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

Author: Grafiati

Published: 4 June 2021

Last updated: 28 January 2023

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1

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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3

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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4

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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7

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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8

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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11

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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Oliver, Rhonda, Samantha Vanderford, and Ellen Grote. "Evidence of English language proficiency and academic achievement of non-English-speaking background students." Higher Education Research & Development 31, no. 4 (August 2012): 541–55. http://dx.doi.org/10.1080/07294360.2011.653958.

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13

Coley, Mary. "The English Language Entry Requirements of Australian Universities for Students of Non‐English Speaking Background." Higher Education Research & Development 18, no. 1 (April 1999): 7–17. http://dx.doi.org/10.1080/0729436990180102.

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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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Rossiter, Joh Chin, John Bidewell, and Po Tai Chan. "Non‐English speaking background high school students’ attitudes towards the nursing profession." Journal of Advanced Nursing 27, no. 3 (March 1998): 604–13. http://dx.doi.org/10.1046/j.1365-2648.1998.00543.x.

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16

Buckland-Fuller, D. "AGEING IN AUSTRALIA THE SITUATION OF PEOPLE OF NON-ENGLISH SPEAKING BACKGROUND*." Australian Journal on Ageing 7, no. 2 (May 1988): 11–14. http://dx.doi.org/10.1111/j.1741-6612.1988.tb00315.x.

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17

Ganguly, Indrani. "The Third Dimension: cultural awareness for Non-English speaking background health professionals." Australian and New Zealand Journal of Public Health 25, no. 2 (April 2001): 109–10. http://dx.doi.org/10.1111/j.1753-6405.2001.tb01829.x.

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18

Dhaliwal, Gurpreet. "Teaching Medicine to Non-English Speaking Background Learners in a Foreign Country." Journal of General Internal Medicine 24, no. 6 (April 18, 2009): 771–73. http://dx.doi.org/10.1007/s11606-009-0967-z.

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Marudin, Nurulhuda, Dwijani Ratnadewi, and Waode Hamsia. "Background Factors of Thai Students’ Speaking Achievement in English Learning." Tell : Teaching of English Language and Literature Journal 6, no. 2 (November 9, 2018): 106. http://dx.doi.org/10.30651/tell.v6i2.2138.

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In learning English as Foreign Language, there are many background factors that play important roles to be success in learning. In the case of foreign students who study English in non-English speaking country, these factors become more complex. This study aims to analyze the background factors of Thai students’ speaking achievement and the different background factors between student’s high and low scores of speaking achievement. This study used mixed method design as method of study. The theories of factors were used to answer the objective of this research such as self-esteem, inhibition, risk-taking, anxiety, empathy, extroversion, introversion, motivation, attitude, language exposure, and social situation. The subject was five students from Thailand who studied at Muhammadiyah University of Surabaya. The finding was that each of students mostly possessed different background factors. However, their intensity and ability were different among of them. All of those factors were greatly influence their acquiring of TEFL as well. There were two students who had the highest and lowest scores in their speaking achievement after several years they have learned English in Indonesia. The different background factors between both of them were self-esteem, inhibition, risk-taking, anxiety, extroversion, introversion, attitude, and social situation factors. Their background factors in speaking were supported by many factors to reach a good achievement. Therefore, the factors mainly play important roles to tend students learning foreign language successfully.

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20

Long, Sarah Louise. "Examining the Learning Experiences of Secondary Non-English Speaking Background Students in the Mainstream English Classroom." International Journal of Learning: Annual Review 15, no. 6 (2008): 263–70. http://dx.doi.org/10.18848/1447-9494/cgp/v15i06/45792.

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21

Pithers, R., and Rosemary Lim. "A non-english-speaking background in adult vocational education: breaking through the barriers." Journal of Vocational Education and Training 49, no. 4 (December 1, 1997): 531–44. http://dx.doi.org/10.1080/13636829700200040.

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22

Chur‐Hansen. "Teaching support in the behavioural sciences for non‐English speaking background medical undergraduates." Medical Education 33, no. 6 (June 1999): 404–10. http://dx.doi.org/10.1046/j.1365-2923.1999.00335.x.

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23

Alcorso, Caroline. "Economic stocktake: Trends and issues for non‐English speaking background women since 1982." Australian Feminist Studies 8, no. 18 (December 1993): 49–66. http://dx.doi.org/10.1080/08164649.1993.9994696.

