Relevant bibliographies by topics / Non-english speaking background

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

Academic literature on the topic 'Non-english speaking background'

Author: Grafiati
Published: 4 June 2021
Last updated: 28 January 2023

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Journal articles on the topic "Non-english speaking background"

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

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Linguistic and cultural needs of non-English Speaking background graduates in science and technology fields are currently not being met due to the lack of specific language and communication programs. This paper discusses the development of an innovative Scientific and Technical English curriculum to be offered in university as well as industrial settings, with the aim of providing language and acculturation bridging programs for the overseas qualified professionals, to satisfy Australia’s educational and industry requirements. It describes the aims, design and outcomes of a modular, socio-cultural, negotiated curriculum, written from a perspective of training in its broad sense with education playing an integral part. The acquisition of communicative skills in English which will enable the learners to access and function in positions commensurate with their overseas qualifications and experience is seen as the ultimate objective of the program.
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Shen, Qing, Dennis J. Cordato, Daniel K. Y. Chan, and James Kokkinos. "Comparison of Stroke Risk Factors and Outcomes in Patients with English-Speaking Background versus Non-English-Speaking Background." Neuroepidemiology 24, no. 1-2 (December 6, 2004): 79–86. http://dx.doi.org/10.1159/000081054.

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

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

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

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

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

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

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

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

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Dissertations / Theses on the topic "Non-english speaking background"

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Suominen, Keiju, and n/a. "The migration experiences of non-English speaking background children." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20061109.112910.

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This study examines the migration experiences of non-English speaking background children. The research was conducted at the Southside Primary Introductory English Centre in the A.C.T. An ethnographic approach was employed enabling the researcher to participate in the setting in order to develop an in depth understanding of the children's experiences. The data was collected using observation and key informant interviewing. The participants were encouraged to freely reflect on their past and present experiences to enable them to make a comparative analysis of their experiences in Australia and in their country of origin. The data has been faithfully recorded to represent the children's point of view. The data was then organised into taxonomies. These were used as a basis for the analysis of the data in relation to the pertinent literature. The three major categories examined were culture, interaction and feelings. This analysis has been used to draw implications for the education of migrant children in the A.C.T.
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Rida, A. "Non English speaking background migrant Muslim women and migrant English language provision." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1996. https://ro.ecu.edu.au/theses/945.

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The purpose of this study is to define and delineate the factors which influence the decision by non-English speaking background migrant Muslim women to access or not access their eligibility for English language tuition, as set out by current policies governing the eligibility of migrants to participate in Adult Migrant Education programs. As such, the study is of particular interest to both key informants: teachers, community workers, coordinators, and to the target population themselves-Migrant Muslim women. It is also of benefit to those who are concerned with implementing language programs as it will provide them with an understanding of the issues facing Muslim women that may prevent them from accessing such classes. It is also of particular interest because it delves into and explores an• area where much speculation has taken place, but where little research of significance has been directed. The target population is defined as adult (over age 16) Muslim women from a non-English speaking background who are currently residing in the Perth metropolitan area. Two groups within this target population have been included in the study, the first being those women who have accessed migrant language tuition in a formal class setting (excluding those who have accessed the home tutor scheme). The second being those women who have not, with the objective of drawing a typology of the kind of Muslim women accessing classes-age, country of birth, family, socio-economic status, perceived need to learn English, level of education and aspirations and other relevant variables that were brought to light through the research process. Data was collected using both quantitative and qualitative research methods which involved the analysis of figures pertaining to the numbers of women from Muslim countries of birth who have accessed English language classes through the Adult Migrant Education Program in order to arrive at conclusions about the relative absence of Muslim women in these programs. Qualitative data was collected using a structured interview with twenty three women from the target population as well as interviews with three key informants. The purpose of the key informant interviews was to gain an understanding of the external factors accessibility, availability of information and practical considerations such as child care transport and provision of special arrangements that may affect the decision or the ability of Muslim women to attend classes.
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Barnard, Roger Christopher Graham. "Non English speaking background learners in the mainstream classroom : a New Zealand case study." Thesis, University of Chichester, 2000. http://eprints.chi.ac.uk/936/.

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The introductory chapter of this thesis presents the central premise of the study - that classroom learning is constructed through talk - and states the primary aims. These are to provide an ethnographic account of the process of learning in a mainstream classroom, and to apply to this account a specific theoretical framework with a view to refining its central constructs. The thesis proceeds with a discussion of the methodological basis of the investigation - ethnographic case study - and the procedures used for data collection and analysis. This is followed by a discussion of the theoretical orientation of the study, which explains the complexity of the learning context of isolated bilingual schoolchildren and the rationale for a sociocultural approach to explore it. The neo-Vygotskian constructs central to this study - the zone of proximal development, scaffolding and appropriation - are introduced and explained, as are supporting concepts. Each of the three following chapters of the thesis is divided into three parts. The first examines in detail one of these constructs, and also related concepts, with a view to their potential relevance to the specific context of learning. The second part in each chapter comprises a detailed ethnographic description, micro genetic analysis and interpretation of the context and continuity of the learning discourse. The third part in each chapter comments on the implications for the constructs at issue. These three chapters constitute a narrative of the way that classroom learning is constructed through talk over a school year. The thesis concludes with a review of the pedagogical and theoretical implications arising from the investigation, and considers the utility of a neo-Vygotskian framework for further research into classroom learning.
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Afzal, Bushra. "Better integration of NESB (non-English speaking background) teachers in the Australian education system." Thesis, Afzal, Bushra (2021) Better integration of NESB (non-English speaking background) teachers in the Australian education system. PhD thesis, Murdoch University, 2021. https://researchrepository.murdoch.edu.au/id/eprint/61547/.

