Relevant bibliographies by topics / Limited English proficiency

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Limited English proficiency'

Author: Grafiati
Published: 4 June 2021
Last updated: 26 January 2023

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Journal articles on the topic "Limited English proficiency"

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Hong, Oi-Saeng. "Limited English Proficiency Workers." AAOHN Journal 49, no. 1 (January 2001): 21–26. http://dx.doi.org/10.1177/216507990104900110.

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Liang, Brian A. "Limited English and Health Proficiency." Journal of Patient Safety 3, no. 1 (March 2007): 3–5. http://dx.doi.org/10.1097/pts.0b013e318032392f.

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Liang, Bryan A. "Limited English and Health Proficiency." Journal of Patient Safety 3, no. 2 (June 2007): 57–60. http://dx.doi.org/10.1097/01.jps.0000242993.31907.0a.

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Miller, Rhonda D., and Antonis Katsiyannis. "Students With Limited English Proficiency." Intervention in School and Clinic 50, no. 2 (July 26, 2013): 121–24. http://dx.doi.org/10.1177/1053451213496161.

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How to address the educational needs of students with limited English proficiency (LEP) is a particularly challenging and often controversial endeavor. Failure to address the needs of students with LEP often results in denial of meaningful educational opportunities and leads to disproportionate representation in special education programs. This article reviews relevant legislation and litigation regarding students with LEP and provides recommendations for improved practice. The case law reviewed addresses (a) equal opportunities for all students, regardless of native language, English language proficiency, or disabilities, (b) nondiscriminatory assessments, (c) assessments done in a timely fashion, and (d) parental involvement.
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Adler, Sol. "Assessment of Language Proficiency of Limited English Proficient Speakers." Language, Speech, and Hearing Services in Schools 22, no. 2 (April 1991): 12–18. http://dx.doi.org/10.1044/0161-1461.2202.12.

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This article presents an assessment instrument relevant to the speech-language skills of limited English proficient children. The function of the speech-language specialist as a member of the assessment team is stressed.
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Troia, Gary A. "Migrant Students with Limited English Proficiency." Remedial and Special Education 25, no. 6 (November 2004): 353–66. http://dx.doi.org/10.1177/07419325040250060301.

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Bernstein, Deena K. "Assessing children with limited English proficiency." Topics in Language Disorders 9, no. 3 (June 1989): 15–20. http://dx.doi.org/10.1097/00011363-198906000-00004.

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Ngo-Metzger, Quyen, Sherrie H. Kaplan, Dara H. Sorkin, Brian R. Clarridge, and Russell S. Phillips. "Surveying Minorities with Limited-English Proficiency." Medical Care 42, no. 9 (September 2004): 893–900. http://dx.doi.org/10.1097/01.mlr.0000135819.15178.bc.

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Inceli, Ozge. "The Perceptions of English Teachers to the SIOP® Model and Its Impact on Limited English Proficiency." Journal of Ethnic and Cultural Studies 2, no. 1 (July 6, 2015): 15. http://dx.doi.org/10.29333/ejecs/13.

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Limited English proficiency is the difficulty in comprehension and production in English. In this study, the efficiency of the Sheltered Instruction Observation Protocol (SIOP) Model was examined to indicate the components that are lesson preparation, building background, comprehensible input, strategies, interaction, practice and application, lesson delivery, review and assessment. The basic purpose of the research was to investigate how teachers improve the student’s language performance for limited English proficiency through using the SIOP® Model. In this paper, a qualitative research approach and semi-structured interview were used to discover the teacher’s perceptions about the SIOP® Model, and the research is to find out the problems in limited English proficiency. 10 participants (3 males and 7 females) aged from 26 to 34 (M = 30.9). The results indicate that the factors of SIOP® model can guide limited English proficient students and suggest some useful strategies for language teachers to handle the students’ difficulties in language comprehension.
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Meischke, Hendrika, Devora Chavez, Steve Bradley, Tom Rea, and Mickey Eisenberg. "Emergency Communications with Limited-English-Proficiency Populations." Prehospital Emergency Care 14, no. 2 (January 22, 2010): 265–71. http://dx.doi.org/10.3109/10903120903524948.

