Academic literature on the topic 'Non-English speaking background children'
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Journal articles on the topic "Non-English speaking background children"
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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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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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Care, Esther, Erin Roberts, and Amanda Thomas. "Effects of language background on measures of ability of children in their first year of school." Australian Educational and Developmental Psychologist 26, no. 1 (March 1, 2009): 20–35. http://dx.doi.org/10.1375/aedp.26.1.20.
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AbstractThis report outlines the usefulness and appropriateness of three commonly used tests of ability for Preparatory level (Prep) children in Victoria, Australia, from non-English speaking backgrounds. Traditional school readiness and ability tests are dependent on knowledge of the English language, and thus may not be valid tools for assessing students with limited English proficiency. Tests that measure both verbal and nonverbal abilities were administered to 32 children, 14 from English speaking and 18 from non-English speaking backgrounds. Differences between the two groups of children are reported with a focus on interpretation in the context of effect of English language proficiency on performance. The results indicate that student performance on a variety of tests is constrained by English language knowledge, rather than by actual cognitive ability.
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Tong, Chiwai, Andy Cornes, and Catherine Wiltshire. "Through the Glass Darkly: Deaf Children From Non-English Speaking Background Families." Australasian Psychiatry 7, no. 6 (December 1999): 319–25. http://dx.doi.org/10.1046/j.1440-1665.1999.00225.x.
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Torr, Jane. "Classroom discourse." Australian Review of Applied Linguistics 16, no. 1 (January 1, 1993): 37–56. http://dx.doi.org/10.1075/aral.16.1.03tor.
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This paper discusses some of the results of a pilot study of spontaneous teacher/child discourse in two Year 1 Sydney classrooms (children aged 6 and 7 years). The two classrooms differed greatly in terms of their ethnic composition; in one class, the majority of children came from non-English speaking backgrounds, while in the other class, all the children were native English speakers. The teachers and students were taped during typical group lessons, and the resulting data were transcribed and analysed using a speech act framework (Hasan’s message semantics network). The results showed significant differences between the discourse in the two classrooms; for example, the teacher of the non-English speaking background class spoke more frequently than the teacher of native English speakers, and she asked different types of questions. The children from non-English speaking backgrounds rarely participated in the classroom conversation. These results suggest that further investigation in the area is justified, in order to determine how typical these differences are, and the extent to which the differences are educationally significant in terms of classroom practices currently followed with ESB and NESB children.
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Wigglesworth, Gillian, and Rosey Billington. "Teaching creole-speaking children." Australian Review of Applied Linguistics 36, no. 3 (January 1, 2013): 234–49. http://dx.doi.org/10.1075/aral.36.3.01wig.
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There are now significant numbers of children who speak a language other than English when they enter the formal school system in Australia. Many of these children come from a language background that is entirely different from the school language. Many Indigenous children, however, come from creole-speaking backgrounds where their home language may share features with the school language whilst remaining substantially different in other ways. What often makes this situation more challenging is the tendency to view creole, rather than as a different language, as a kind of deficient version of the standard language. Children entering the school system with a creole thus often encounter considerable difficulties. In addition, teachers who are not trained in teaching creole-speaking children may not recognise these difficulties. This paper explores some of these issues in the Australian context with reference to home languages such as Kriol and Torres Strait Creole (TSC) as well as minority dialects such as Australian Aboriginal English (AAE), and discusses possible resolutions.
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Schlesinger, Betty. "Considerations in the Identification of the Talented Child from Non-English Speaking Backgrounds." Gifted Education International 4, no. 3 (January 1987): 160–62. http://dx.doi.org/10.1177/026142948700400308.
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The identification of talented children is a current issue of ongoing debate and interest for people concerned with the education of the talented. This paper suggests that in considering the culturally diverse talented child, there is a need to incorporate a multicultural perspective to the identification process. In this way, the process of inter-cultural understanding will contribute to the identification of the talented child from non-English speaking background.