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In Australia, communities who speak minority languages are referred to as ‘NESB’ (non-English speaking background) or CALD (culturally and linguistically diverse). In the 1980s Australian immigration experienced a sharp turn in preference towards skilled migrants. Among those skilled migrants, a huge number of intakes consisted of professionals from non-English speaking backgrounds (Colic-Peisker, 2009). Like other skilled professionals, more teachers began arriving from non-English speaking countries, and by 1992-93 they comprised 87% of teacher arrivals (Inglis & Philps, 1995). NESB teachers are an important community, especially in a culturally diverse country such as Australia where the workforce should also be reflecting that diversity. Inclusion of NESB teachers in the Australian workforce is particularly important in mathematics and science areas which are experiencing a shortage of teachers from the local market. I am a NESB high school science teacher who migrated to Australia from Pakistan in early 2006 and experienced many barriers to resuming and continuing teaching in the new country. Based in large part on my personal experiences, in this study I investigate problems faced by NESB teachers in Australian schools that have hindered them from being successful and integrating into the Australian education system. I also explore the strengths and behaviours of NESB teachers who have been successful in their journey, with the aim of seeking solutions and making recommendations for achieving better integration. For this research, I combine the paradigms of interpretivism, criticalism and post-modernism. A powerful hybrid epistemology emerges from this integration that enables me to explore key problems experienced by NESB teachers and to seek solutions. An auto-ethnographic writing methodology frames the inquiry, and critical reflections, focused interviews and narratives provide me with the necessary research tools. The quality of the research is governed by the qualitative criteria of trustworthiness, authenticity, emergence, pedagogical thoughtfulness, critical reflexivity and verisimilitude. Due consideration is given to ethical issues to protect everyone associated with this study, including myself. In the thesis, I present the rich contexts of my own learning and teaching journey in the largely collectivist society of Pakistan in which I evolved as a teacher. Then, I present a clear comparison with my teaching experiences as an NESB teacher in the largely individualistic society of Australia, identifying the major obstacles to resuming my teaching practice. Voices of other NESB teachers in similar situations highlight that lack of information, language difficulties, lack of cultural understanding, covert racism, lack of permanent employment, little collegial support and personal efficacy are major obstacles for NESB teachers. Next, from the perspective of Katz’s (1972) developmental stages of teaching, I present narrative accounts of the lived experiences of NESB teachers who appear to have successfully integrated into the Australian education system. I explore the strengths that enabled them to survive and thrive as ‘culturally different others’ in markedly different classroom/school environments. The key strengths I uncover are: good English language skills (not accent), existing network to help initiate entry into the teaching profession, good classroom management skills, better communication with colleagues and parents, collegial support, constant learning/training, excellent interpersonal skills, and workplace resilience. Next, I discuss the role of ‘cultural transition’ in NESB teachers’ success, in particular, and in migrants’ lives, in general. From my own perspective, at first, I experienced a sense of loss, dislocation, alienation and isolation, which led to a process of acculturation (Bhugra, 2004). Then, slowly and gradually, I started moving from acculturation to integration. It appears to be important that when individuals attempt to move from a collectivistic society to an individualistic society they face a significant challenge to achieving cultural transition. The transition can be divided into stages of honeymoon, cultural shock, recovery and adaptation. Some NESB individuals seem to be more capable than others at reaching the adaptation stage, which significantly contributes to success in their personal and professional lives in the new culture. I reveal how I came to understand that cultural integration, which is very different to cultural assimilation, is critical for the success of NESB teachers. It is a process of cultural exchange in which one group assumes the beliefs, practices and rituals of another group without sacrificing the characteristics of its own culture. I explore how extended exposure in the classroom, developing cultural intelligence and the courage to be assertive, and length of stay in Australia can positively increase chances of integration. Our native colleagues and the second generation of migrants can be of immense help to us (i.e., first-generation migrants) in this process. Cultural integration also appears to be closely linked to an individual’s sense of cultural identity, which is better understood as fluid rather than static. This understanding leads me to realise that, by embracing the concept of fluid identity, the process of cultural integration can become far less demanding. I conclude that, as a result of this auto-ethnographic inquiry, I have achieved growth in my personal and professional competencies. Both my personal reflections and my participants’ experiences helped me to develop professional skills to survive and thrive. While exploring the issue of cultural transition I grew as a migrant in an unfamiliar land. I didn’t just learn a new set of values; I also learned how to reconcile them with my older set of values, thereby paving the way to my own cultural integration. This study proved to be a medium of therapeutic catharsis that helped me to heal from previously unidentified pain, setting me free from possible intergenerational trauma. I also benefitted by growing as a ‘writer’; I learned the art of looking in the mirror and describing what I see and reflecting on how it can help to assess myself and my way of thinking and functioning. The findings of this study have the potential to help my fellow NESB teachers to grow in their personal, professional and cultural lives, leading the Australian education system towards better retention of NESB teachers, thereby avoiding essential skill wastage.
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Ferdous, Tabassum, and t. ferdous@cqu edu au. "Using Formal Health Education Sessions to Increase Mammography use among women of Non-English Speaking Backgrounds in Rockhampton." Central Queensland University. Department of Nursing and Health Studies, 2007. http://library-resources.cqu.edu.au./thesis/adt-QCQU/public/adt-QCQU20070718.142605.