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Dissertations / Theses on the topic "Limited English proficiency"

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Jorgensen, Mark R. "Teaching the limited English proficiency student." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999jorgensenm.pdf.

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Retzak, Amanda. "Teacher allocation of turns to limited English proficiency students the rate at which teachers allocate turns to limited English proficiency students in comparison with their English proficient peers /." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003retzaka.pdf.

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Lopes, Christopher John. "Bilingual school psychologists' practices with students with limited English proficiency /." View online ; access limited to URI, 2005. http://0-wwwlib.umi.com.helin.uri.edu/dissertations/dlnow/3188066.

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Ruffin, Tiece M. "Limited English proficiency, immigrants, refugees, and disability : a Somali perspective /." View abstract, 2004. http://wwwlib.umi.com/dissertations/fullcit/3191717.

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Garrett, Pamela Clinical School South Western Sydney Faculty of Medicine UNSW. "The hospital experience of elderly patients with limited English proficiency." Publisher:University of New South Wales. Clinical School - South Western Sydney, 2009. http://handle.unsw.edu.au/1959.4/43753.

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Purpose Over half a million Australians (561,413) speak limited English, with 29 per cent of those being aged over 65 years (ABS 2006). Little research has been conducted into the acute hospital experience of elderly patients with limited English proficiency. This thesis examines, in an acute hospital setting, the subjective experience of a consecutive convenience sample of 258 elderly acute or emergency patients from nine language groups, who prefer to speak a language other than English. Method Trained bilingual staff investigated communication methods used by hospital staff with participants in a multilingual telephone survey (MTS). Information for validation was obtained from a medical records audit (MRA). Hospital statistical information was linked with MTS and MRA data. The agreement between the MTS and the MRA was analysed using descriptive and inferential statistics. A score, the 'Communication Complexity Score' (CCS), was developed to reflect patient clinical complexity, and the association between this score and interpreter usage was assessed. Seven language-specific focus groups were conducted to identify factors associated with a positive, a negative, or a very negative experience. Constructivist grounded theory was used to analyse the discourse in the focus groups. Results Thirty-one per cent of patients reported using professional interpreters. Concordance was present between the MTS and MRA. A positive association was found between clinical complexity and interpreter usage. The CCS had good psychometric properties. Many patients reported positive experiences; however, a theme of powerlessness was identified. Language barriers, poor patient and family involvement, staff shortages or incompetence, and inattention to cultural mores were all factors associated with negative experiences. Some patients discounted their negative experiences and were reluctant to assert their healthcare rights. An explanatory construct for this phenomenon, the 'Happy Migrant Effect,' was developed. Contributing factors for this effect include: powerlessness; positive assessment of Australian healthcare compared with the patient's country of origin; patriotism; cultural norms proscribing acceptance; politeness; desire for social acceptability; self-denigration for not learning English; and fear of reprisals following complaint. Conclusion This research has important implications for healthcare policy and service delivery associated with the quality of care and safety of patients with limited English.
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Smith, Cara. "Protecting the Rights of Limited English Proficiency Patients During Hospital Discharge." Master's thesis, Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/491897.

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Urban Bioethics
M.A.
Discharge instructions were originally created to alleviate the burden of transitioning from inpatient hospitalization to outpatient care. The US healthcare model's evolution throughout the 20th and 21st centuries has firmly distinguished inpatient providers from outpatient providers, with little continuity between them. As a patient leaves inpatient care there is an increasing need for clear discharge instructions to help navigate complex diseases and care regimens. However, comprehension of discharge instructions, both oral and written, is a major obstacle for many populations, with certain demographics especially affected. Populations with limited English proficiency (LEP), for example, are commonly provided discharge instructions in English, preventing them from fully engaging in their care and from understanding information that is paramount to a smooth transition to outpatient settings. Many factors contribute to the failure to provide this and other care in LEP patients' primary languages. Factors include but are not limited to: misinformation regarding price of interpreter services and time necessary to use these services, biases against LEP populations, and ignorance regarding the effect this has on the LEP population. This paper discusses the background of discharge instructions, reasons for development, the price LEP patients pay when we fail to provide care in their primary language, and possible reasons why we fail to provide that care.
Temple University--Theses
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Choe, Angela Y. "Understanding Discharge Communication for Hospitalized Patients and Caregivers with Limited English Proficiency." University of Cincinnati / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1553617601030777.