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Giallo, Rebecca, Elisha Riggs, Claire Lynch, Dannielle Vanpraag, Jane Yelland, Josef Szwarc, Philippa Duell-Piening, Lauren Tyrell, Sue Casey, and Stephanie Janne Brown. "The physical and mental health problems of refugee and migrant fathers: findings from an Australian population-based study of children and their families." BMJ Open 7, no. 11 (November 2017): e015603. http://dx.doi.org/10.1136/bmjopen-2016-015603.
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ObjectivesThe aim of this study was to report on the physical and mental health of migrant and refugee fathers participating in a population-based study of Australian children and their families.DesignCross-sectional survey data drawn from a population-based longitudinal study when children were aged 4–5 years.SettingPopulation-based study of Australian children and their families.Participants8137 fathers participated in the study when their children were aged 4–5 years. There were 131 (1.6%) fathers of likely refugee background, 872 (10.7%) fathers who migrated from English-speaking countries, 1005 (12.4%) fathers who migrated from non-English-speaking countries and 6129 (75.3%) Australian-born fathers.Primary outcome measuresFathers’ psychological distress was assessed using the self-report Kessler-6. Information pertaining to physical health conditions, global or overall health, alcohol and tobacco use, and body mass index status was obtained.ResultsCompared with Australian-born fathers, fathers of likely refugee background (adjusted OR(aOR) 3.17, 95% CI 2.13 to 4.74) and fathers from non-English-speaking countries (aOR 1.79, 95%CI 1.51 to 2.13) had higher odds of psychological distress. Refugee fathers were more likely to report fair to poor overall health (aOR 1.95, 95% CI 1.06 to 3.60) and being underweight (aOR 3.49, 95% CI 1.57 to 7.74) compared with Australian-born fathers. Refugee fathers and those from non-English-speaking countries were less likely to report light (aOR 0.25, 95% CI 0.15 to 0.43, and aOR 0.30, 95% CI 0.24 to 0.37, respectively) and moderate to harmful alcohol use (aOR 0.04, 95% CI 0.10 to 0.17, and aOR 0.14, 95% CI 0.10 to 0.19, respectively) than Australian-born fathers. Finally, fathers from non-English-speaking and English-speaking countries were less likely to be overweight (aOR 0.62, 95% CI 0.51 to 0.75, and aOR 0.84, 95% CI 0.68 to 1.03, respectively) and obese (aOR 0.43, 95% CI 0.32 to 0.58, and aOR 0.77, 95% CI 0.61 to 0.98, respectively) than Australian-born fathers.ConclusionFathers of refugee background experience poorer mental health and poorer general health than Australian-born fathers. Fathers who have migrated from non-English-speaking countries also report greater psychological distress than Australian-born fathers. This underscores the need for primary healthcare services to tailor efforts to reduce disparities in health outcomes for refugee populations that may be vulnerable due to circumstances and sequelae of forced migration and to recognise the additional psychological stresses that may accompany fatherhood following migration from non-English-speaking countries. It is important to note that refugee and migrant fathers report less alcohol use and are less likely to be overweight and obese than Australian-born fathers.
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Peredo, Tatiana Nogueira, Kelsey Maria Dillehay, and Ann P. Kaiser. "Latino Caregivers’ Interactions With Their Children With Language Delays: A Comparison Study." Topics in Early Childhood Special Education 40, no. 1 (April 3, 2020): 52–63. http://dx.doi.org/10.1177/0271121419900269.
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Evidence-based treatments for young children with developmental language delays include caregiver-implemented naturalistic interventions. However, there is little research on culturally appropriate interventions for Spanish-speaking caregivers from low–socioeconomic status (SES) households and their young children with identified language delays. We compared interaction strategies of Latino Spanish-speaking caregivers from low-SES backgrounds and non-Latino English-speaking caregivers from high-SES backgrounds with their children with language delays. Caregivers’ interactions were coded for (a) interaction characteristics, (b) use of naturalistic language support strategies, and (c) linguistic input. Results indicated Spanish-speaking Latino caregivers from low-SES backgrounds used a more directive, responsive, and warm interaction style than non-Latino caregivers. Non-Latino, English-speaking caregivers from high-SES backgrounds used more cognitively stimulating strategies, spent more time observing and narrating play, and used longer utterances and more lexical diversity. Findings provide directions for future research and guidance for clinicians working with Latino families from low-SES households.
