Domain-specific English language acculturation as strengths for secondary schooling in Australia

Students who speak English as a second language (ESL) face considerable challenges in English language universities, but little is known about the relationship between English-language acculturation and academic performance. A prospective, correlational design was used to validate the English Language Acculturation Scale (ELAS), a measure of the linguistic aspect of acculturation, and to determine the relationship between English-language acculturation and academic achievement among 273 first-year nursing students. Exploratory factor analyses demonstrated that the ELAS was a valid and reliable measure (alpha = .89). When ELAS scores were examined in relation to students' grades, students with the lowest ELAS scores also had the lowest mean subject grades, highlighting the need to place greater emphasis on identifying English-language acculturation among ESL students.

This study examines sex differences in English language acculturation and learning strategies among older Vietnamese in the United States in a nationwide probability sample. Data of this study came from the Southeast Asian Refugee Self-Sufficient Study (1982). The results reveal that older Vietnamese women had more problems with their English language than older Vietnamese men. In addition, the Vietnamese men were more likely to use various learning strategies to improve their English skills than the women.

Efforts to alleviate the current nursing shortage have focused on recruitment and retention of diverse nursing students. Language acculturation has been identified in the literature as one predictor of academic achievement (Salamonson et al, 2008) PURPOSE: This study examined the relationship between pathophysiology and pharmacology grades and scores on the English Language Acculturation Scale (ELAS) survey for junior-level nursing students (N = 65). The relationship between years living in the United States (U.S.) and pathophysiology and pharmacology grades was examined also. RESULTS: ELAS scores ranged from 7-25, with a mean of22 (SD = 4.27). No statistically significant correlation was found between pathophysiology or pharmacology grades and ELAS score. A weak correlation was identified between length of time lived in the U.S. and pathophysiology grades (r =.260, p < .05) and pharmacology grades (r = .288, p < .05). For this sample, success in pharmacology and pathophysiology coursework paralleled linguistic competence.

This article introduces an intelligent assistant architecture that allows replacing existing modules and plugging new modules without requiring any code changes thanks to its modular and extensible structure. Our proposal supports multiple natural languages and at the same time allows the integration of any external artificial intelligence or IoT component easily. The software that we developed understands the commands in English and Turkish languages and transmits the answers to the user in these languages. Through our domain-specific language, different artificial intelligence components can be integrated into the system. Thanks to this domain specific language, only specific conversations are detected and the artificial intelligence module can be called. However, human speech contains many synonyms and we cannot always achieve the exact word by word. For this reason, we offer a system that understands the meanings of sentences and learns what the user wants to do when necessary.

Hispanic farmworkers are at disproportionate risk of pesticide exposure. Moreover, new immigrant, Spanish-speaking farmworkers are least likely to receive safety training and protection from pesticides in the form of personal protective equipment (PPE). Provision is known to increase PPE use among farmworkers, but it is unclear whether provision helps new immigrant Hispanic farmworkers. Thus, this study examined the extent to which provision increases Hispanic farmworkers’ use of PPE. Additionally, we examined associations with English language acculturation since language barriers might influence training and use of PPE in a largely new immigrant, Spanish-speaking workforce. Farmworkers were provided three types of PPE (chemical-resistant gloves, safety glasses, and long-sleeved shirts) as part of the ¡Protejase! study. We assessed differences in the use of PPE that was provided by the ¡Protejase! study compared to PPE that farmworkers were not provided. We also measured workers’ English language acculturation, training, and other work demographic variables. PPE use was measured at baseline and after 30 days, and analyzed using OLS regression. Use of study-provided PPE was significantly higher, but only among participants with low levels of English language acculturation (p < .05). Thus, providing PPE increases its use among farmworkers with low levels of English language acculturation.

