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Journal articles on the topic 'Language barriers'

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Published: 4 June 2021
Last updated: 20 February 2023

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Landa, Laura Gabriela García. "Academic Language Barriers and Language Freedom." Current Issues in Language Planning 7, no. 1 (February 15, 2006): 61–81. http://dx.doi.org/10.2167/cilp084.0.

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12

Chen, Ying-Ling. "Language Barriers among Taiwanese National Champions." Higher Education Studies 9, no. 1 (December 12, 2018): 63. http://dx.doi.org/10.5539/hes.v9n1p63.

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The study investigated experiences of archery national champions regarding their use of English language at the international athlete village. The slowly growing recognition of the issue in the language barrier was discovered. Three female elite archery athletes were selected that met the criteria for national champion status was based upon previous experiences of competing in the international games. The use of semi-structure interview technique was implemented to be the main method of gathering research data. The study identified several language barriers to communication difficulties. The findings indicated language barriers become issues and had debilitating effect in communication through English language.
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13

Akhmetova, A., J. Gamper, and L. Dalbergenova. "The problem of overcoming the language barrier when learning a foreign language in higher education institutions." Bulletin of the Karaganda University. Pedagogy series 100, no. 4 (December 28, 2020): 104–14. http://dx.doi.org/10.31489/2020ped4/104-114.

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This article is devoted to the study of the problem of overcoming language barriers that prevent students from successfully mastering a foreign language. The concept of «language barrier», its linguistic and psychological aspects are considered, and various approaches to its definition are analyzed. The article describes the main factors that affect the formation of the language barrier. Special attention is paid to the psychological aspects of the language barrier associated with internal fears, self-doubt, fear of making a mistake, which is one of the main causes of the language barrier. The paper explores possible ways to overcome language barriers when learning a foreign language, using modern methods and techniques in the classroom that contribute to the de-velopment of cognitive interest, activation of mental activity. The author highlights a personality-oriented ap-proach aimed at developing creative abilities and self-expression. The personality-oriented approach is the defining direction of research of methods of teaching a foreign language in this work. As an effective way to overcome the language barrier in teaching a foreign language, we propose a method of scenic interpretation of literary texts, which contributes to the activation of cognitive activity and the development of communica-tion skills. An experiment aimed at testing this method in 2nd-year students of Kokshetau state University is described. Sh. Ualikhanov, specialty: «Foreign language: two foreign languages», level A1, A2. The paper presents the results of an experiment that proves the effectiveness of using the method of scenic interpretation of literary texts in the study of a foreign language.
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14

Chistiakova, Daria G. "SYNTACTIC AND SEMANTIC FEATURES OF THE CLITIC I IN SHUGHNI." RSUH/RGGU Bulletin. "Literary Theory. Linguistics. Cultural Studies" Series, no. 5 (2022): 67–91. http://dx.doi.org/10.28995/2686-7249-2022-5-67-91.

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This article describes the optional 3rd person singular enclitic i in Shughni (the Pamir subgroup of the Eastern branch of the Iranian languages), which appears with transitive verbs in the past tenses. The research is based on a corpus study as well as elicited examples. Generally, the enclitic i occupies the Wackernagel position after the first constituent, but can shift due to the operation of rhythmic-syntactic barriers. Two barriers that affect the position of the enclitic are described. The first type of barrier (the subject in the first position) is caused by syntactic factors, it affects only on the enclitic 3Sg i and is gradually disappearing in the modern language. The second type of barrier (the adverbial in the first position) depends on the communicative situation and is observed optionally both in the texts of the first half of the 20th century and in the modern language. This study also describes the interaction of barriers, if they appear simultaneously, and frequency of barriers both in the modern language and in the texts of 1915–49.
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15

Haga, Toru. "Language Barriers, Cultural Borders." TRENDS IN THE SCIENCES 9, no. 12 (2004): 14–17. http://dx.doi.org/10.5363/tits.9.12_14.

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16

Morley, Penny. "Overcoming the language barriers." Learning Disability Practice 2, no. 3 (November 1999): 36. http://dx.doi.org/10.7748/ldp.2.3.36.s22.

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17

Collins, Angela Smith, Donna Gullette, and Michael Schnepf. "Break Through Language Barriers." Nurse Practitioner 30 (2005): 19–20. http://dx.doi.org/10.1097/00006205-200500001-00009.

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18

Razavi, Saman. "Breaking through language barriers." Science 371, no. 6525 (January 7, 2021): 206. http://dx.doi.org/10.1126/science.371.6525.206.

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19

Ngana-Mundeke, Annie. "Language Barriers to Learning." Anthropology News 41, no. 4 (April 2000): 25. http://dx.doi.org/10.1111/an.2000.41.4.25.

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20

Roses, Lorraine Elena, Barbara Kingsolver, and Rebeca Cartes. "Language and Other Barriers." Women's Review of Books 9, no. 10/11 (July 1992): 42. http://dx.doi.org/10.2307/4021352.