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James, Deborah G. H. "The Assessment and Management of Children from a Non-English Speaking Background who Have Language Problems." Australian Journal of Human Communication Disorders 23, no. 1 (June 1995): 72–88. http://dx.doi.org/10.3109/asl2.1995.23.issue-1.06.
Full textDissertations / Theses on the topic "Non-English speaking background children"
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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.
2
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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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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Mastrota, Antonietta. "Early Literacy Abilities in Spanish-English Emergent Bilingual Children from Varied Dialectal Backgrounds." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7338.
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The Hispanic population within the United States has grown to a considerable amount. The state of Florida’s population is 25% Hispanic, with projected estimates of this population continuing to grow in the coming years (Ortman & Shin, 2011). Statistics show that 28.3% of the state’s population, over the age of five, speak a language other than English at home. With this considerable number of Spanish-speakers comes the responsibility to adjust certain educational practices to best meet their needs. Literacy is an essential part of learning, and therefore assessing early literacy is an essential part to any child’s academic development.
Phonological awareness is the ability to manipulate and identify the phonological segments of a word (Blachman, Tangel, Ball, Black & Mcgraw, 1999). It is a strong predictor for early literacy abilities (Bradley & Bryant, 1983, Kozminsky & Kozminsky, 1995, Vandervelden & Siegel 1997). This relationship between phonological awareness and early literacy exists within the English language, and also within many other alphabetic languages such as Spanish (Anthony, Williams, McDonald, Corbitt-Shindler, Carlson, & Francis, 2006). Therefore, phonological awareness shares an important relationship to early literacy abilities for both English and Spanish speakers.
There are many morphological, phonological, syntactical, and lexical subtleties that exist between varied dialects of the Spanish language. Vocabulary and lexicon use has been shown to positively influence phonological awareness skills in young children. Dialectical classifications of the participants were determined through use of different dialect specific vocabulary word list in the Linguistic and Cultural Background Survey. This study sought to evaluate whether dialectical differences among young Spanish-English bilinguals were associated with performance on measures of phonological awareness and reading.
Twelve participants (children ages 3.17 years to 7.5 years and their parents participated in the study. Children completed a short form of the dynamic assessment of phonological awareness in Spanish (Loreti, 2015), the Letter-Word Identification of the Woodcock-Muñoz Language Survey-Revised (WMLS-R; Woodcock et al., 2005), the Elision, Rapid Automatic Naming, and Letter Name/Letter Sound subtests from the Test of Phonological Sensitivity in Spanish (TOPSS; Brea et al., 2003) and the Preschool Language Scales, Fifth Edition Spanish Screening Test (PLS-5; Zimmerman et al., 2011). Parents completed a Linguistic and Cultural Background Survey designed to identify potential dialectical differences among the children.
Results from the Linguistic and Cultural Background Survey indicated that all participants used the dialect consistent with Central America, and six additionally used lexical features of dialects outside of Central America. Consequently, children were categorized into either a Central group or a Central Plus group. The Central group indicated the use of words specific to the Central American dialect of Spanish. The Central Plus group indicated use of Central American dialect specific words, as well as words specific to Standard and Caribbean dialects of Spanish. These two groups were compared on the assessments of phonological awareness and early literacy. The results indicated that there were no statistically significant differences on any of the assessments between the dialect groups. Although the comparisons on the measures of Letter Word Identification Subtest and Letter Name Letter Sound subtest demonstrated medium effect sizes in favor of the Central plus another dialect group, and Rapid Automatic Naming demonstrated a medium effect in favor of the Central only group. Further investigation is needed to demonstrate these medium effects to a greater extent.