Introduction Achieving educational quality has always been an essential pillar for sustainable development, social equity, and the transformation of education systems globally. Educational institutions, especially those responsible for training future professionals, play a strategic role in achieving Sustainable Development Goal 4 (SDG 4) by fostering inclusive and equitable educational processes centered on meaningful learning. Therefore, the objective of this study was to analyze the influence of teachers’ effectiveness and English language acculturation on educational quality, examining the mediating role of disposition learning. Methods A cross-sectional explanatory study was conducted with the participation of 457 university students. The sample was distributed between women (57.8%) and men (42.2%), with ages ranging from 18 to 37 years ( M = 21.87; SD = 3). Data were collected using an online self-report questionnaire and analyzed using PLS-SEM. Internal consistency coefficients showed adequate values and confirmed the internal robustness of each construct. Results The hypotheses were supported, with teachers’ effectiveness and disposition learning found to influence educational quality, while teachers’ effectiveness and English language acculturation influenced disposition learning, with the latter assuming a mediating role. However, the proposed model shows that the direct effect of English language acculturation on educational quality is not statistically significant. Discussion This new model suggests a reevaluation of existing models on the topics analyzed, given that it involves emerging variables for higher education. The validated findings of this research provide valuable information for higher education management and leadership seeking to achieve higher levels of educational quality. This model merits special attention in future research, including the exploration of other potential factors and the application of these findings to diverse contexts and cultures.

Learning preference as a predictor of academic performance in first year accelerated graduate entry nursing students: A prospective follow-up study

Acculturation and physical activity among North Carolina Latina immigrants

The purpose of this study was to examine the English language acculturation among older Vietnamese refugees (aged 40 and over) in a nationwide sample. The findings reveal that age, sex, education in Vietnam, health, and length of residence in the U.S. had some significant relationships with language acculturation. In particular, older Vietnamese people had more problems with language acculturation than their younger counterparts, and Vietnamese women had more language acculturation problems than men.

While the use of natural language for software development has been proposed since the 1960s, it was limited by the inherent ambiguity of natural languages, which people resolve using reasoning in a text or conversation. Programming languages are formal general-purpose or domain-specific alternatives based on mathematical formalism and which are at a remove from natural language. Over the years, various authors have presented studies in which they attempted to use a subset of the English language for solving particular problems. Each author approached the problem by covering particular domains, rather than focusing on describing general elements that would help other authors develop general-purpose languages, instead focusing even more on domain-specific languages. The identification of common elements in these studies reveals characteristics that enable the design and implementation of general-purpose naturalistic languages, which requires the establishment of a programming model. This article presents a conceptual model which describes the elements required for designing general-purpose programming languages and which integrates abstraction, temporal elements and indirect references into its grammar. Moreover, as its grammar resembles natural language, thus reducing the gap between problem and solution domains, a naturalistic language prototype is presented, as are three test scenarios which demonstrate its characteristics.

This study used a family-centered ecological lens to examine predictive relations among fathers’ and mothers’ language acculturation, parenting practices, and academic readiness in a large sample of Mexican American children in preschool ( N = 880). In line with prior early childhood research, parent language acculturation was operationalized as fathers’ and mothers’ English proficiency and primary language used in the home. Parenting was operationalized as fathers’ and mothers’ participation in home learning stimulation (e.g. shared book reading). Analyses showed that, after controlling for demographics, fathers’ and mothers’ primary language in the home predicted children’s reading achievement and fathers’ and mothers’ English proficiency predicted children’s math achievement. Furthermore, maternal home learning stimulation made a unique contribution to children’s reading achievement after the influence of parent language acculturation was accounted for, underscoring the importance of home learning stimulation for strengthening Mexican American children’s reading skills prior to school entry.

