepers can struggle to comprehensively implement gender analyses or deliver on WPS tasks. Based on a review of existing academic and policy literature, this paper identifies five strategic debates central to WPS agenda implementation: participation beyond numbers, men’s roles, defining ‘gender’, balancing gender ‘inside and outside the fence’, and non-traditional security challenges. It then identifies six key operational challenges to implementation: resourcing, accountability, recruitment barriers, scale, siloing versus mainstreaming, and securitization. With the approach of the 25th anniversary of the WPS agenda in 2025—possibly the most significant yet for the integration of gender and peace operations—stakeholders should step up efforts to ensure the sustainability of the agenda’s implementation, in line with its most progressive reading.
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Young, Alys, Natalia Rodríguez Vicente, Rebecca Tipton, Jemina Napier, Sarah Vicary, and Celia Hulme. A Scoping Review of interpreter-mediated assessments under the Mental Health Act (1983) and international equivalents. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, February 2022. http://dx.doi.org/10.37766/inplasy2022.2.0086.

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Review question / Objective: The purpose of this scoping review is to identify and evaluate available evidence concerning assessments under the Mental Health Act (1983) (MHA) (and international equivalents) which are carried out with the assistance of a spoken or signed language interpreter. ‘International equivalents’ refers to pieces of legislation in countries other than England and Wales that concern formal assessment for compulsory assessment and treatment, including hospital detention, with respect to a mental disorder. [Both the specific Act that applies to England and Wales and its international equivalents are henceforth referred to as MHA]. The guiding questions are: • What are the enablers and barriers to good practice in interpreter mediated MHA assessments? • To what extent and how might interpreter mediation support or impede the legal rights and best interests of those assessed under the MHA? The aim is to determine whether the body of research available to date is sufficient to inform evidence-based guidelines for interpreters and for mental health professionals, in particular those who have the duty to make decisions under the MHA, known in England and Wales as Approved Mental Health Professional (AMHPs), to work in a joint and effective manner.
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Kelleher, Caitlin, and Randy Pausch. Lowering the Barriers to Programming: A Survey of Programming Environments and Languages for Novice Programmers. Fort Belvoir, VA: Defense Technical Information Center, May 2003. http://dx.doi.org/10.21236/ada457911.

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Danaher, Katherine. Meeting the Learning Needs of Refugees and Migrants in Tertiary Blended ESOL Courses. Unitec ePress, May 2014. http://dx.doi.org/10.34074/ocds.003.

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Technology use in higher education is becoming ubiquitous. However, the particular needs of adult migrant and refugees studying English for Speakers of Other Languages (ESOL) necessitate careful course design and teaching practice if technology is not to present an insuperable barrier. This article surveys the literature to identify barriers to technology use by these learners, of which literacy and lack of prior experience stand out. Critical success factors in meeting their learning needs are categorized under self-regulated learning skills (as defined by (Zimmerman, 2002)), teacher support and course design. Recommendations include explicit teaching of self-regulated learning skills, using the embedded phases of forethought, performance and reflection. Also, intensive teacher support should be provided and a flexible design model used, with authentic tasks and clear interfaces. These recommendations provide research-informed guidelines for teachers and course designers looking to support the learning needs of adult tertiary refugee and migrant ESOL learners.
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Danaher, Katherine. Meeting the Learning Needs of Refugees and Migrants in Tertiary Blended ESOL Courses. Unitec ePress, May 2014. http://dx.doi.org/10.34074/ocds.003.

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Abstract:
Technology use in higher education is becoming ubiquitous. However, the particular needs of adult migrant and refugees studying English for Speakers of Other Languages (ESOL) necessitate careful course design and teaching practice if technology is not to present an insuperable barrier. This article surveys the literature to identify barriers to technology use by these learners, of which literacy and lack of prior experience stand out. Critical success factors in meeting their learning needs are categorized under self-regulated learning skills (as defined by (Zimmerman, 2002)), teacher support and course design. Recommendations include explicit teaching of self-regulated learning skills, using the embedded phases of forethought, performance and reflection. Also, intensive teacher support should be provided and a flexible design model used, with authentic tasks and clear interfaces. These recommendations provide research-informed guidelines for teachers and course designers looking to support the learning needs of adult tertiary refugee and migrant ESOL learners.
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