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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 womens 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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Sullivan-Sakaeda, Laurie. "Factor Analytic Study of Spatial Abilities in Second-Grade, English-Speaking Navajo and Non-Navajo Children." DigitalCommons@USU, 1994. https://digitalcommons.usu.edu/etd/6056.
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This study was conducted to continue the investigation of apparent differences in cognitive ii abilities between Navajo Indian children and non-Navajo children. Subjects were 248 second-grade students, ranging from 7 to 9 years old. The Navajo sample lived in the Shiprock, New Mexico, area of the Navajo Indian Reservation, and the non-Navajo sample lived on the east side of Salt Lake City, Utah. Data were collected using six tests designed to measure spatial abilities in primary grade children. Results indicated that the non-Navajo children scored significantly higher on two individual tests and on the total test score under timed conditions, with no differences between groups when timing was not a factor. Two factors were identified for both groups. Factor loadings were different between the groups. As the scoring moved from timed to extended time, it changed for the nonNavajo children but remained the same for the Navajo group. Discriminate function analysis indicated a moderate ability to predict group membership using these tests. Gender differences were noted as well, with females scoring significantly lower than males on timed but not on extended time. Some race/gender interactions also were recorded. Suggestions were made that differences may be related to varying strategies used by not only different racial groups but by both genders as well. The within-group variability indicated a need for investigation of individual differences as well as group differences. Suggestions included using a greater number of instruments, an exploration of strategies, and using a examiner familiar to the students.
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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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Gieser, Julianna Hawkins. "Academic stress and the transition from a national school to an English-speaking school." Theological Research Exchange Network (TREN), access this title online Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.
Full textBooks on the topic "Non-English speaking background children"
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Clark, Theresa. All I want is what's best for my child: Final report on the experiences of parents of students from a non-English speaking background with disability in the NSW school system. Harris Park, N.S.W: Multicultural Disability Advocacy Association of NSW, 2005.
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2
Plimer, Don. Language services for non-English-speaking-background women. Canberra, AU: Australian Government Publishing Service, 1996.
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3
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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4
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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Ramirez, Silvia del Carmen. How shall we teach English to non-English-speaking children: A case study of Dennis Parker's strategic schooling model. Lewiston NY: Edwin Mellen Press, 2010.
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Ramirez, Silvia del Carmen. How shall we teach English to non-English-speaking children: A case study of Dennis Parker's strategic schooling model. Lewiston NY: Edwin Mellen Press, 2010.
Find full textBook chapters on the topic "Non-English speaking background children"
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Armon-Lotem, Sharon, Susan Joffe, Hadar Abutbul-Oz, Carmit Altman, and Joel Walters. "Language exposure, ethnolinguistic identity and attitudes in the acquisition of Hebrew as a second language among bilingual preschool children from Russian- and English-speaking backgrounds." In Input and Experience in Bilingual Development, 77–98. Amsterdam: John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/tilar.13.05arm.
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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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Hickey, M. Gail. "“So, Are You Hindi?”." In Immigration and the Current Social, Political, and Economic Climate, 373–91. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6918-3.ch021.
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Immigrant children and adolescents living in the United States encounter significant stressors during the acculturation process, particularly in the schooling context. South Asian immigrants identify strongly with religious and geographic region background. This chapter investigates intersections between religion and education in U.S. South Asians' post-migration experiences in the American Midwest. Findings suggest South Asian children enrolled 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 and racism in daily activities, including school. Prejudice ranges 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, accent, skin color, and ethnic dress create barriers for South Asians trying to fit into everyday American society.
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Berloffa, Gabriella, Eleonora Matteazzi, and Paola Villa. "The worklessness legacy." In Youth Labor in Transition, 294–333. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190864798.003.0010.
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This chapter examines how intergenerational transmission of worklessness varies according to the gender of parents and their children in 26 European countries. The analysis draws on EU-SILC 2011 cross-sectional data, using a sample of young people aged 25–34 years for whom information about parental background characteristics when the young people were aged approximately 14 years is available. Fathers’ and mothers’ employment conditions during their children’s adolescence were expected to impact differently on the labor outcomes of sons and daughters, with cross-country differences depending on national-specific socioeconomic structures and institutional contexts. Empirical findings suggest that having had a workless mother increases both sons’ and daughters’ likelihood of being workless at approximately age 30 years in all but the Nordic countries. Fathers’ employment matters for both sons and daughters in Mediterranean and Eastern countries, only for daughters in English-speaking countries, and only for sons in Nordic countries.