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Although there has been an increasing incidence of breast cancer among Non-English speaking background (NESB) women in many developed countries, existing screening services are being underused by these women. Studies show that the barriers to the accessibility of breast cancer screening by NESB women include their lack of awareness, low level of education, low self-efficacy and lack of social interaction with other women. This study aimed to investigate the knowledge relating to breast cancer and mammography, self-efficacy and barriers to mammography use among NESB women in an Australian regional city before and after their attendance at a health education session. This health education session aimed to increase the awareness and use of mammography among these NESB women. Two widely used behaviour theories, ‘Health belief model’ and ‘Social Cognitive Theory,’ were applied as the theoretical framework for this study. A quasi-experimental study was conducted in which the health education session was used as an intervention. Pre-test and post-test questionnaires were completed by study participants before and after the health education session. Their knowledge of breast cancer and mammography was assessed. In addition, their self-efficacy and barriers to the use of mammography were also analysed. Results indicated that informal recruitment strategies were more effective with these NESB women. Initially 49 women were recruited. Of these, 23 women (47%) attended the health education session. As data showed tertiary educated and employed women who already had mammogram/s were more likely to attend the session. After attending the health education session, the women’s knowledge relating to breast cancer and mammography was improved and the perceived barriers to the use of mammography were reduced. During a three month follow-up period, there was no change of mammogram use by the women. However, the results showed a trend of increased intention to use the mammogram over a period of two years (41.7%) compared to six months (25.0%). Based on these results, further studies are recommended to explore the beneficial outcomes of health promotion programs targeting NESB women who are not in the workforce or have a low level of education.
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Herbert, Jill, and n/a. "English in the workplace: meeting the need of the non English-speaking background staff at the University of Canberra." University of Canberra. Education, 1994. http://erl.canberra.edu.au./public/adt-AUC20050809.120042.

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Limited English proficiency (LEP) amongst non-English-speaking background (NESB) employees is a major concern for the Government, employers and unions in Australia. Due to their low levels of English proficiency, NESB employees are often unable to carry out effectively the required workplace tasks. In the current climate of rapid change in workplaces, as a result of Award Restructuring, NESB employees may also lack the communication skills necessary to undertake skill-based training and, therefore, be further disadvantaged. In light of these concerns, this study investigated the English learning needs of a group of NESB non-academic staff at the University of Canberra (UC). It established that there was a gap between their present levels of English proficiency and the levels required in their current positions. As a result, these employees are unable to engage effectively in all communication tasks required in the workplace. Following a detailed analysis of the current literature on the provision of workplace English training it is recommended that an English in the Workplace (EWP) program be provided at the UC for NESB non-academic employees. Specific recommendations are made regarding the design and implementation of the learning program.
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McFedries, Terri Hu. "Non-English-Speaking-Background secondary school fee-paying Asian students living in a host family environment in Christchurch : a research report." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2001. http://hdl.handle.net/10092/2868.