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Mirza, Tanjina, Gabor T. Kovacs, and Peter McDonald. "The Use of Family Planning Services by Non-English Speaking Background (NESB) Women." Australian and New Zealand Journal of Obstetrics and Gynaecology 39, no. 3 (August 1999): 341–43. http://dx.doi.org/10.1111/j.1479-828x.1999.tb03410.x.

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25

Bolton, Patrick, Sekneh Hammoud, and Joanne Leung. "Issues in Quality Use of Medicines in two Non-English Speaking Background Communities." Australian Journal of Primary Health 8, no. 3 (2002): 75. http://dx.doi.org/10.1071/py02046.

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Compliance is a policy issue in the quality use of medicine that has attracted much interest; however, there is little research about medication compliance issues in people of non-English speaking backgrounds. This paper describes a qualitative data collection that was used to identify compliance issues, and possible approaches to these issues, in an area of South-Eastern Sydney with a high non-English speaking population. Two parallel, iterative, series of GP and consumer focus groups were held in Arabic and Chinese communities. Later focus groups built on the findings of earlier groups and sought to engage GPs and consumers in identifying issues in compliance, and possible approaches to these issues. The paper compares and contrasts the results from these two communities and suggests that the approach might be used to identify compliance issues in other communities. Communication around appropriate medication use was the key issue common to both communities. The Chinese community was otherwise much more critical of Western medicine than the Arahic community, perhaps because of the strength of traditional medicine in that culture.

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26

Van Der Veen, Roger. "Rehabilitation Counselling with Clients from Non-English Speaking Countries." Australian Journal of Rehabilitation Counselling 5, no. 2 (1999): 86–97. http://dx.doi.org/10.1017/s1323892200001095.

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People born in non-English Speaking Countries (NESCs) and resident in Australia make up 14.2% of the Australian population and a sizeable proportion of the current immigration program — the humanitarian and non-humanitarian components. This article presents some background about the numbers of overseas born people resident in Australia especially those from NESCs, a brief history of the Australian immigration program, and the present policy of multiculturalism in the context of settlement. Some of these overseas born people have already, or are likely to, participate in rehabilitation counselling, and it is argued that rehabilitation counselling processes will be enhanced with a knowledge of such clients' culture as well as the practical application of general cross-cultural casework skills.

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27

CRUICKSHANK, KEN, SANDRA NEWELL, and STEPHANIE COLE. "Meeting English Language Needs in Teacher Education: a flexible support model for non-English speaking background students." Asia-Pacific Journal of Teacher Education 31, no. 3 (November 2003): 239–47. http://dx.doi.org/10.1080/0955236032000149373.

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Brolan, Claire E., Miriam Taylor Gomez, Nicholas G. Lennox, and Robert S. Ware. "Australians from a non-English speaking background with intellectual disability: The importance of research." Journal of Intellectual & Developmental Disability 38, no. 1 (December 18, 2012): 70–73. http://dx.doi.org/10.3109/13668250.2012.747675.

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29

Inbar-Lourie, Ofra, and Smadar Donitsa-Schmidt. "EMI Lecturers in international universities: is a native/non-native English-speaking background relevant?" International Journal of Bilingual Education and Bilingualism 23, no. 3 (August 12, 2019): 301–13. http://dx.doi.org/10.1080/13670050.2019.1652558.

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30

Scull, Sue, and Geoffrey Woolcock. "Problem Gambling in Non-English Speaking Background Communities in Queensland, Australia: A Qualitative Exploration." International Gambling Studies 5, no. 1 (June 2005): 29–44. http://dx.doi.org/10.1080/14459790500097939.

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31

Wilkinson, Jane. "Prejudices, Preconceptions or Progress in Agriculture?: Rural non English speaking background women and leadership1." Rural Society 8, no. 3 (January 1998): 235–55. http://dx.doi.org/10.5172/rsj.8.3.235.

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32

Woodward‐Kron, Robyn. "Negotiating meanings and scaffolding learning: writing support for non‐English speaking background postgraduate students." Higher Education Research & Development 26, no. 3 (September 2007): 253–68. http://dx.doi.org/10.1080/07294360701494286.

