Journal articles: '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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Thompson, Darcy A., Raquel G. Hernandez, John D. Cowden, Stephen D. Sisson, and Margaret Moon. "Caring for Patients With Limited English Proficiency." Academic Medicine 88, no. 10 (October 2013): 1485–92. http://dx.doi.org/10.1097/acm.0b013e3182a3479d.

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Bers, Trudy. "English proficiency, course patterns, and academic achievements of limited-English-proficient community college students." Research in Higher Education 35, no. 2 (March 1994): 209–34. http://dx.doi.org/10.1007/bf02496702.

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Foiles Sifuentes, Andriana M., Maira A. Castaneda-Avila, and Kate L. Lapane. "English language proficiency, complete tooth loss, and recent dental visits among older adults in the United States." SAGE Open Medicine 8 (January 2020): 205031212096299. http://dx.doi.org/10.1177/2050312120962995.

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Objectives: This study sought to provide population-based estimates of complete tooth loss and recent dental visits among older adults in the United States by English language proficiency. Methods: We conducted a cross-sectional analysis of the 2017 Medical Expenditure Panel Survey among participants ⩾50 years of age (n = 10,452, weighted to represent 111,895,290 persons). Five categories of language proficiency were created based on self-reported English language ability and language spoken at home (Spanish, Other). Results: The prevalence of complete tooth loss was higher among those with limited English proficiency (Spanish speaking: 13.7%; Other languages: 16.9%) than those proficient in English (Spanish speaking: 5.0%; Other languages: 6.0%, English only: 12.0%). Complete tooth loss was less common among participants for whom Spanish was their primary language, with limited English proficiency relative to English only (adjusted odds ratio: 0.56; 95% confidence interval: 0.42–0.76). Among those without complete tooth loss, dental visits in the past year were less common among participants with primary language other than English as compared to those who only speak English. Conclusions: Complete tooth loss varied by English language proficiency among adults aged ⩾50 years in the United States. Suboptimal adherence to annual dental visits was common, more so in those with complete tooth loss, and varied by English language proficiency.

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Lee, Hea-Jin, and Woo Sik Jung. "Limited-English Proficient (LEP) Students and Mathematical Understanding." Mathematics Teaching in the Middle School 9, no. 5 (January 2004): 269–72. http://dx.doi.org/10.5951/mtms.9.5.0269.

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The number of Limited-English-Proficient (LEP) learners in the United States is dramatically and steadily increasing every year. In 1993–1994, U.S. public schools enrolled more than 2.1 million LEP students, with more than 90 percent of them coming from non-English-speaking countries (McCandless, Rossi, and Daugherty 1996). A study by the National Center for Education Statistics estimates a current enrollment of 3.4 million LEP students in grades K–8 (Buck 2000). This change in student demographics and the importance of language proficiency in mathematics require increasing awareness of instructional practices.

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Estenson, Lilly, and Mireille Jacobson. "ASSOCIATION BETWEEN LIMITED ENGLISH PROFICIENCY AND MEDICARE ENROLLMENT CHOICE." Innovation in Aging 6, Supplement_1 (November 1, 2022): 811. http://dx.doi.org/10.1093/geroni/igac059.2922.

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Abstract Choosing between traditional Medicare and Medicare Advantage (MA) is an important health and financial decision that can be especially complicated for Medicare beneficiaries who have limited proficiency speaking or reading English (LEP). In this study, we used data from the 2016–2018 Medicare Current Beneficiary Survey and ordinary least squares regression to examine the association between LEP and MA enrollment. Among the 19,621 respondents (32,912 person-year observations) who answered LEP questions, 9.2% self-reported having LEP and 38% were enrolled in MA. Limited proficiency reading English was significantly associated with enrollment choice; respondents who reported reading English “not well” or “not at all” were 6.7 percentage points less likely to enroll in MA than respondents who reported reading English “well” or “very well” (SE=0.025; p < 0.01). However, when we stratified respondents by language spoken at home, we discovered considerable variation in this association among language subgroups (English: -6.5 percentage points, SE=0.029, p < 0.05; Spanish: -1.5 percentage points, SE=0.051, p=NS; other: -11.2 percentage points, SE=0.065, p < 0.10). Additionally, respondents with limited proficiency reading English were 8.0 percentage points less likely to positively rate their Medicare knowledge (SE=0.022, p < 0.01) and 6.4 percentage points less likely to review their Medicare options annually (SE=0.023, p < 0.01) than respondents with English reading proficiency. Limited proficiency speaking English was not significantly associated with MA enrollment, Medicare knowledge, or annual options review. These findings suggest that English literacy rather than speaking proficiency may be a crucial determinant of enrollment choices. Language access around health insurance information is critical for equitable Medicare enrollment.