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The dramatic increase of foreign fee-paying students benefits our community on one hand, but on the other visible problems of teenage pregnancy, racism, drugs , abuse, indifference as well as invisible problems of loneliness and helplessness arise. The researcher noticed many sad cases through her work experience as a language teacher and as an interpreter for government agencies such as the courts, police, immigration and health over the last 20 years in Christchurch. Local residents lack a realistic understanding of the difficulties encountered by foreign students in adjusting to a new environment, a different culture and a new language. This study is an investigation of living situations of Non-English-Speaking Background (NESB) Asian secondary full fee-paying students (SFFPS) boarding with host families in Christchurch. Research was conducted by interviews and questionnaires with secondary school students in Christchurch. Aspects of Asian SFFPS living situations with host families that were investigated include the students' country of origin, age, size of host families, age group of host families' children, attitudes of the host families, host families' leisure life with students, students' social life, meals with host families and host families level of support. On the whole, the research suggests that Asian SFFPS boarding with host families lack supervision and support. Interactions between Asian SFFPS and their host families, local students and the local-community are infrequent. Many international students lack a congenial learning environment, a decent living environment, a proper provision of welfare support and a good relationship with the host culture and its people. Interactions are important to develop greater communicative competence and more confidence in the use of the English language in order to achieve wellbeing and multicultural linkage with New Zealand society as a foundation for later friendships. The study concludes with a list of recommendations that might improve the Asian SFFPS living situations. Interventionist strategies for intercultural interaction would I need to be introduced to promote more and better intercultural activities . Monitoring and supporting systems by schools, agents, guardians and host families are necessary.
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Cornish, Audrey, and n/a. "NESB students at secondary college and university : a comparison of NESB success rates and an investigation into some of the factors which may affect study outcomes." University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20060629.163744.

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The increasing number of non-English speaking background (NESB) students (from both Australia and overseas) has led to concerns about the appropriateness of English as a Second Language (ESL) courses at upper secondary level as a preparation for tertiary study. These concerns have been voiced at both upper secondary and tertiary levels. It appears that NESB students' English language levels at Year 12 are a critical factor in determining whether or not they will succeed at tertiary study. On the other hand, they at times achieve high levels of competence in mainstream subject areas which are not reflected in their ESL results. Several other factors may also affect NESB students' tertiary success rates e.g. language and cultural background, and length of time in Australia. In addition, the responses of tertiary institutions to such students and their needs may be of importance. This study surveys the backgrounds and success rates of NESB students from an ACT secondary college who moved into tertiary study programs. It investigates their results in their Year 12 Certificates and traces them through three years of tertiary study. In doing so, the study identifies certain factors which appear to impact upon the students' success rates. Results obtained may prove beneficial to ESL service providers at upper secondary level. Furthermore, tertiary institutions may find such an analysis helpful in assisting them to develop appropriate approaches to meet the needs of this particular group of students.
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Nielson, Pam, and n/a. "A comparative analysis of English as a second language programs and services in government school systems in Australian states and territories and the nexus with Commonwealth funding." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20060824.132257.

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The study investigates the nature and extent of provision of English as a Second Language (ESL) programs and services for students of non-English speaking background (NESB) in government school systems in the six Australian states and two territories and the interrelationship of state/territorial education authority provision and levels of commonwealth funding. The study further examines perceptions of state/territorial service providers of where the onus of responsibility for ESL provision lies. The study is limited to examination of ESL provision at the school level in government education systems only and does not address services for adult NESB learners or provision in the non-government sector. The study is set in the context of the impact of commonwealth immigration policies on the nature of Australia's multicultural society and on the evolution of provision of appropriate programs and services for NESB students in Australian government schools. The major findings to emerge from this study which bear on the issues identified in the literature and which are of significance for the future of ESL service delivery are: · the existence of overall commonality of definition of NESB students and identification of such students for ESL programs on the basis of need, but a degree of variation in procedures used by state and territorial systems which falls short of standard practice and renders comparative measurement of perceived shortfalls in provision difficult; · variation in definition of intensive programs which renders comparison of provision difficult; · strong commonality in overall provision of both programs and services across all schooling sectors, with limited local variation in service delivery; an increasing commitment in all systems to the mainstreaming of ESL provision through language across the curriculum programs aimed at complementing specialist ESL provision by enabling mainstream teachers to accept responsibility for the language needs of NESB learners; · variation in degrees of dependence on commonwealth funding for provision of programs and services ranging from almost total dependence on commonwealth funding in two systems to significant local education authority provision in four systems; · commonality of opinion among local service providers of the commonwealth's responsibility for some degree of funding of ESL provision, but variations in perceptions of the extent of the commonwealth's responsibility in this area; · commonality of experience of initial identification of need at the local level, but dependence on commonwealth intervention to approach adequate provision to meet identified need; · a degree of tension between on the one hand, recognition of individual differences among systems and the concomitant need, or desire, for state/territorial autonomy in service delivery; and on the other hand, recognition of commonality of purpose and provision and the concomitant need for some standardisation of practice in the interests of efficiency and accountability of service delivery. The study concludes with an examination of the implications of these findings for policy for future ESL service delivery.
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Macauley, Peter Duncan, and kimg@deakin edu au. "Doctoral Research and Scholarly Communication: Candidates, Supervisors and Information Literacy." Deakin University. Graduate School of Education, 2001. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20031126.085927.