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33

Carberry, Clare, and Ann Carey. "Best Practice in Community Midwifery: The Safe Care of Non-English Speaking Background Women." Australian Journal of Primary Health 2, no. 1 (1996): 74. http://dx.doi.org/10.1071/py96009.

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In view of the 'sunsetting' of restrictive regulations, which for years have obstructed comprehensive midwifery practice in Victoria, it is timely for the nature of midwifery care in a primary health care setting to be explicated. A best practice framework is employed to examine the pre-conditions and key process factors which facilitate and potentiate quality of midwifery care in the North Richmond Community Health Centre's shared care maternity program. The process of care is considered in detail, while outcomes and client perceptions are outlined. The nature of safe midwifery practice at the individual client/practitioner level�the micro dimension of care�is explored in the context of broader societal issues which directly and indirectly affect health status and outcomes for clients�the macro dimension. This discussion seeks not only to delineate best practice but also to challenge accepted notions of what constitutes safe care.

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34

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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35

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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Petrov, Ljubica, Catherine Joyce, and Tonina Gucciardo-Masci. "Aging in Australia: country of birth and language preferences of residents in aged care facilities." Australian Health Review 43, no. 1 (2019): 78. http://dx.doi.org/10.1071/ah17032.

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Objective There is a need to better understand the use of aged care services by people from culturally and linguistically diverse backgrounds. The aim of the present study was to describe the prevalence of people living in residential aged care facilities (RACFs) who were born in non-English-speaking countries and/or have a preferred language other than English and to describe service utilisation rates. Methods The present study consisted of a secondary analysis of data from the Australian Institute of Health and Welfare National Aged Care Data Clearinghouse. Data were analysed by country of birth, preferred language, state or territory and Aged Care Planning Regions within Victoria. Results Nationally, over 30000 (18.3%) RACF residents were born in a non-English-speaking country. In Victoria, almost one in four RACF residents (23.9%) was born in a non-English-speaking country, and approximately one in eight (13.1%) has a preferred language other than English. Most Victorian RACFs (72.4%) have at least one resident with a preferred language other than English. Approximately one in four residents (26.1%) with a preferred language other than English are the sole speaker of the language in their facility. Conclusion All RACFs need to effectively address the needs and preferences of their residents, including those who were born in a non-English-speaking country or prefer to speak a language other than English. What is known about the topic? The number of older people from a non-English-speaking background continues to increase, but little is known about the prevalence of this cohort living in RACFs and how aged care providers are responding to their needs and preferences. What does this paper add? The present study provides detailed, service- and policy-relevant information, demonstrating a substantial degree of diversity among people living in RACFs, with wide distribution across facilities and regions. The findings confirm the need for a systematic, sector-wide approach to addressing linguistic diversity and developing inclusive practices. What are the implications for practitioners? All RACFs are required to develop policies and procedures in order to cater to the needs and preferences of residents who were born in non-English-speaking countries and/or who prefer to speak a language other than English.

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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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Ong, Kevin, and Michael Woodward. "Non-English speaking background patients in a predominantly English-speaking region may be more likely to present with a dementia other than Alzheimer’s disease." Advances in Aging Research 02, no. 03 (2013): 94–99. http://dx.doi.org/10.4236/aar.2013.23013.

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39

Warburton, Jeni, Sharon Winocur, and Linda Rosenman. "Late life work and retirement issues for Australian women from a non‐English‐speaking background." Journal of Intercultural Studies 16, no. 1-2 (January 1995): 25–39. http://dx.doi.org/10.1080/07256868.1995.9963421.

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Khoo, J., P. Shrestha, R. Fernandez, P. Sun, and J. Weaver. "Non-English Speaking Background as a Predictor of Nonadherence to Cardiovascular Medications Following Coronary Angiography." Heart, Lung and Circulation 26 (2017): S298. http://dx.doi.org/10.1016/j.hlc.2017.06.589.

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Kato, Misaki, and Melissa M. Baese-Berk. "Perceptual consequences of native and non-native clear speech." Journal of the Acoustical Society of America 151, no. 2 (February 2022): 1246–58. http://dx.doi.org/10.1121/10.0009403.