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21

Jones, D., and P. Gill. "Breaking down language barriers." BMJ 316, no. 7143 (May 16, 1998): 1476–80. http://dx.doi.org/10.1136/bmj.316.7143.1476.

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22

Collins, Angela Smith, Donna Gullette, and Michael Schnepf. "BREAK THROUGH LANGUAGE BARRIERS." Nursing Management (Springhouse) 35, no. 8 (August 2004): 34–38. http://dx.doi.org/10.1097/00006247-200408000-00012.

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23

Walker, David. "Reframing the language barriers." British Journal of Healthcare Management 14, no. 3 (March 10, 2008): 122–23. http://dx.doi.org/10.12968/bjhc.2008.14.3.122.

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24

Free, C., K. Bhui, J. Irwin, S. Martin, J. Carter, and K. Hare-Cockburn. "Breaking down language barriers." BMJ 317, no. 7161 (September 19, 1998): 816. http://dx.doi.org/10.1136/bmj.317.7161.816.

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25

Giovannoni, Francesco, and Siyang Xiong. "Communication under language barriers." Journal of Economic Theory 180 (March 2019): 274–303. http://dx.doi.org/10.1016/j.jet.2018.12.009.

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26

Auerback, M. L. "Language barriers in medicine." JAMA: The Journal of the American Medical Association 274, no. 9 (September 6, 1995): 683b—683. http://dx.doi.org/10.1001/jama.274.9.683b.

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27

Auerback, Marvin L. "Language Barriers in Medicine." JAMA: The Journal of the American Medical Association 274, no. 9 (September 6, 1995): 683. http://dx.doi.org/10.1001/jama.1995.03530090013008.

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28

Chapman, Thomas W. "Language Barriers in Medicine." JAMA: The Journal of the American Medical Association 274, no. 9 (September 6, 1995): 683. http://dx.doi.org/10.1001/jama.1995.03530090013009.

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29

Kwasman, Alan. "Language Barriers in Medicine." JAMA: The Journal of the American Medical Association 274, no. 9 (September 6, 1995): 684. http://dx.doi.org/10.1001/jama.1995.03530090013010.

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30

Brem, Natalya S. "The specifics of barriers of adult students learning a foreign language inside and outside the language environment." Samara Journal of Science 9, no. 3 (November 20, 2020): 250–57. http://dx.doi.org/10.17816/snv202093302.

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The paper contains a comparative analysis of difficulties in learning foreign languages inside and outside the language environment. On the first stage of the study based on the research of literature the author (1) builds a typology of difficulties in foreign language acquisition inside the language environment; (2) describes the specifics of the adult as a subject of education; (3) gives a definition to the term barrier in foreign language acquisition. A barrier in foreign language acquisition is defined as a students individual reflection of objective and subjective difficulties influencing the learning process, accompanied by frustration, a high level of anxiety and a low learning progress. The second stage of the research deals with comparing students problems inside and outside the language environment. The author interviewed foreign language teachers working inside and outside the language environment about their students learning problems and compared the results. Both stages of the current study proved that the level of barriers inside the language environment is high. Moreover, inside the language environment students demonstrated even more psychological, social, psychophysiological and linguistic barriers than outside. Some types of difficulties exist just inside the language environment: social adjustment difficulties and problems of intercultural communication. However, a few difficulties on the contrary prevail outside the language environment: low auditory ability, low motivation to learn the language, mistrust to teacher as a reliable source of information. The author explains the reasons of a high level of barriers inside the language environment with the tendency to intensify the learning process inside the language environment and a high affective filter due to the necessity to adjust to a new culture and learning conditions. The following conclusion was drawn: on the one hand the language environment stimulates students to learn a language faster, on the other hand it triggers the emergence of additional difficulties in the learning process, especially sociocultural and psychological barriers.
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31

Nasution, Bincar, Ahmad Laut Hasibuan, and Azhary Tambusai. "The Student’s Barries in Speaking English at STIKes Darmais Padangsidimpuan." International Journal of Educational Research Excellence (IJERE) 1, no. 1 (June 30, 2022): 94–97. http://dx.doi.org/10.55299/ijere.v1i1.25.

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Based on the concept presented in the introduction, it can be concluded that there are many difficulties students encounter when learning the English language, especially as a foreign language because the language is used in any condition and certain people which is not in daily activities. Therefore, I interest to dig deeper into that obstacle experienced by students on language skills, especially on speaking skill, which is about the student‟s barriers in speaking English. This research, an exploratory sequential mixed method research (MMR) design was selected in order to broadly explore students' barriers in speaking English. The observations showed that students‟ main barrier was individual barriers; nervous, lack of vocabulary, feel unable to speak precisely, grammar error, underestimated in presenting information in order, lack of confidence. The students confirmed that individual barrier was the main barriers they face, and then language barrier, environment also interpersonal barriers followed. Since they did not feel able to speak English in a natural way, and thinking about how to pronounce correctly a word or how to use the correct grammar structures, they said that it was difficult to grow the confident.
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32

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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33

Miwa, Kotaro. "Language barriers in analyst reports." International Review of Economics & Finance 75 (September 2021): 223–36. http://dx.doi.org/10.1016/j.iref.2021.03.004.