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This study investigates information literacy and scholarly communication within the processes of doctoral research and supervision at a distance. Both doctoral candidates and supervisors acknowledge information literacy deficiencies and it is suggested that disintermediation and the proliferation of information may contribute to those deficiencies. Further to this, the influence of pedagogic continuity—particularly in relation to the information seeking behaviour of candidates—is investigated, as is the concomitant aspect of how doctoral researchers practise scholarly communication. The well-documented and enduring problem for candidates of isolation from the research cultures of their universities is also scrutinised. The contentious issue of more formally involving librarians in the doctoral process is also considered, from the perspective of candidates and supervisors. Superimposed upon these topical and timely issues is the theoretical framework of adult learning theory, in particular the tenets of andragogy. The pedagogical-andragogical orientation of candidates and supervisors is established, demonstrating both the differences and similarities between candidates and supervisors, as are a number of independent variables, including a comparison of on-campus and off-campus candidates. Other independent variables include age, gender, DETYA (Department of Education, Training & Youth Affairs) category, enrolment type, stage of candidature, employment and status, type of doctorate, and English/non-English speaking background. The research methodology uses qualitative and quantitative techniques encompassing both data and methodological triangulation. The study uses two sets of questionnaires and a series of in-depth interviews with a sample of on-campus and off-campus doctoral candidates and supervisors from four Australian universities. Major findings include NESB candidates being more pedagogical than their ESB counterparts, and candidates and supervisors from the Sciences are more pedagogical than those from Arts, Humanities and Social Sciences, or Education. Candidates make a transition from a more dependent and pedagogically oriented approach to learning towards more of an independent and andragogical orientation over the duration of their candidature. However, over tune both on-campus and off-campus candidates become more isolated from the research cultures of their universities, and less happy with support received from their supervisors in relation to their literature reviews. Ill The study found large discrepancies in perception between the support supervisors believed they gave to candidates in relation to the literature review, and the support candidates believed they received. Information seeking becomes easier over time, but candidates face a dilemma with the proliferation of information, suggesting that disintermediation has exacerbated the challenges of evaluation and organisation of information. The concept of pedagogic continuity was recognised by supervisors and especially candidates, both negative and positive influences. The findings are critically analysed and synthesised using the metaphor of a scholarly 'Club' of which obtaining a doctorate is a rite of passage. Recommendations are made for changes in professional practice, and topics that may warrant further research are suggested.
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Books on the topic "Non-english speaking background"

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Plimer, Don. Language services for non-English-speaking-background women. Canberra, AU: Australian Government Publishing Service, 1996.

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Alcorso, Caroline. Non-English speaking background immigrant women in the workforce. Wollongong, Australia: Centre for Multicultural Studies, University of Wollongong, 1991.

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Mitchell, Robyn. The non-English speaking-background learner in TAFE: A training handbook. [Adelaide, South Australia]: Published by Adelaide College of TAFE for the Department of Technical and Further Education, South Australia, 1987.

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Conner, Nicholas. Focused study on non-English speaking background immigrants in remote/rural areas of Australia. Wollongong, N.S.W: Published for the Office of Multicultural Affairs, Dept. of Prime Minister and Cabinet by Centre for Multicultural Studies, University of Wollongong, 1991.

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Kennedy, Shelley. Non-English-speaking background students: A study of programmes and support in New Zealand schools. Wellington, N.Z: Research and International Section, Ministry of Education, 1997.

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Barnett, Kate. The pathfinders: Women of non-English speaking background in white collar occupations in the public sector. Wollongong, N.S.W: Published for the Office of Multicultural Affairs, Dept. of Prime Minister and Cabinet by Centre for Multicultural Studies, University of Wollongong, 1991.

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Patetsos, M. The challenge of diversity: A study of non English speaking background communities living in the City of Wanneroo. Wanneroo: The City, 1991.

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Rice, Pranee Liamputtong. My forty days: Childbearing experiences of non-English speaking background women : a cross-cultural resourcebook for health care professional in birthing services. Carlton (Vic.): Centre for the Study of Mothers' and Children's Health, 1993.

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Alder, Kate. Multicultural Victoria: An inquiry into the adequacy of service delivery by state government bodies to people of non-English speaking background : literature review. East Melbourne, VIC: Victorian Ethnic Affairs Commission, 1995.

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Yoni, Ryan, and Zuber-Skerritt Ortrun, eds. Supervising postgraduates from non-English speaking backgrounds. Buckingham [England]: Society for Research into Higher Education & Open University Press, 1999.

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Book chapters on the topic "Non-english speaking background"

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Mestan, Kemran. "Access, Achievement and Outcomes Among Students from Non-English Speaking Backgrounds." In Student Equity in Australian Higher Education, 125–41. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0315-8_8.

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"Triple Jeopardy – Women of Non-English Speaking Background." In Breaking Through Grass Ceiling, 197–210. Routledge, 2014. http://dx.doi.org/10.4324/9781315080123-14.

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"Pre-service teachers from a non-English-speaking background." In Success in Professional Experience, 206–18. Cambridge University Press, 2018. http://dx.doi.org/10.1017/9781108550703.012.

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Christiansen, Bryan. "Best Practices for Teaching ESL in Higher Education." In Using Literature to Teach English as a Second Language, 52–64. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-4670-3.ch003.