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Ortiz, Rodrigo Calvillo, Manuel Castillo-Angeles, Courtney E. Barrows, Asad Pasha, Daniel Creighton, Mark P. Callery, A. James Moser, and Tara S. Kent. "Periampullary Cancer Patients with Limited English Proficiency Have Increased Mortality Compared to English Proficient Patients." Journal of the American College of Surgeons 227, no. 4 (October 2018): e178. http://dx.doi.org/10.1016/j.jamcollsurg.2018.08.486.

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LAWRENCE, JOSHUA F., LAUREN CAPOTOSTO, LEE BRANUM-MARTIN, CLAIRE WHITE, and CATHERINE E. SNOW. "Language proficiency, home-language status, and English vocabulary development: A longitudinal follow-up of the Word Generation program." Bilingualism: Language and Cognition 15, no. 3 (January 4, 2012): 437–51. http://dx.doi.org/10.1017/s1366728911000393.

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This longitudinal quasi-experimental study examines the effects of Word Generation, a middle-school vocabulary intervention, on the learning, maintenance, and consolidation of academic vocabulary for students from English-speaking homes, proficient English speakers from language-minority homes, and limited English-proficiency students. Using individual growth modeling, we found that students receiving Word Generation improved more on target word knowledge during the instructional period than students in comparison schools did, on average. We found an interaction between instruction and home-language status such that English-proficient students from language-minority homes improved more than English-proficient students from English-speaking homes. Limited English-proficiency students, however, did not realize gains equivalent to those of more proficient students from language-minority homes during the instructional period. We administered follow-up assessments in the fall after the instructional period ended and in the spring of the following year to determine how well students maintained and consolidated target academic words. Students in the intervention group maintained their relative improvements at both follow-up assessments.

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Hurtig, Richard, Emily Czerniejewski, Laura Bohnenkamp, and Jiyoung Na. "Meeting the Needs of Limited English Proficiency Patients." Perspectives on Augmentative and Alternative Communication 22, no. 2 (June 2013): 91–101. http://dx.doi.org/10.1044/aac22.2.91.

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Abstract The number of patients in U.S. hospitals with limited English proficiency (LEP) is growing. There is a body of evidence that suggests that inadequate patient-provider communication is responsible for a range of adverse events, including death. In recognition of this, the Joint Commission has set standards requiring hospitals to address the communication needs of the diverse hospitalized population. Although the optimal approach for LEP patients would involve having certified interpreters at the bedside around the clock, this is unfortunately not practically or economically feasible. Speech-generating devices (SGDs) can offer patients a means of communicating with their caregivers and an opportunity to participate more actively in their care. The University of Iowa Assistive Devices Lab has developed a series of bilingual communication templates suited for use in acute and critical care settings. They developed these templates for use by LEP patients who are speakers of diverse languages, as well as by Deaf patients who use a sign language as their primary means of communication.

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Hudson, Pamela, and Sandra Fradd. "Cooperative Planning for Learners with Limited English Proficiency." TEACHING Exceptional Children 23, no. 1 (September 1990): 16–21. http://dx.doi.org/10.1177/004005999002300106.

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Bustillos, Dan. "Limited English Proficiency and Disparities in Clinical Research." Journal of Law, Medicine & Ethics 37, no. 1 (2009): 28–37. http://dx.doi.org/10.1111/j.1748-720x.2009.00348.x.