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Native talkers are able to enhance acoustic characteristics of their speech in a speaking style known as “clear speech,” which is better understood by listeners than “plain speech.” However, despite substantial research in the area of clear speech, it is less clear whether non-native talkers of various proficiency levels are able to adopt a clear speaking style and if so, whether this style has perceptual benefits for native listeners. In the present study, native English listeners evaluated plain and clear speech produced by three groups: native English talkers, non-native talkers with lower proficiency, and non-native talkers with higher proficiency. Listeners completed a transcription task (i.e., an objective measure of the speech intelligibility). We investigated intelligibility as a function of language background and proficiency and also investigated the acoustic modifications that are associated with these perceptual benefits. The results of the study suggest that both native and non-native talkers modulate their speech when asked to adopt a clear speaking style, but that the size of the acoustic modifications, as well as consequences of this speaking style for perception differ as a function of language background and language proficiency.

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Muslem, Asnawi, Ika Apriani Fata, and Windy Ilan Saputri. "The Effect of English Authentic Youtube Videos on Students' Speaking Skills in Rural School." Journal of Education Technology 6, no. 3 (August 31, 2022): 423–30. http://dx.doi.org/10.23887/jet.v6i3.45412.

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Technology expands students' opportunities for authentic interaction with native speakers and other language learners at various levels, both inside and outside of the classroom. The purpose of this research is to examine an improvement in students' speaking skills in terms of fluency, vocabulary, grammar, pronunciation, and accuracy by using English YouTube videos, as well as the impact on students' speaking skills with a civil and non civil servant's family background in rural school. In this study, a quantitative method with a true experimental design was used, and a total of N=90 students participated, with N=50 students chosen using purposive sampling from two different classes to serve as samples. The instrument for the study included tests, a pre-test, and a post-test. The data was then analysed statistically to determine the results of the given pre-test and post-test. The average score increased after the post-test in terms of receiving results in terms of improving students' English speaking. Accuracy turned out to be one of the most important aspects of speaking that improved markedly. It means that students learned from native speakers through English YouTube videos, and their accuracy has enormously improved as a result. Meanwhile, students from civil servant families scored 95 on the post-test, while students from non-civil servant families scored 92.5. It was discovered that there is only a minor difference in improvement between civil and non-civil servant students' backgrounds. Teachers should consider using authentic English YouTube videos in the classroom to assist children of their English speaking skills.

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Kurniawati, Kurniawati, and Dini Rizki. "Native vs. non-native EFL teachers: Who are better?" Studies in English Language and Education 5, no. 1 (March 1, 2018): 137–47. http://dx.doi.org/10.24815/siele.v5i1.9432.

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This paper discusses possible advantages of having Non-Native English-Speaking Teachers (NNESTs) to teach English as a Foreign-Language (EFL) especially in Asian countries when they are often regarded as inferior to their Native English-Speaking Teachers (NESTs) counterparts. A native speaker fallacy has emphasized that NESTs are better teachers of EFL and have put NNESTs at a disadvantage. Actually, NNESTs possess advantages that can make them better teachers for teaching English in an EFL/ESL setting connected with their own EFL learning experiences and with sharing the same first language and cultural background with their students. While considered to have lower English language proficiency and lower self-confidence compared to NESTs, NNESTs who have made the effort to become quality teachers can position themselves as ideal English teachers in their own environment.

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Trauer, Tom. "Ethnic Differences in the Utilisation of Public Psychiatric Services in An Area of Suburban Melbourne." Australian & New Zealand Journal of Psychiatry 29, no. 4 (December 1995): 615–23. http://dx.doi.org/10.3109/00048679509064976.

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Objective: The main aim of this study was to compare levels of service use by English and non-English speaking background people. Method: A comparison of service use in 1991/1992 between clients of English speaking (ESB) and non English-speaking (NESB) background was undertaken using hospital inpatient statistics, community mental health centre contact data, interpreter usage figures, and the 1991 Australian census. Results: The main findings indicated: (a) longer median lengths of stay of NESB than ESB inpatients; (b) roughly equal involuntary hospitalisation rates between ESB and NESB residents, but significantly lower rates of voluntary hospitalisation for NESB residents; (c) NESB face-to-face clinic contacts significantly shorter (by between five to ten minutes) than ESB; and (d) variable and generally low use of interpreters. No significant associations between ethnicity, legal status and gender were found. There were limitations in the available data and conclusions could be drawn only with caution. Conclusions: Recommendations include better routine collection of ethnically relevant information, and measures designed to improve the acceptability and accessibility of inpatient services.