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This chapter examines three realities in the typical higher education English as a second language (ESL) classroom in non-English speaking countries and how they can be resolved to enhance student learning and teaching performance by native- and non-native English-speaking instructors alike. The British Council in 2018 estimated approximately 1.7 billion people were learning and using the English language worldwide in 2015, and the number is only expected to grow in the coming years. Therefore, the importance of this chapter in examining best ESL teaching practices should be obvious. The chapter is based on the author's extensive ESL background in seven nations since 1982 at higher education institutions as well as an integrated literature review related to the practice of teaching ESL.
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Johnston, Andrew. "English Language Development for Non-Native Pre-Service Teachers." In Facilitating In-Service Teacher Training for Professional Development, 141–63. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1747-4.ch009.

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This chapter is describing a plan for a mentor teacher assisting pre-service teachers during their practicum using English in an Emirati national school. The plan consists of 20 lessons that covers speaking, reading, listening, and writing to Kindergarten to primary school age students (3 – 12 years old). As an educator, the author is constantly looking for ways to enhance student's communicative abilities, especially non-native speakers of English. There is a constant need to provide scaffolding and learning situations to make sure pre-service education students feel comfortable using English language in a classroom setting. This chapter will give background information for people who want to do research into incorrect language usage and its effect on students in the classroom. It also describes an outline for a course to develop language proficiency and confidence to use communicative language in a classroom setting.
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"A Comparative Web Usage Study of Users in Navigational Web Searching." In Result Page Generation for Web Searching, 7–15. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-0961-6.ch002.

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This chapter highlighted the differences of users' behaviors between native English-speaking users and Chinese users as the biggest example of non-native English-speaking users. To do as such, the author of this chapter began by discussing the background of earlier web usage studies followed by a literature review on comparative studies that are on the basis of users with different language preferences. Afterwards, since earlier web log analyses are based on web transactions collected from mainly native users, the author of this chapter investigated the feasibility of generalization of former findings for navigational searching to the rest of the users by comparing two web log transactions from two groups of users with different localities in respect to the state-of-the-art in web searching.
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Hickey, M. Gail. "‘So, Are You Hindi?'." In Advances in Educational Marketing, Administration, and Leadership, 58–83. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5695-5.ch003.

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Immigrant children and adolescents living in the United States encounter significant stressors during the acculturation process, particularly in schools. South Asian immigrants tend to identify strongly with religious and geographic region background. This study investigates intersections between religion and education in U.S. South Asians' post-migration experiences in the American Midwest. Findings suggest South Asian children in U.S. schools are confronted daily by the duality between their parents' birth culture and mainstream values and traditions of the host culture. Participants and their families experience prejudice, discrimination, and racism as they engage in daily social, work, and school activities. Reported incidents of prejudice range from judgments about English-speaking ability to doubts about the South Asian education system to prepare workers for U.S. jobs. Findings show religious affiliation, foreign accent, skin color, ethnic dress, and non-Euro-American physical features create barriers for South Asians trying to fit into everyday American society.
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Zawawi, Abdulrahman A., Nicole Porter, and Christopher D. Ives. "Greenways and Sustainable Urban Mobility Systems." In Humanizing Cities Through Car-Free City Development and Transformation, 32–70. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3507-3.ch002.

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This chapter describes how greenways can be a constituent of sustainable urban mobility (SUM) systems that reduce automobile dependence while simultaneously having positive environmental and social co-benefits. It begins by providing a brief background on the harmful effects of automobile dependency. A chronological review of the evolution of greenways as a typology, divided into five generations starting from pre-1900 until today, demonstrates how various economic, political, environmental, and social factors have shaped blue-green corridors in different cities, mainly in English-speaking countries. The discussion then focuses on the integration process between greenways and SUM planning, as well as highlighting some of the planning challenges and opportunities of (re)developing greenways to support as non-motorized transport corridors. By critically analyzing the evolution of greenways in relation to urban mobility and their integration process, this chapter supports green space, transport, and design professionals to work toward a shared vision of sustainable cities.
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Baskin, Colin, Michelle Barker, and Peter Woods. "Industry-Relevant Smart Community Partnerships." In Encyclopedia of Developing Regional Communities with Information and Communication Technology, 433–38. IGI Global, 2005. http://dx.doi.org/10.4018/978-1-59140-575-7.ch075.

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Logan City (population of 400,000) is Queensland’s third largest city and one of the fastest growing in Australia. The population is expected to grow to almost 500,000 by 2011 (Logan City Council, 2001). Other characteristics of the region include its relatively young population profile, and the higher than average proportions of persons from low socio-economic and non-English speaking backgrounds who live in some areas of the region. Further, unemployment rates tend to be high in parts of the region and higher education participation rates are low. Economic activity tends to be based in small and medium business and light industry. The employment profile of the region has a lower proportion of professionals, managers and administrators than the rest of Queensland. Overall, the regional profile has a higher proportion of tradespersons, clerks, plant and machinery operators, and sales and personal services workers than state averages.
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Jones, S. "Online Discourse." In Enhancing Learning Through Human Computer Interaction, 76–86. IGI Global, 2007. http://dx.doi.org/10.4018/978-1-59904-328-9.ch005.