Effect of English language proficiency and acculturation on the Woodcock-Johnson Cognitive tests

Mexican immigrants to the United States report longer sleep duration and fewer sleep complaints than their US-born counterparts. To investigate whether this effect extends to other immigrant groups, we examined whether the prevalence of self-reported sleep complaints is higher among US-born Hispanic/Latina, Chinese, and Japanese immigrant women compared to their first-generation immigrant ethnic counterparts as well as to US-born whites. We examined whether these associations persisted after adjusting for sociodemographic and health characteristics and whether acculturation mediated the effects. Cross-sectional observational study. Multisite study in Oakland, CA; Los Angeles, CA; and Newark, NJ. Hispanic/Latina (n = 196), Chinese (n = 228), Japanese (n = 271) and non-Hispanic white (n = 485) women (mean age = 46 y, range 42-52 y) participating in the Study of Women's Health Across the Nation (SWAN); 410 or 59.0% of the nonwhites were first-generation immigrants. None. Questionnaires were used to assess sleep complaints, race/ethnicity, immigrant status, language acculturation (use of English language), and sociodemographic and health variables. Approximately 25% of first-generation immigrant women reported sleep complaints compared to 37% of those who were US-born nonwhites and 42% of US-born whites. Multivariable adjusted logistic regression analyses showed that US-born nonwhites had higher odds of reporting any sleep complaints (odds ratio = 2.1, 95% confidence interval [CI] 1.5-3.0), compared to first-generation immigrants. Women with higher levels of language acculturation had greater odds of reporting any sleep complaint compared to those with less language acculturation. Adjustment for language acculturation mediated 40.4% (95% CI 28.5-69.8) of the association between immigrant status and any sleep complaint. When results were stratified by race/ethnicity, significant mediation effects of acculturation were only found for Hispanic/Latina and Japanese women, but not for Chinese women. US-born Hispanic/Latina, Chinese, and Japanese immigrants were more likely to report sleep complaints than their first-generation ethnic counterparts, a finding largely explained by language acculturation and unmeasured factors associated with language acculturation.

This descriptive, survey, cross-sectional study was conducted to investigate the risk factors of depression among four ethnic groups of Asian American adolescents. Convenience sample of 316 adolescents, 16 to 19 years of age (M= 17.53 years, SD = 1.13), living in New York City, were recruited from members and friends of Asian American organizational sources. Adolescents receiving treatment for depression were excluded from the data analysis. Measures included Demographic, depression (CES-D scale), English language acculturation scale, and smoking opportunity survey questionnaires. Ninety percent of the participants were enrolled in school; 11th grade (29.3%), 12th grade (29%), and college freshman (20.1%) levels. Ninety-two percent spoke another language other than English. Analysis revealed that 50% (n = 158) of all participants scored at or above the cut-off point of 16 on the CES-D Scale (M=17.85, SD = 10.89). Significant risk factors found were English language acculturation, current enrollment in school and smoking status, as well as the interaction between ethnicity and smoking status. Depression may be prevalent among Asian American adolescents and it is important to focus attention on this significant health problem. Acculturation assessment must be integrated into clinical evaluations and smoking prevention programs should be culturally and ethnically sensitive to the needs of Asian American adolescents.

Objectives Acculturative stress is an important factor that affects health for Latinx immigrants in the US, with multiple studies identifying a link between depression and acculturative stress in this population. However, far fewer studies have examined the specific role and relationship of acculturative stress on mental health service use in this population. Through the lens of Yang’s 2016 Model of Immigrant Health Service Use, this study aimed to examine the role of acculturative stress in predicting mental health service use in a sample of Latinx immigrants in the Southeast US. Design We conducted a secondary data analysis from a longitudinal study of Latinx immigrant health (n = 391). Results Our study found that while total acculturative stress was not significantly associated with mental health service use in this sample, parenting stress was a significant predictor of mental health service use in the past six months when controlling for covariates (OR: 1.043, 95% CI [1.009, 1.078]). Additionally, important Predisposing and Need for Healthcare factors were significantly associated with mental health service use, specifically: males were less likely to utilize mental health services than females (OR: 0.401, 95% CI [0.166-0.968]), English language acculturation was positively associated with mental health service use (OR: 1.953, 95% CI [1.130, 3.377]), and depression was positively associated with mental health service use (OR: 1.107, 95% CI [1.027, 1.194]). Conclusion These findings support the need for more culturally sensitive mental health services, and the need to develop strategies to engage males and less acculturated individuals in mental health services to promote health equity among Latinx immigrants.