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Imagine that you possess an indicator for a disease or illness that has nothing to do with your body. It is not a genetic predisposition to acquire cancer or a vice that raises the probability of contracting some dread disease, though estimates of its health risks have placed it on par with having diabetes. It has nothing to do with the environmental pollutants you are exposed to or whether you can afford health care. It is not a physical susceptibility that renders you more easily reachable by the clutches of pathology. No, this indicator of health hinges on certain learned abilities and skills, and it is a barrier to health that is totally within the health field's power and resources to lift.The condition hinted at above is the inability to speak English proficiently in the United States. Today, more than one-sixth of the United States population speaks a language other than English at home, and this number (approximately 50 million people) is increasing rapidly.

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Gil, Stephanie, Mary C. Hooke, and Dawn Niess. "The Limited English Proficiency Patient Family Advocate Role." Journal of Pediatric Oncology Nursing 33, no. 3 (November 20, 2015): 190–98. http://dx.doi.org/10.1177/1043454215611082.

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Patel, Darshan N., Elliot Wakeam, Margaux Genoff, Imran Mujawar, Stanley W. Ashley, and Lisa C. Diamond. "Preoperative consent for patients with limited English proficiency." Journal of Surgical Research 200, no. 2 (February 2016): 514–22. http://dx.doi.org/10.1016/j.jss.2015.09.033.

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Kim, Eun Ji, Taekyu Kim, Michael K. Paasche-Orlow, Adam J. Rose, and Amresh D. Hanchate. "Disparities in Hypertension Associated with Limited English Proficiency." Journal of General Internal Medicine 32, no. 6 (February 3, 2017): 632–39. http://dx.doi.org/10.1007/s11606-017-3999-9.

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Alvidrez, Jennifer, and Eliseo J. Pérez-Stable. "Diabetes Care in Latinos With Limited English Proficiency." JAMA Internal Medicine 177, no. 3 (March 1, 2017): 313. http://dx.doi.org/10.1001/jamainternmed.2016.8661.

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Taira, Breena R. "Improving Communication With Patients With Limited English Proficiency." JAMA Internal Medicine 178, no. 5 (May 1, 2018): 605. http://dx.doi.org/10.1001/jamainternmed.2018.0373.

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Sagong, Hae, and Pao-Feng Tsai. "LIMITED ENGLISH PROFICIENCY AND HEALTH LITERACY IN KOREAN OLDER ADULTS: MEDIATING EFFECT OF ACCULTURATION." Innovation in Aging 6, Supplement_1 (November 1, 2022): 499. http://dx.doi.org/10.1093/geroni/igac059.1915.

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Abstract Language proficiency and comprehension in the culture and health systems of the host country are imperative factors enabling appropriate health literacy (HL) for non-English speaking immigrants. Older immigrants with limited English proficiency have fewer opportunities and limited abilities to improve their English skills. Increasing individuals’ acculturation levels can be an effective strategy for older immigrants than solely educating English language skills. The purpose of this study is to investigate the mediating effect of acculturation between English proficiency and HL in older Korean immigrants. From June to October of 2020, a total of 244 older Korean immigrants aged 50 years or older residing in the Southern US were recruited. English proficiency was categorized into limited (very limited to fair) and fluent (fluent to very fluent). HL and acculturation were measured using the Health Literacy Survey-12 Questionnaires (HLS-Q12), and the East Asian Acculturation Measure (EAAM), respectively. Covariates were gender, age, monthly income, education, and length of residency in the U.S. The statistically significant differences were shown in age, gender, education, perceived health, and length of residency in the US by the level of English proficiency The limited English proficiency was negatively associated with HL (β= -.192, p=.002) and acculturation had a mediating effect between English proficiency and HL (β= -.133, p=.001). To alleviate the language barrier that causes low HL in older Korean immigrants, enhancing their understanding of the host country’s culture as well as improving organizational HL should be considered.