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This chapter explores how information and communications technology (ICT) can be designed to maximize human computer interactions (HCI) in order to create a student-centered learning environment within large classes by enabling small-group discourse. Through an empirical case study of student participation through computer-mediated-communication the chapter demonstrates how the flexibility created in the online environment enables students in large classes, particularly students from non-English speaking backgrounds, to participate at a pace that enables them to contribute considered opinions to a small-group discourse. The case study reiterates the argument that HCI is best achieved when ICTs and face-to-face classes are combined. It is argued that in so doing HCI assists the higher education environment to both meet the demands for mass-market, consumer-driven, globally accessible higher educational, as well as addressing industry demand for graduates with advanced problem-solving and analytical and reflective skills who are able to work collaboratively in teams.
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Conference papers on the topic "Non-english speaking background"

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Simpson Nikakis, Karen. "Weaving the Web - From Myth to Modernity." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3251.

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The discovery, development or invention of new objects and phenomena by humankind, requires a new set of words to be coined or adopted to describe it. This is also true of the Information Communication Technology (ICT) world. Words are not neutral, regardless of which dialect or language they occur in. They carry with them associations and connotations based on their previous applications and alliances, and augmented by their shapes, sounds, rhymes and rhythms. The subtext that word choice creates, while often not recognised or acknowledged, is important in considering how communication operates in, and shapes Information Technology (IT) environments. Many words that are now embedded in the ICT lexicon continue to be informed by these earlier meanings, some of which, in the English lexis, are drawn from myths. The vernacular of the ICT lexis reflects its openness to new ideas, the nature of its users, its English language roots and its Western cultural origins. This contributes to a particular communication style. But such lexis can prove problematic for non-English speaking background users and/or those from different cultures. As the ICT vocabulary continues to evolve, these language and cultural underpinnings are coming under challenge, suggesting a language and cultural future very different to the past. This in turn, will create a subtext that affects all users.
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Maheshwari, Greeni, and Susan Thomas. "An Analysis of the Effectiveness of the Constructivist Approach in Teaching Business Statistics." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3678.

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[This Proceedings paper was revised and published in Informing Science: the International Journal of an Emerging Transdiscipline (InfoSci)] Aim/Purpose: The main aim of the research is to examine the performance of second language English speaking students enrolled in the Business Statistics course and to investigate the academic performance of students when taught under the constructivist and non-constructivist approaches in a classroom environment. Background: There are different learning theories that are established based on how students learn. Each of these theories has its own benefits based on the different type of learners and context of the environment. The students in this research are new to the University environment and to a challenging technical course like Business Statistics. This research has been carried out to see the effectiveness of the constructivist approach in motivating and increasing the student engagement and their academic performance. Methodology: A total of 1373 students were involved in the quasi-experiment method using Stratified Sampling Method from the year 2015 until 2016. Contribution: To consider curriculum adjustments for first year programs and implications for teacher education. Findings: The t-test for unequal variances was used to understand the mean score. Results indicate students have high motivation level and achieve higher mean scores when they are taught using the constructivist teaching approach compared to the non-constructivist teaching approach. Recommendations for Practitioners : To consider the challenges faced by first year students and create a teaching approach that fits their needs. Recommendation for Researchers: To explore in depth other teaching approaches of the Business Statistics course in improving students’ academic performance. Impact on Society: The constructivist approach will enable learning to be enjoyable and students to be more confident. Future Research: The research will assist other lectures teaching Business Statistics in creating a more conducive environment to encourage second language English speaking students to overcome their shyness and be more engaged.
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Thị Thảo dang, ly, Sean Watts, and Trung Quang Nguyen. "Massive Open Online Course: International Experiences and Implications in Vietnam." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3745.

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Aim/Purpose: This research critically reviews literature examining the prior empirical and case study research studies to help educators and to shape the conceptual framework of what and how to prepare for MOOCS (Massive Open Online Courses), especially in Vietnam, SouthEast Asia, and developing countries. Background: MOOCs are a disruptive trend in education. Several initiatives have emerged recently to support MOOCS, and many educational institutions started offering courses as MOOCS. Designing a MOOC is not an easy task. Educators need to face not only pedagogical issues, but logistical, technological, and financial issues, as well as how these issues relate and constrain each other. The ‘MOOC’ phenomenon is only just beginning to register with many educational policy makers in Vietnam. Currently, little guidance is available for educators to address the design of MOOCs from scratch keeping a balance between all these issues. Methodology: This study is a qualitative, case study and participant observation research with critical analysis of literature on MOOCs toward implementation of online learning in Vietnam. It began as a broad search for research on online teaching and the authors went into participant observation in courses in Vietnam and elsewhere. Contribution: Until now, designing a MOOC has not yet fully considered applications in non-native English speaking countries, such as Vietnam. This study gives guidance for educators to address the design of MOOCs from scratch keeping a balance between identified issues to shape the conceptual framework of what and how to prepare for MOOCS. Main MOOC development foci should be teachers and learners’ attitudes, as well as infrastructure toward teaching and learning in cyberspace specifically in Vietnam and SouthEast Asia.
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Crump, Vanessa, and Julie Sparks. "Game of phones: Integrating mobile technology into science and engineering classrooms." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7971.