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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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Hochschild, Jennifer L., and Nathan Scovronick. "Separation and Inclusion." In American Dream and Public Schools. Oxford University Press, 2003. http://dx.doi.org/10.1093/oso/9780195152784.003.0010.
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IN LOS ANGELES HISPANIC PARENTS PICKET A SCHOOL, demanding that their children be taken out of bilingual education classes and put into regular, English-speaking classes; in Florida the state department of education officially chastises the schools in Orange County for not providing bilingual education classes. A mother hires attorneys and spends two years fighting to have her developmentally disabled teenage daughter placed in a full-time residential facility at public expense; another set of parents pays for neuropsychological testing for their five-year-old son with cerebral palsy so that they can do battle if the Wellesley, Massachusetts, school district tries to move him out of a regular kindergarten class. In Montclair, New Jersey, one parent opposes a plan to eliminate ability grouping in ninth-grade English because he “doesn’t want his daughter jeopardized by the possibility that the new plan isn’t going to work”; another supports the plan because “an end should be put to a [grouping] system that intentionally or unintentionally privileges a small minority and fails to do justice to the rest of the children.” It is extremely hard to figure out how best to educate children who are in some way distinctive in their physical, emotional, or academic capacity, or in their English language proficiency. These children may differ not only from the majority of students but also from those perceived to have the same characteristics. Their advocates sometimes disagree passionately about how the inclusion of students with distinctive characteristics affects their achievement and that of their peers. In addition, the placement of these students is often affected unfairly by the usual racial and class hierarchies. Everyone concurs that whether we help children with distinctive characteristics to achieve their dreams is an important test of our nation’s commitment to the American dream. But deep disagreements remain about how to do it. Most Americans believe, in principle, that interaction in the classroom and playground is the best way for children to learn to appreciate, or at least deal with, people different from themselves. Mixing in this way may even lead students to find new dreams, see new possibilities, invent new futures. This is the premise behind the view that the collective goals of education are best achieved when students are educated together regardless of variations in ethnicity or race, gender or religion, ability or disability, background or beliefs.
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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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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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Chan, Yanis Yin Lam, and Cristina Díaz Martín. "Raising Children in Cantonese, English, and Putonghua (Mandarin Chinese) Within Non-Trilingual Families." In International Perspectives on Modern Developments in Early Childhood Education, 137–52. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2503-6.ch008.
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This chapter explores trilingual teaching in Hong Kong, a city where the ‘trilingual and biliterate' policy was officially enacted for more than two decades. A brief introduction of Hong Kong's language climate was illustrated to provide a clearer idea why trilingualism is a significant topic that should be explored. The two purposes of this study are to understand more about how non-trilingual parents raise their trilingual children and to compare the findings between families of different socioeconomic and cultural background. Case studies were conducted with four families: two bilingual local families, one bilingual family from mainland China, and one monolingual family from Nepal. The work provides viewpoints regarding the motivation, attitude, expectations, and strategies of these four families in raising trilingual children in Hong Kong.
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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.
Conference papers on the topic "Non-English speaking background children"
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Bhalloo, Insiya, Kai Leung, and Monika Molnar. "Well-established monolingual literacy predictors in bilinguals." In 11th International Conference of Experimental Linguistics. ExLing Society, 2020. http://dx.doi.org/10.36505/exling-2020/11/0013/000428.