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LATIFF, ROZMEL ABDUL, NOR HASNI MOKHTAR, RAJA HANANI RAJA MUSHAHAR, and MICHI FARIDA ABDUL HALIM. "PROMOTING ENGLISH LANGUAGE LEARNING AMONG LIMITED ENGLISH PROFICIENCY LEARNERS THROUGH MOVIES." MALIM: JURNAL PENGAJIAN UMUM ASIA TENGGARA (SEA JOURNAL OF GENERAL STUDIES) 22, no. 1 (November 20, 2021): 126–38. http://dx.doi.org/10.17576/malim-2021-2201-10.

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English language learning in a non-native environment is always a challenge. This is especially so among limited English proficiency (LEP) learners. Despite having eleven years of instructions in English in primary and secondary school, there are still quite a number of LEP learners entering the university. This may be attributed to lack of exposure to the language, as classroom instruction alone is not sufficient for mastery of a second language. Although English is widely spoken in Malaysia, this does not apply to all communities, especially in rural areas. In such circumstances, watching movies in the target language can provide the necessary exposure, the ample amount of listening and reading in the target language, which provides the comprehensible input essential for language acquisition. Movies also come with closed captions, which not only help the learner recognize the words but also enable them to look up the words in a dictionary. An action research was conducted to investigate the effectiveness of using movies in a Foundation English course. This paper details the implementation of movie viewing in the course and presents the usability and appropriateness of using English movies in the acquisition of English language skills and creating cultural awareness among LEP learners. Finally, this paper highlights the learners’ responses regarding their experience in watching the movies. These responses provide invaluable insights into the impetus for future use of movies in the ESL classroom. Keywords: Comprehensible input; Cultural awareness; Limited english proficiency (LEP) learners; Language skills; Movies.

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Roseberry-McKibbin, Celeste. "Assessment and Intervention for Children With Limited English Proficiency and Language Disorders." American Journal of Speech-Language Pathology 3, no. 3 (September 1994): 77–88. http://dx.doi.org/10.1044/1058-0360.0303.77.

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The number of children with limited English proficiency (LEP) in U.S. public schools is growing dramatically. Speech-language pathologists increasingly receive referrals from classroom teachers for children with limited English proficiency who are struggling in school. The speech-language pathologists are frequently asked to determine if the children have language disorders that may be causing or contributing to their academic difficulties. Most speech-language pathologists are monolingual English speakers who have had little or no coursework or training related to the needs of LEP children. This article discusses practical, clinically applicable ideas for assessment and treatment of LEP children who are language impaired, and gives suggestions for distinguishing language differences from language disorders in children with limited English proficiency.

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Monsalve, Christian S. "Psychotherapy, Spanish, and Hispanic Patients With Limited English Proficiency." American Journal of Psychotherapy 74, no. 3 (August 1, 2021): 135–37. http://dx.doi.org/10.1176/appi.psychotherapy.20200044.

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Togioka, Brandon M., Katherine M. Seligman, and Carlos M. Delgado. "Limited English proficiency in the labor and delivery unit." Current Opinion in Anaesthesiology 35, no. 3 (June 2022): 285–91. http://dx.doi.org/10.1097/aco.0000000000001131.

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Duraiswamy, Swetha, Samuel J. Rubin, Yeahan Kim, Taha Mur, and Heather A. Edwards. "Limited English proficiency and head and neck cancer outcomes." American Journal of Otolaryngology 43, no. 3 (May 2022): 103470. http://dx.doi.org/10.1016/j.amjoto.2022.103470.

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Velasquez, David E., Nishant Uppal, and Gezzer Ortega. "Improving healthcare access for patients with limited English proficiency." Journal of Hospital Medicine 17, no. 1 (November 17, 2021): 59–61. http://dx.doi.org/10.12788/jhm.3701.

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Kahler, Luke, and Joseph LeMaster. "Understanding Medication Adherence in Patients with Limited English Proficiency." Kansas Journal of Medicine 15, no. 1 (January 11, 2022): 345–50. http://dx.doi.org/10.17161/kjm.vol15.15912.