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Silvera-Tawil, David, Courtney Pocock, DanaKai Bradford, Andrea Donnell, Jill Freyne, Karen Harrap, and Sally Brinkmann. "Enabling Nurse-Patient Communication With a Mobile App: Controlled Pretest-Posttest Study With Nurses and Non–English-Speaking Patients." JMIR Nursing 4, no. 3 (July 30, 2021): e19709. http://dx.doi.org/10.2196/19709.

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Background There is growing concern regarding the implications of miscommunication in health care settings, the results of which can have serious detrimental impacts on patient safety and health outcomes. Effective communication between nurses and patients is integral in the delivery of timely, competent, and safe care. In a hospital environment where care is delivered 24 hours a day, interpreters are not always available. In 2014, we developed a communication app to support patients’ interactions with allied health clinicians when interpreters are not present. In 2017, we expanded this app to meet the needs of the nursing workforce. The app contains a fixed set of phrases translated into common languages, and communication is supported by text, images, audio content, and video content. Objective This study aims to evaluate the efficacy of the communication app to support nursing staff during the provision of standard care to patients from non–English-speaking backgrounds when an interpreter is not available. Methods This study used a one-group pretest-posttest sequential explanatory mixed methods research design, with quantitative data analyzed using inferential statistics and qualitative data analyzed via thematic content analysis. A total of 134 observation sessions (82 pretest and 52 posttest) of everyday nurse-patient interactions and 396 app use sessions were recorded. In addition, a total of 134 surveys (82 pretest and 52 posttest) with nursing staff, 7 interviews with patients, and 3 focus groups with a total of 9 nursing staff participants were held between January and November 2017. Results In the absence of the app, baseline interactions with patients from English-speaking backgrounds were rated as more successful (t80=5.69; P<.001) than interactions with patients from non–English-speaking backgrounds. When staff used the app during the live trial, interactions with patients from non–English-speaking backgrounds were rated as more successful than interactions without the app (F2,119=8.17; P<.001; η2=0.37). In addition, the level of staff frustration was rated lower when the app was used to communicate (t80=2.71; P=.008; r=0.29). Most participants indicated that the app assisted them in communicating. Conclusions Through the use of the app, a number of patients from non–English-speaking backgrounds experienced better provision of standard care, similar to their English-speaking peers. Thus, the app can be seen as contributing to the delivery of equitable health care.

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Stargatt, Jennifer, Sunil Bhar, Tanya Petrovich, Jahar Bhowmik, David Sykes, and Kelly Burns. "The Effects of Virtual Reality-Based Education on Empathy and Understanding of the Physical Environment for Dementia Care Workers in Australia: A Controlled Study." Journal of Alzheimer's Disease 84, no. 3 (November 23, 2021): 1247–57. http://dx.doi.org/10.3233/jad-210723.

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Background: There is support for the effectiveness of virtual reality (VR) technology in dementia education. However, it is not yet known if VR is a useful tool for improving empathy and understanding of dementia care environments among dementia care workers. Objective: This study compared learning outcomes of VR versus non-VR (control) workshops for dementia care workers of different ages and English-speaking backgrounds. Methods: Dementia care workers enrolled in workshops on dementia care principles. Once participants were enrolled, workshops were assigned at random to deliver non-VR or VR-based education. Participants (N = 114, 91.8%female, mean age = 46.4; SD = 13.2; n = 60VR condition, 54control condition) completed self-report measures of empathy towards people living with dementia, understanding of dementia care environments, dementia knowledge, and attitudes towards dementia at pre- and post-workshop. Results: Significant pre-post main effects were observed for empathy, understanding of dementia care environments, and attitudes. Interaction effects were not found; improvements in outcomes were similar between conditions. However, interaction effects were observed for subgroups. Empathy improved significantly more in the VR condition for older participants. Understanding of dementia care environments improved more in the VR condition for younger and non-English-speaking background participants. Conclusion: Using VR may not augment teaching outcomes for all learners. VR may differentially assist leaners of different ages and English-speaking backgrounds. More research is needed to understand for which variables and for whom VR is a useful teaching tool.

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Upor, Rose Acen. "RATER AGREEMENT AND DISAGREEMENT IN THE MEASUREMENT OF ENGLISH ARTICLE ACQUISITION SUPPLIANCE AND ACCURACY." LLT Journal: A Journal on Language and Language Teaching 24, no. 1 (March 2, 2021): 126–48. http://dx.doi.org/10.24071/llt.v24i1.2603.