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An important component of early reading intervention is effective literacy screening tools. Literacy precursor screening tools have been primarily developed for early identification and remediation of potential reading difficulties in monolingual Englishspeaking children, despite the significant proportion of bilingual children worldwide. This systematic literature review examines whether the precursor literacy skills commonly used in monolingual English-speaking children have been assessed and found to predict later reading skills in simultaneous bilingual children. Our findings demonstrate that the nine major literacy precursors identified in monolingual children also significantly correlate with reading performance in simultaneous bilingual children. These nine literacy precursors are phonological awareness, letter knowledge, serial recall, oral language comprehension, vocabulary, grammar, memory, non-verbal intelligence and word decoding.
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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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Yopiana, Elma, Bhisma Murti, and Yulia Lanti Retno Dewi. "Exclusive Breastfeeding and Prevention of Obesity in Children Under Five: A Meta-Analysis." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.124.
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ABSTRACT Background: In both developed and developing countries, childhood obesity has reached epidemic levels. Obesity is associated with adverse health outcomes in children, including asthma and sleep apnea. The studies showed that breastfeeding is a protective factor of obesity in children. This study aimed to determine exclusive breastfeeding and prevention of obesity in children under five. Subjects and Method: This was a meta-analysis and systematic review conducted by search online published articles toward exclusive breastfeeding and obesity in children under five.Original studies published from 2003 to 2016 were obtained from PubMed, Science Direct, Springer Link, and Google Scholar databases. Keywords used “Children Under Five” AND “Breast Feeding” AND “non Breast Feeding” OR “Formula milk” OR “Infant Formula” AND “Obesity” OR “Body Mass Index”. The inclusion criteria were full text, in English language, using observational or cohort study design, and reporting adjusted odds ratio. The selected articles were analyzed using PRISMA guideline and Revman 5.3. Results: 6 studies from California, Massachusetts, China, German, Swedish, and Dutch, reported that exclusive breastfeeding was a protective factor of obesity in children under five (aOR= 0.95; 95% CI= 0.86 to 1.06; p= 0.360) with (I²= 82%, p= 0.001). Conclusion: Exclusive breastfeeding is a protective factor of obesity in children under five Keywords: obesity, exclusive breastfeeding, meta-analysis Correspondence: Elma Yopiana. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java. Email: elmayopiana@gmail.com. Mobile: 083867060745. DOI: https://doi.org/10.26911/the7thicph.03.124
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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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Nurkholifa, Ferda Fibi Tyas, Eti Poncorini Pamungkasari, and Hanung Prasetya. "Effect of Secondary Education on Exclusive Breastfeeding: Meta-Analysis." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.131.
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ABSTRACT Background: Many studies reported the importance of exclusive breastfeeding for infants. However, there are many obstacles faced by lactating mothers to provide exclusive breastfeeding for their children. This study aimed to investigate the effect of secondary education on exclusive breastfeeding using a meta-analysis. Subjects and Method: Meta-analysis and systematic review were conducted by collecting articles from PubMed, Science Direct, and Google Scholar databases. Keywords used exclusive breastfeeding” AND “secondary education” OR “education for breastfeeding” AND “cross sectional” AND “adjusted odd ratio”. The study population was postpartum mothers. Intervention was secondary education with comparison primary education. The study outcome was exclusive breastfeeding. The inclusion criteria were full text, using English or Indonesian language, and reporting adjusted odds ratio. The articles were selected by PRISMA flow chart. The quantitative data were analyzed using random effect model run on Revman 5.3. Results: 7 studies from Peru, China, Nigeria, Korea, Ireland, Sub-Sahara, and South Australia were met the inclusion criteria. There was high heterogeneity between groups (I2= 94%; p<0.001). This study reported that secondary education reduced exclusive breastfeeding, but it was statistically non-significant (aOR= 0.86; 95% CI= 0.60 to 1.24; p= 0.430). Conclusion: Secondary education reduced exclusive breastfeeding, but it was statistically non-significant. Keywords: exclusive breastfeeding, secondary education, postpartum Correspondence: Ferda Fibi Tyas Nurkholifa. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java. Email: ferdafibi13@gmail.com. Mobile: +6285655778863. DOI: https://doi.org/10.26911/the7thicph.03.131
Reports on the topic "Non-English speaking background children"
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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.