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Introduction. Approximately 41.6% of the US population who speak a language other than English (20% over all) and have limited English proficiency (LEP) status.1 Health outcomes for patients with LEP status or who are language discordant (speak a different language than their clinicians) have been studied in several settings, including the hospital and outpatient, with results widely demonstrating that these patients have worse outcomes when a professional interpreter is not used consistently. 2,3 The aim of this study was to investigate the impact of preferred language and language discordance on medication adherence. Methods. Data were collected via review of pharmacy-acquired medication profiles for three primary language cohorts: Nepali, Spanish, and English. Total Days of Adherence, Adherence Ratio, and Maximum Days Non-adherent were calculated and compared between language groups. We examined these statistics for regular and long-acting insulin, metformin and ACE inhibitors, testing for differences between language groups and those who experienced greater vs less than the median value for language concordant clinical encounters. Results. The most adherent group over all (highest adherence-ratio) were the Nepali-speaking, but the results showed high variability across outcomes and medications. Conclusions. After adjustment and stratification for greater vs lesser language concordant patient visit experience, we found that language-spoken plays an important role in the clinical encounter, and that LEP patients could have improved outcomes in their adherence to medications by having providers who speak their language or use an interpreter.

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Derose, Kathryn Pitkin, and David W. Baker. "Limited English Proficiency and Latinos’ Use of Physician Services." Medical Care Research and Review 57, no. 1 (March 2000): 76–91. http://dx.doi.org/10.1177/107755870005700105.

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Jacobs, Zachary G., Priya A. Prasad, Margaret C. Fang, Yumiko Abe-Jones, and Kirsten N. Kangelaris. "The Association between Limited English Proficiency and Sepsis Mortality." Journal of Hospital Medicine, Volume 15, Issue 03 (November 20, 2019): 140–46. http://dx.doi.org/10.12788/jhm.3334.

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BACKGROUND: Limited English proficiency (LEP) has been implicated in poor health outcomes. Sepsis is a frequently fatal syndrome that is commonly encountered in hospital medicine. The impact of LEP on sepsis mortality is not currently known. OBJECTIVE: To determine the association between LEP and sepsis mortality. DESIGN: Retrospective cohort study. SETTING: 800-bed, tertiary care, academic medical center. PATIENTS: Electronic health record data were obtained for adults admitted to the hospital with sepsis between June 1, 2012 and December 31, 2016. MEASUREMENTS: The primary predictor was LEP. Patients were defined as having LEP if their self-reported primary language was anything other than English and interpreter services were required during hospitalization. The primary outcome was inpatient mortality. Mortality was compared across races stratified by LEP using chi-squared tests of significance. Bivariable and multivariable logistic regressions were performed to investigate the association between mortality, race, and LEP, adjusting for baseline characteristics, comorbidities, and illness severity. RESULTS: Among 8,974 patients with sepsis, we found that 1 in 5 had LEP, 62% of whom were Asian. LEP was highly associated with death across all races except those identifying as Black and Latino. LEP was associated with a 31% increased odds of mortality after adjusting for illness severity, comorbidities, and other baseline characteristics, including race (OR 1.31, 95% CI 1.06-1.63, P = .02). CONCLUSIONS: In a single-center study of patients hospitalized with sepsis, LEP was associated with mortality across nearly all races. This is a novel finding that will require further exploration into the causal nature of this association.

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Roseberry-McKibbin, Celeste A., and Glenn E. Eicholtz. "Serving Children With Limited English Proficiency in the Schools." Language, Speech, and Hearing Services in Schools 25, no. 3 (July 1994): 156–64. http://dx.doi.org/10.1044/0161-1461.2503.156.

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Draper Rodriguez, Cathi, and Kyle Higgins. "Preschool Children With Developmental Delays and Limited English Proficiency." Intervention in School and Clinic 40, no. 4 (March 2005): 236–42. http://dx.doi.org/10.1177/10534512050400040501.

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Oshimi, Takayuki. "Effective Written Communication for Patients With Limited English Proficiency." Chest 132, no. 5 (November 2007): 1688–90. http://dx.doi.org/10.1378/chest.07-1602.

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Tassavor, Michael, and Amy Y. Y. Chen. "Lost in translation: Caring for limited English proficiency patients." Journal of the American Academy of Dermatology 80, no. 3 (March 2019): 829–31. http://dx.doi.org/10.1016/j.jaad.2017.12.072.