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Mobile technologies are ubiquitous in the lives of our students. Rather than seeing the presence of these devices in the classroom as a hindrance or a distraction, educators should embrace the opportunities for greater student engagement, collaboration and useful feedback. This paper reports some uses of mobile technologies in classrooms at UTS Insearch and the responses of science and engineering students. We hope that our reflections will be a useful guide to other educators and suggest simple ways to integrate flipped learning and gamification into undergraduate classrooms. UTS Insearch has a blended learning approach to learning and teaching where students learn through seamless integration of technology-enhanced strategies and face-to-face activities. We focus on our experiences using learning tools, such as Kahoot! and Mentimeter, to demonstrate practical applications of gamification in science and engineering classrooms. The teaching style used in Australian universities incorporating student-centred flipped learning is foreign to many students, especially those from Non-English Speaking Backgrounds, but data from surveys and reflections allow us to conclude that a majority of students value the use of emerging technologies in learning and that they assist with motivation, formative assessment, collaborative learning and student engagement.
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Reports on the topic "Non-english speaking background"

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Pitman, Tim, Paul Koshy, Daniel Edwards, Liang-Cheng Zhang, and Julie McMillan. Australian Higher Education Equity Ranking Project: Final Report. Australian Council for Educational Research, 2019. http://dx.doi.org/10.37517/978-1-74286-666-6.

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This report details the findings of a feasibility study for the Department of Education and Training (DET) into the development of a higher education student equity ranking index. The purpose of study was to determine whether it was possible to measure higher education equity performance at the institutional level and convey each institution’s relative performance through an ‘equity rank’. The ranking was to be based on institutional performance in regard to equity-group students, including students from low socio-economic backgrounds; students from regional/remote areas of Australia; Indigenous students; students with disability; and students from non-English speaking backgrounds.
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Lumpkin, Shamsie, Isaac Parrish, Austin Terrell, and Dwayne Accardo. Pain Control: Opioid vs. Nonopioid Analgesia During the Immediate Postoperative Period. University of Tennessee Health Science Center, July 2021. http://dx.doi.org/10.21007/con.dnp.2021.0008.

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Background Opioid analgesia has become the mainstay for acute pain management in the postoperative setting. However, the use of opioid medications comes with significant risks and side effects. Due to increasing numbers of prescriptions to those with chronic pain, opioid medications have become more expensive while becoming less effective due to the buildup of patient tolerance. The idea of opioid-free analgesic techniques has rarely been breached in many hospitals. Emerging research has shown that opioid-sparing approaches have resulted in lower reported pain scores across the board, as well as significant cost reductions to hospitals and insurance agencies. In addition to providing adequate pain relief, the predicted cost burden of an opioid-free or opioid-sparing approach is significantly less than traditional methods. Methods The following groups were considered in our inclusion criteria: those who speak the English language, all races and ethnicities, male or female, home medications, those who are at least 18 years of age and able to provide written informed consent, those undergoing inpatient or same-day surgical procedures. In addition, our scoping review includes the following exclusion criteria: those who are non-English speaking, those who are less than 18 years of age, those who are not undergoing surgical procedures while admitted, those who are unable to provide numeric pain score due to clinical status, those who are unable to provide written informed consent, and those who decline participation in the study. Data was extracted by one reviewer and verified by the remaining two group members. Extraction was divided as equally as possible among the 11 listed references. Discrepancies in data extraction were discussed between the article reviewer, project editor, and group leader. Results We identified nine primary sources addressing the use of ketamine as an alternative to opioid analgesia and post-operative pain control. Our findings indicate a positive correlation between perioperative ketamine administration and postoperative pain control. While this information provides insight on opioid-free analgesia, it also revealed the limited amount of research conducted in this area of practice. The strategies for several of the clinical trials limited ketamine administration to a small niche of patients. The included studies provided evidence for lower pain scores, reductions in opioid consumption, and better patient outcomes. Implications for Nursing Practice Based on the results of the studies’ randomized controlled trials and meta-analyses, the effects of ketamine are shown as an adequate analgesic alternative to opioids postoperatively. The cited resources showed that ketamine can be used as a sole agent, or combined effectively with reduced doses of opioids for multimodal therapy. There were noted limitations in some of the research articles. Not all of the cited studies were able to include definitive evidence of proper blinding techniques or randomization methods. Small sample sizes and the inclusion of specific patient populations identified within several of the studies can skew data in one direction or another; therefore, significant clinical results cannot be generalized to patient populations across the board.
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