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This study combines language assessment processes and interlanguage analysis techniques to determine rater agreement and disagreement in assessing English article acquisition. Employing native English speaking and non-native English speaking raters, picture sequence narratives that were written by English as a Foreign Language (EFL) learners (n=97) were coded and scored for suppliance-in-obligatory context (SOC) and target-like utterance (TLU). Although the kappa statistic revealed a fair agreement between raters (0.17 – 0.33), content analysis methods revealed much higher agreement (88.29% - 94.07%). Furthermore, language background effects between the raters could not be substantiated however the results demonstrated a discernable disagreement pattern between them. Thus, the study recommends the inclusion of a foreign language teaching background as a factor for rater selection to minimize language background effects on rating language assessments.

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Sedarous, M., Q. Alayo, K. Subramanian, O. Nwaiwu, and P. N. Okafor. "A90 A PROPENSITY SCORE-MATCHED, STATE-LEVEL COMPARISON OF INPATIENT CIRRHOSIS OUTCOMES IN ENGLISH VS NON-ENGLISH SPEAKING PATIENTS." Journal of the Canadian Association of Gastroenterology 4, Supplement_1 (March 1, 2021): 62–63. http://dx.doi.org/10.1093/jcag/gwab002.088.

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Abstract Background United States (US) citizens speaking a foreign language at home has increased by 192% from 1980 to 2018. Aims With the increase in multiculturalism and ongoing concerns for health disparities in the US, we sought to compare inpatient outcomes between non-English speaking and English-speaking patients with cirrhosis. Methods The 2013–14 Maryland State inpatient databases were used to compare inpatient outcomes in adult patients with cirrhosis. The analysis cohort was identified using a validated algorithm of ICD-9 codes. Cirrhosis patients were stratified based on primary language into non-English-speaking patients [NESP] vs English-speaking patients [ESP]. A 1:3 propensity score matching analysis based on possible confounders was used to finalize the analysis cohort. The primary outcome (all-cause in-hospital mortality) and secondary outcomes including 30-day all-cause readmission rates, length of stay, total hospitalization charges were then compared between groups. Results In the study period, 3,035 NESP vs 21,212 ESP discharges were identified. We matched 1,659 NESP with 4,928 ESP using a 1:3 algorithm. Table 1 highlights demographic data. In the unmatched analysis, all-cause mortality was higher in the ESP cohort compared to NESP (6.71% vs 5.73%, p=0.046). However, after propensity-matching, inpatient mortality rate became comparable between both groups (6.45% vs 6.51%, p=0.9). Thirty day all-cause readmission rates were also similar between ESP vs NESP (4.87% vs 4.28%, p=0.18). Median length of stay in the ESP group was 4 days (IQR 3–8) vs 5 days (IQR 3–7) in the NESP group, while median total charges in ESP were $55,984 (IQR $33,897-$98,679) compared to $61,262 (IQR $36,228-$$108,369) in NESP. Conclusions While significant differences in socioeconomic status and payer type exist between non-English and English speaking cirrhosis patients, these do not appear to negatively impact inpatient outcomes including all-cause inpatient mortality, 30-day readmission rates, length of stay, total hospital charges. Funding Agencies None

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Khabbazbashi, Nahal. "Topic and background knowledge effects on performance in speaking assessment." Language Testing 34, no. 1 (August 2, 2016): 23–48. http://dx.doi.org/10.1177/0265532215595666.

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This study explores the extent to which topic and background knowledge of topic affect spoken performance in a high-stakes speaking test. It is argued that evidence of a substantial influence may introduce construct-irrelevant variance and undermine test fairness. Data were collected from 81 non-native speakers of English who performed on 10 topics across three task types. Background knowledge and general language proficiency were measured using self-report questionnaires and C-tests respectively. Score data were analysed using many-facet Rasch measurement and multiple regression. Findings showed that for two of the three task types, the topics used in the study generally exhibited difficulty measures which were statistically distinct. However, the size of the differences in topic difficulties was too small to have a large practical effect on scores. Participants’ different levels of background knowledge were shown to have a systematic effect on performance. However, these statistically significant differences also failed to translate into practical significance. Findings hold implications for speaking performance assessment.

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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.

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