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Karanauskienė, Diana, Asta Lileikienė, and Lina Danilevičienė. "LIMITED ENGLISH-PROFICIENT STUDENTS: ANALYSIS OF SUBJECTIVE EXPERIENCES." Baltic Journal of Sport and Health Sciences 2, no. 97 (2015): 2–8. http://dx.doi.org/10.33607/bjshs.v2i97.81.

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Background. Many long-term adolescent and adult learners experience persistent academic underachievement in English in spite of many years of schooling. Students pertaining A2 level can be classified as Limited English- Proficient Learners who have not acquired English proficiency as required by the university, state and European guidelines. Research aim was to analyse the perceptions of underachieving students of reasons of their failure to gain English language proficiency of the required level aiming at increasing the knowledge on the problem and providing possible solutions for improvement. Methods. Participants’ perceptions of their underachievement reasons were elicited through individual unstructured in-depth interviews. Data analysis occurred concurrently with data collection using grounded theory as a method for analysing the data. Member checks with several research participants, reflexive journaling and peer debriefing were also utilized to ensure trustworthiness of the study . Results. The examination of interview transcripts revealed two big themes concerning the students’ underachievement in the English language: internal and external causes for being limited English-proficient learner. External causes were conditions for learning English at school and at the university: poor learning in primary grades, underestimated value of knowing and learning English at school, inadequate conditions for informal learning, and poor organization of English lessons. University factors mentioned were too few contact hours for English classes, inconvenient time-table, and lack of time due to other activities. Internal factors were fear to look unacceptable (resulting in the inactivity in the classes), lack of self-confidence, too much self-criticism, laziness, procrastination, finding faults with others, inadequate perception of the course, poor attitudes towards the course, lack of internal motivation, rating the module of English as a second-rate course, not knowing how to learn the language, and, what is most important, absence of self-study skills. Conclusions. Internal factors conditioning underachievement in the English language proved to be much more important than the external ones. Poor self-esteem, lack of motivation and poor attitudes towards the course suggest the need of the individualization of teaching/learning and psychological counselling. Lack of self-study skills can predict poor academic achievements in other university courses, which could result in drop-outs. This suggests the need of coaching students in learning skills. The collected data show that the teacher also plays a crucial role in language learning, however, the wider societal, cultural and psychological context should be articulated in further possible research as well. Study programmes at tertiary level should be designed to encourage both internal and external motivation of students to study foreign languages as an indispensable factor for developing a full-rate personality.

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HOFF, Erika, Cynthia CORE, and Katherine F. SHANKS. "The quality of child-directed speech depends on the speaker's language proficiency." Journal of Child Language 47, no. 1 (July 12, 2019): 132–45. http://dx.doi.org/10.1017/s030500091900028x.

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AbstractMany children learn language, in part, from the speech of non-native speakers who vary in their language proficiency. To investigate the influence of speaker proficiency on the quality of child-directed speech, 29 mothers who were native English speakers and 31 mothers who were native speakers of Spanish and who reported speaking English to their children on a regular basis were recorded interacting with their two-year-old children in English. Of the non-native speakers, 21 described their English proficiency as ‘good’, and eight described their English proficiency as ‘limited’. ANCOVAs, controlling for differences in maternal education and child language level, revealed significant effects of group on lexical and grammatical properties of child-directed speech that the literature has identified as positive predictors of child language development. These results suggest that the child-directed speech of native speakers and non-native speakers with good proficiency provide a richer database for language acquisition than the child-directed speech of speakers with limited proficiency.

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Ju, Mindy, Nathan Luna, and K. T. Park. "The Effect of Limited English Proficiency on Pediatric Hospital Readmissions." Hospital Pediatrics 7, no. 1 (December 6, 2016): 1–8. http://dx.doi.org/10.1542/hpeds.2016-0069.