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Sanchez, Paula Nery. "The Lived Experiences of Limited English Proficiency, Spanish-Speaking Male Ex-Offenders." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1550.

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The purpose of this phenomenological study was to explore the lived experiences of Spanish-speaking men in the United States with limited English proficiency following their release from prison. The study specifically examined the experiences of these men in their efforts to access health care treatment, housing, education, and employment in Central Pennsylvania. An empirical, phenomenological research design was employed that used self-stigma, critical race, and self-determination theories for in-depth interviews with 8 men who spent 5 to 24 years in prison. A tiered coding method was used to generate 6 interconnected themes that tell the story of these men's lives: (1) a genuine desire to change (2) a lack of effective communication, (3) a sense of dependency on others, (4) a persistent lack of social support, (5) a perception of resentencing by society, and (6) a perception of entrapment with little possibility to get out. This study promotes positive social change by demonstrating a need for more effective transitional programs for this demographic and additional need for counselor training programs to actively recruit and train more Spanish-speaking counselors for work with this population. The results can be used by counselors and mental health providers to develop programs that would support families such as job training and second language instruction within correctional facilities. Implementing these recommendations is expected to reduce crime and facilitate the healthy integration of this population into the mainstream society post incarceration.
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Jones, Charlotte Kennedy. "The relationship of language proficiency, general intelligence, and reading achievement with a sample of low performing, limited English proficient students." [College Station, Tex. : Texas A&M University, 2006. http://hdl.handle.net/1969.1/ETD-TAMU-1204.

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Barclay, Christopher M. "Assessing the Protective Effects of School Belonging Against the Risk of Limited English Proficiency." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/honors_theses/8.

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A study was conducted among a sample of Korean American students to investigate the potential moderation of the risks related to English proficiency by the protection of school belonging. Perceived scholastic competence, self-reported school grades, and academic expectancies were used for dependent variables. It was hypothesized that students with higher sense of belonging would be less affected by English proficiency than their peers with lower sense of belonging. The risk of English proficiency was confirmed. However, school belonging did not have as much of an effect as expected and students with higher English proficiency seemed to gain more benefit from increased school belonging. This finding reminds educators of the pressing importance of English proficiency, and future research is suggested to investigate the unique effects of belonging among students of Korean, and perhaps other Asian, backgrounds.
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Books on the topic "Limited English proficiency"

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O'Keefe, Young Mary, ed. I nap. Orlando, Fla: Harcourt, 2005.

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Riddle, Ashley. The salad. Orlando, Fla: Harcourt, 2005.

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Fox, Mindy Myers. Getting started with English: Games and activities for students with limited English proficiency. Tucson, Ariz: Communication Skill Builders, 1993.

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Neff, Evaline B. Library services for individuals with limited English proficiency: Fiscal year 1987. Washington, D.C: Office of Educational Research and Improvement, U.S. Dept. of Education, 1990.

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Díaz, Katacha. Flying jewels. Barrington, Ill: Rigby, 2004.

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Can you see the wagon? Barrington, Ill: Rigby, 2004.

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Díaz, Katacha. The night of the pumpkins. Barrington, Ill: Rigby, 2004.

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Ken, O'Donoghue, ed. Fun days! Barrington, Ill: Rigby, 2004.

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Angela Shelf Medearis. Just like me. Barrington, IL: Rigby, 2004.

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Díaz, Katacha. Chile peppers. Barrington, Ill: Rigby, 2004.

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Book chapters on the topic "Limited English proficiency"

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Sharpton, Amy N. "Limited English Proficiency." In Encyclopedia of Immigrant Health, 1016–18. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4419-5659-0_463.