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34

Bunting, Thomas D. "Breaking Barriers and Coded Language." Democratic Theory 5, no. 1 (June 1, 2018): 62–80. http://dx.doi.org/10.3167/dt.2018.050105.

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Drawing on recent literature on political spectatorship, I show how sport, and baseball in particular, can both illuminate and shape American politics. Following the history of racial segregation and immigrant assimilation in baseball, one sees that it mirrors American race politics on the whole. I argue that Jackie Robinson and the desegregation of baseball changed both American politics and the horizons within which citizens think. Although it is tempting to focus on this positive and emergent moment, I argue that for the most part, looking at the history of race in baseball shows instead coded language that reinforces racial stereotypes. This example of baseball and race shows how powerful spectatorship can be in the democratic world. Spectatorship need not be passive but can be an important sphere of activity in democratic life.
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35

Gupta, OP. "Medical education: The language barriers." Journal of Mahatma Gandhi Institute of Medical Sciences 24, no. 2 (2019): 68. http://dx.doi.org/10.4103/jmgims.jmgims_45_19.

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36

Yudkin, Jacqueline. "Language Barriers and Teaching Music." Music Educators Journal 81, no. 6 (May 1995): 23–26. http://dx.doi.org/10.2307/3398778.

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37

Müller, Kurt E. "Language Barriers and Information Flow." Language Problems and Language Planning 13, no. 2 (January 1, 1989): 165–69. http://dx.doi.org/10.1075/lplp.13.2.11mul.

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38

Parker, Susan W., Luis Rubalcava, and Graciela Teruel. "Schooling Inequality and Language Barriers." Economic Development and Cultural Change 54, no. 1 (October 2005): 71–94. http://dx.doi.org/10.1086/431257.

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39

Deczkowska, Aleksandra. "Let's talk about language barriers." Science 356, no. 6341 (June 1, 2017): 978. http://dx.doi.org/10.1126/science.356.6341.978.

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40

Holden, Patrick, and Alberto C. Serrano. "Language Barriers in Pediatric Care." Clinical Pediatrics 28, no. 4 (April 1989): 193–94. http://dx.doi.org/10.1177/000992288902800408.

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41

Parkinson, J., and G. R. LaRoche. "Confronting Language Barriers in Orthoptics." American Orthoptic Journal 41, no. 1 (January 1991): 128–31. http://dx.doi.org/10.1080/0065955x.1991.11981867.

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42

Stewart, Ian. "Language Barriers Lead to Mistakes." Canadian Pharmacists Journal / Revue des Pharmaciens du Canada 138, no. 1 (February 2005): 26. http://dx.doi.org/10.1177/171516350513800104.

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43

Fitzgerald, Jane, and Ofelia Miramontes. "Language Assessment Barriers in Perspective." Academic Therapy 23, no. 2 (November 1987): 135–41. http://dx.doi.org/10.1177/105345128702300204.

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44

Pöchhacker, Franz. "Language Barriers in Vienna Hospitals." Ethnicity & Health 5, no. 2 (May 2000): 113–19. http://dx.doi.org/10.1080/713667449.

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45

Ghosh, S., and N. Giambiasi. "Language barriers in hardware design?" IEEE Circuits and Devices Magazine 15, no. 5 (1999): 25–40. http://dx.doi.org/10.1109/101.795090.

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46

Flores, Glenn. "Language Barriers and Hospitalized Children." JAMA Pediatrics 174, no. 12 (December 7, 2020): e203238. http://dx.doi.org/10.1001/jamapediatrics.2020.3238.

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47

Saha, Somnath, and Alicia Fernandez. "Language Barriers in Health Care." Journal of General Internal Medicine 22, S2 (October 9, 2007): 281–82. http://dx.doi.org/10.1007/s11606-007-0373-3.

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48

Lohmann, Johannes. "Do language barriers affect trade?" Economics Letters 110, no. 2 (February 2011): 159–62. http://dx.doi.org/10.1016/j.econlet.2010.10.023.

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49

Woloshin, Steven. "Language Barriers in Medicine-Reply." JAMA: The Journal of the American Medical Association 274, no. 9 (September 6, 1995): 684. http://dx.doi.org/10.1001/jama.1995.03530090013011.

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50

Clarke, Andrew, and Ingo E. Isphording. "Language Barriers and Immigrant Health." Health Economics 26, no. 6 (May 24, 2016): 765–78. http://dx.doi.org/10.1002/hec.3358.

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