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Choe, Angela Y., Amanda C. Schondelmeyer, Joanna Thomson, Andy Schwieter, Erin McCann, Jodi Kelley, Brenda Demeritt, and Ndidi I. Unaka. "Improving Discharge Instructions for Hospitalized Children With Limited English Proficiency." Hospital Pediatrics 11, no. 11 (November 1, 2021): 1213–22. http://dx.doi.org/10.1542/hpeds.2021-005981.

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Abstract:

BACKGROUND AND OBJECTIVES Patients with limited English proficiency (LEP) have increased risk of adverse events after hospitalization. At our institution, LEP families did not routinely receive translated discharge instructions in their preferred language. Our objective for this study was to increase the percentage of patients with LEP on the hospital medicine (HM) service receiving translated discharge instructions from 12% to 80%. METHODS Following the Model for Improvement, we convened an interdisciplinary team that included HM providers, pediatric residents, language access services staff, and nurses to design and test interventions aimed at key drivers through multiple plan-do-study-act cycles. Interventions addressed the translation request process, care team education, standardizing discharge instructions for common conditions, and identification and mitigation of failures. We used established rules for analyzing statistical process control charts to evaluate the percentage of patients with translated discharge instructions for all languages and for Spanish. RESULTS During the study period, 540 patients with LEP were discharged from the HM service. Spanish was the preferred language for 66% of patients with LEP. The percentage of patients with LEP who received translated discharge instructions increased from 12% to 50% in 3 months and to 77% in 18 months. For patients whose preferred language was Spanish, the percentage increased from 16% to 69% in 4 months and to 96% in 18 months. CONCLUSIONS Interventions targeting knowledge of the translation process and standardized Spanish discharge instructions were associated with an increased percentage of families receiving translated discharge instructions. Future work will be used to assess the impact of these interventions on postdischarge disparities, including emergency department revisits and readmissions.

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Maldonado, Maria, Samira Farouk, Kirk Campbell, and David Thomas. "Development, Implementation and Evaluation of a Limited English Proficiency Curriculum." Journal of Scientific Innovation in Medicine 4, no. 2 (June 11, 2021): 30. http://dx.doi.org/10.29024/jsim.90.

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Phokeo, Vinay, and Ilene Hyman. "Provision of pharmaceutical care to patients with limited English proficiency." American Journal of Health-System Pharmacy 64, no. 4 (February 15, 2007): 423–29. http://dx.doi.org/10.2146/ajhp060082.

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Tu, Shin-Ping, Mei-Po Yip, Alan Chun, John Choe, Roshan Bastani, and Vicky Taylor. "Development of Intervention Materials for Individuals With Limited English Proficiency." Medical Care 46, Supplement 1 (September 2008): S51—S61. http://dx.doi.org/10.1097/mlr.0b013e31817f0cde.

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Bailey, Stacy Cooper, Romana Hasnain-Wynia, Alice Hm Chen, Urmimala Sarkar, Alisu Schoua-Glusberg, Lee A. Lindquist, Dean Schillinger, and Michael S. Wolf. "Developing Multilingual Prescription Instructions for Patients with Limited English Proficiency." Journal of Health Care for the Poor and Underserved 23, no. 1 (2012): 81–87. http://dx.doi.org/10.1353/hpu.2012.0000.

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Lindsay, Julie, and Stephanie Patel. "An Evolving Pediatric Simulation With Families With Limited English Proficiency." Nurse Educator 46, no. 1 (April 29, 2020): 7. http://dx.doi.org/10.1097/nne.0000000000000861.

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Torres, Myriam, Deborah Parra-Medina, Jessica Bellinger, Andrew O. Johnson, and Janice C. Probst. "Rural Hospitals and Spanish-Speaking Patients with Limited English Proficiency." Journal of Healthcare Management 53, no. 2 (March 2008): 107–19. http://dx.doi.org/10.1097/00115514-200803000-00007.

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Montie, Mary, Jose Gabriel Galinato, Lance Patak, and Marita Titler. "Spanish-Speaking Limited English Proficiency Patients and Call Light Use." Hispanic Health Care International 14, no. 2 (April 29, 2016): 65–72. http://dx.doi.org/10.1177/1540415316645919.

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Journal articles on the topic 'Limited English proficiency'

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