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Peña, Anna M. "Limited English Proficiency." In Encyclopedia of Cross-Cultural School Psychology, 591–92. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_234.

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Römhild, Anja, and James A. Bovaird. "Assessing English language skills in education: Implications for students with limited English proficiency." In High-stakes testing in education: Science and practice in K–12 settings., 59–75. Washington: American Psychological Association, 2011. http://dx.doi.org/10.1037/12330-004.

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Gray, Ben, Jo Hilder, Lindsay Macdonald, Rachel Tester, Anthony Dowell, and Maria Stubbe. "11.A New Zealand Perspective on Providing Health Care for Patients with Limited English Proficiency." In Providing Health Care in the Context of Language Barriers, edited by Elizabeth A. Jacobs and Lisa C. Diamond, 190–210. Bristol, Blue Ridge Summit: Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783097777-013.

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Zhou, Ally, Miriah Ralston, and Rebecca Barker. "Teaching Civics/History and English to Adult Lawful Permanent Residents with Limited English Proficiency at Local Libraries: Challenges and Practices During the COVID-19 Pandemic." In Teaching in the Post COVID-19 Era, 247–59. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-74088-7_25.

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McLaughlin, Margaret, Yujung Nam, Win May, Lourdes Baezconde-Garbanati, Panayiotis Georgiou, and Zheng Ahn. "Technology-Based Medical Interpretation for Cross-Language Communication: In Person, Telephone, and Videoconference Interpretation and Their Comparative Impact On Limited English Proficiency (LEP) Patient and Doctor." In Cross-Cultural Design. Cultural Differences in Everyday Life, 137–46. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-39137-8_16.

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Canfield, Dana, and Lisa C. Diamond. "7.Language Concordance Between Limited English Proficient Patients and Their Clinicians." In Providing Health Care in the Context of Language Barriers, edited by Elizabeth A. Jacobs and Lisa C. Diamond, 102–15. Bristol, Blue Ridge Summit: Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783097777-009.

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Gándara, Patricia. "The Impact of the Education Reform Movement on Limited English Proficient Students." In Interdisciplinary Perspectives on the New Immigration, 179–204. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781315054216-8.

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Waterhouse, Kate. "Profits on the Margins: Private Language Service Providers and Limited-English-Proficient Immigrants in Irish Courts." In Outside Justice, 179–97. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-6648-2_10.

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Canenguez, Katia M., and Anabela M. Nunes. "Limited English-Proficient (LEP) Patients: The Importance of Working with Trained Medical Interpreters to Promote Equitable Healthcare." In Stigma and Prejudice, 249–69. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-27580-2_14.

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Conference papers on the topic "Limited English proficiency"

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Rojas, Christina R., Alyssa Coffin, April Taylor, Jessica Hart, Jim Callahan, and Kathy Shaw. "The Unspoken Dilemma: Disparities in Resident Interactions with Patients with Limited English Proficiency." In AAP National Conference & Exhibition Meeting Abstracts. American Academy of Pediatrics, 2021. http://dx.doi.org/10.1542/peds.147.3_meetingabstract.669.

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Hirschi, Kevin, Okim Kang, Catia Cucchiarini, John H. L. Hansen, Keelan Evanini, and Helmer Strik. "Mobile-Assisted Prosody Training for Limited English Proficiency: Learner Background and Speech Learning Pattern." In Interspeech 2020. ISCA: ISCA, 2020. http://dx.doi.org/10.21437/interspeech.2020-2901.

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Okamoto, Kiyomi. "Incorporating corpora into English language teaching for undergraduate computer science and engineering students with limited proficiency." In 2010 IEEE International Professional Communication Conference (IPCC 2010). IEEE, 2010. http://dx.doi.org/10.1109/ipcc.2010.5529828.

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Lin, K. Y., G. Migliaccio, R. Azari, C. H. Lee, and J. de la Llata. "Developing 3D Safety Training Materials on Fall Related Hazards for Limited English Proficiency (LEP) and Low Literacy (LL) Construction Workers." In International Conference on Computing in Civil Engineering. Reston, VA: American Society of Civil Engineers, 2012. http://dx.doi.org/10.1061/9780784412343.0015.

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Ramirez, Natalia, Leticia Nogueira, Robin Yabroff, Xuesong Han, and Stacey Fedewa. "Abstract PO-091: Access to healthcare and preventive services use by limited English proficiency (LEP) adults: Trends from the US Medical Expenditure Panel Survey, 2014–2018." In Abstracts: AACR Virtual Conference: 14th AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; October 6-8, 2021. American Association for Cancer Research, 2022. http://dx.doi.org/10.1158/1538-7755.disp21-po-091.

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Burakova, Daria, Oksana Sheredekina, Maya Bernavskaya, and Elena Timokhina. "Video Sketches as a Means of Introducing Blended Learning Approach in Teaching Foreign Languages at Technical Universities." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.005.

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The topicality of the article is determined by the widespread use of blended learning approaches in higher education, especially in studying foreign languages. With the limited number of classroom hours proposed for teaching foreign languages at technical universities, it became very relevant to introduce various alternative out-of-class monitoring methods. The aim of the research is to investigate the effectiveness of introducing video sketches as the way to improve the process of foreign language studying at technical universities. The authors assume that recording video monologues could facilitate students’ speaking abilities, reduce the level of their anxiety compared to delivering monologues in class and could stimulate the effective use of classroom hours for teaching foreign languages. To prove this hypothesis the authors of the study conducted an experiment in Peter the Great St. Petersburg Polytechnic University during the autumn term of 2019-2020 academic year with the total number of 232 participants randomly chosen from 1-course students of technical specialties with different levels of English language proficiency. The possibility to record a monologue instead of delivering it face-to-face was considered as the IV (independent variable) of the experiment. Such research method as an open-close questionnaire was used afterwards to identify the students’ satisfaction with the proposed alternative as well as the analysis of the exam results at the end of the course. These results as the part of the students’ academic performance represented the DV (dependent variable) of the experiment. The obtained data showed that students of the experimental group passed their exam significantly better than the students of the control group. Thus, the present survey proved that students of the experimental group would prefer to record video sketches instead of delivering monologues face to face and that making video monologues improved their fluency and helped overcome some psychological barriers. On the basis of the research and the results obtained during the experiment, the authors conclude that the application of video monologues in the process of teaching foreign languages is highly promising.
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Altowajri, Muna. "Examining Deficit and Racialized Perspectives Within Teachers' Perceived Parental Involvement of Limited English Proficient Students." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1884157.

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Gupta, Katherine, Daria Campeggio, Chinonyerem R. Madu, Joseph Zorc, Gabriela Jenicek, and Priscilla Ortiz. "Equity in Patient-Provider Communication: Improving the Identification of Limited English Proficient Patients in the Emergency Department." In AAP National Conference & Exhibition Meeting Abstracts. American Academy of Pediatrics, 2021. http://dx.doi.org/10.1542/peds.147.3_meetingabstract.151-a.

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Nguyen, Kim Hanh, Tsang Icarus, and Rena Pasick. "Abstract A90: Redefining access: A mixed-methods approach to evaluating access to appropriate cancer services for underserved limited English-proficient populations." In Abstracts: AACR International Conference on the Science of Cancer Health Disparities‐‐ Sep 18-Sep 21, 2011; Washington, DC. American Association for Cancer Research, 2011. http://dx.doi.org/10.1158/1055-9965.disp-11-a90.

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Reports on the topic "Limited English proficiency"

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Castellanos, Katie. Communication Methods in Healthcare for Latinos with Limited English Proficiency: Physician Language Concordance and Children as Translators. Portland State University Library, January 2016. http://dx.doi.org/10.15760/honors.252.

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Chin, Aimee, N. Meltem Daysal, and Scott Imberman. Impact of Bilingual Education Programs on Limited English Proficient Students and Their Peers: Regression Discontinuity Evidence from Texas. Cambridge, MA: National Bureau of Economic Research, June 2012. http://dx.doi.org/10.3386/w18197.

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