English Language Acculturation Research Articles

Language Proficiency and Academic Success of Bilingual Hispanic Nursing Students along the US-Mexico Border

Background: The Texas Department of State Health Services reported an enrollment of 29.7% Hispanic heritage students in nursing schools in 2020. Hispanics comprise of 18.5% of the total US population. Hispanic communities are less likely to speak proficient English than non-Hispanic Whites due to lack of language concordance. A diverse nursing workforce is necessary to accommodate the changing community. English as an additional language is frequently identified as a barrier to a nursing degree. This study examined how English proficiency affects nursing academic success of non-BSN and BSN nursing students. Methodology: Non-experimental descriptive quantitative research with two open-ended questions were employed. Students from 27 non-BSN and BSN programs along the U.S.-Mexico border were surveyed. Participants (N = 158) self-reported Grade Point Average (GPAs) on a 4.0 scale and completed two language proficiency instruments, the Language Experience and Proficiency Questionnaire (LEAP-Q) and the English Language Acculturation Scale (ELAS). Participants responded to questions related to strategies that were either beneficial or barriers to their learning and success. Results: Regression of GPA on predictors of English proficiency yielded non-significant models. Convergent validity between the two language proficiency instruments was supported, and reliability was similarly high. MANOVA analysis revealed students on a BSN versus non-BSN program hold higher GPAs. Non-BSN students showed higher Spanish language proficiency than those on a BSN program. Seven themes emerged from the question data, three themes showed that English as an Additional Language (EAL) benefits students (support, communication, and academic resources) and four were barriers to learning (finances, time management, language, and self-perception). Conclusion: A diverse bilingual nursing workforce is essential to meet the future needs of the US. Even though language proficiency did not predict academic success, students enrolled in non-BSN and BSN students who utilized both languages were academically successful.

Hispanic Acculturation: Associations with Family Planning Behaviors and Attitudes.

IntroductionThe purpose of this study was to investigate the association of Hispanic acculturation in the U.S. with family planning behaviors and attitudes.MethodsSurveys of 225 Hispanic women were collected that used acculturation measures of number of years lived in the U.S. and the Short Acculturation Scale for Hispanics (SASH), along with questions about family planning behaviors, including birth control use, sterilization, and abortion.ResultsSASH-Language statistically differed (p = 0.03) where those with ‘yes birth control’ had significantly lower English acculturation (M = 6.10, SD = 1.77) than those with ‘no birth control’ (M = 7.00, SD = 3.16). Greater U.S. acculturation on SASH-Ethnic Social Relations was associated positively with the attitude that finances are important when considering to have children (r = 0.18, p < 0.05). Number of years lived in the U.S. was associated positively with the attitude that it is a woman’s personal choice to have an elective termination of pregnancy (r = 0.19, p < 0.01).ConclusionsHealthcare providers should consider patient acculturation level when discussing family planning topics. It is possible that a more detailed explanation concerning the reasons for family planning is necessary when discussing family planning topics with Hispanic patients who exhibit higher levels of English language acculturation.

Attitude and Information from Health Professionals Were Associated with Decision to Donate Organs among Arabic-Speaking Refugees: Exploring Opportunities for Intervention

Abstract This cross-sectional survey study conducted between May and August 2017 on Arabic-speaking refugees resettled in Australia examined factors associated with willingness to donate organs. Of the 239 respondents, those who expressed greater willingness to donate organs and tissues were more likely to: (a) be Christians; (b) have obtained information from healthcare professionals (HCPs); (c) have higher organ and tissue donation (OTD) knowledge; (d) have a positive attitude towards OTD; and (e) have high English language acculturation levels. Nevertheless, after controlling for English language usage and religion, having a positive attitude towards OTD and receiving information from HCPs emerged as independent predictors of willingness to donate, underscoring the importance of educational interventions by HCPs

The role of acculturation and training in personal protective equipment (PPE) use among Hispanic farmworkers: A follow-up from the ¡Protejase! study.

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.

English language proficiency and academic performance of Nursing Students speaking English as a second language

Abstract Introduction. Students who speak English as a second language (ESL) may face considerable challenges at English language universities. Aim. To investigate the English language proficiency and academic performance of ESL bachelor’s degree nursing students. Methods. A correlational design was used with a sample of 136 nursing students who completed a structured questionnaire on socio-demographic characteristics, variables that affect language proficiency, open questions, and English Language Acculturation Scale (ELAS) to identify their English proficiency. Results. Forty-three percent of the participants experienced difficulty in understanding the second language in clinical practice, 68% experienced challenges in studying the second language, and 47% were embarrassed to speak English. Approximately 71% of the participants had low ELAS scores and 58% had a good grade point average (GPA). Regression analysis revealed that internal motivation, study challenge, and entrance GPA were predictors of academic performance. Conclusions. The results suggest that students’ grades were correlated with their use of English to read and write during their studies. Thus, faculty administrators should have concrete plans for improving and monitoring the English language proficiency of students throughout their enrolment.

Predictive validity of the post-enrolment English language assessment tool for commencing undergraduate nursing students

Nursing students with English as an additional language (EAL) may underperform academically. The post-enrolment English language assessment (PELA) is used in literacy support, but its predictive validity in identifying those at risk of underperformance remains unknown. To validate a PELA, as a predictor of academic performance. Prospective survey design. The study was conducted at a university located in culturally and linguistically diverse areas of western Sydney, Australia. Commencing undergraduate nursing students who were Australian-born (n=1323, 49.6%) and born outside of Australia (n=1346, 50.4%) were recruited for this study. The 2669 (67% of 3957) participants provided consent and completed a first year nursing unit that focussed on developing literacy skills. Between 2010 and 2013, commencing students completed the PELA and English language acculturation scale (ELAS), a previously validated instrument. The grading levels of the PELA tool were: Level 1 (proficient), Level 2 (borderline), and Level 3 (poor, and requiring additional support). Participants with a PELA Level 2 or 3 were more likely to be: a) non-Australian-born (χ(2): 520.6, df: 2, p<0.001); b) spoke a language other than English at home (χ(2): 490.2, df: 2, p<0.001); and c) an international student (χ(2): 225.6, df: 2, p<0.001). There was an inverse relationship between participants' ELAS scores and PELA levels (r=-0.52, p<0.001), and those graded as 'proficient' with a PELA Level 1 were more likely to obtain higher scores in their: i) unit essay assessment (χ(2): 40.2, df: 2, p<0.001); ii) final unit mark (χ(2): 218.6, df: 2, p<0.001), and attain a higher GPA (χ(2): 100.8, df: 2, p<0.001). The PELA is a useful screening tool in identifying commencing nursing students who are at risk of academic underachievement.

Depression among Four Groups of Ethnic Asian American Adolescents in New York City

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.

English-Language Proficiency, Academic Networks, and Academic Performance of Mexican American Baccalaureate Nursing Students.

We examine how academic networks mediate between English-language proficiency and academic performance. The relationship between English-language proficiency and academic performance remains inconclusive; it is possible that academic networks play a role in this relationship. Filling this knowledge gap is central to building best practices in teaching, and to evaluating the impact of networks on success. Data were analyzed from 164 Mexican American nursing students. We used English Language Acculturation Scale (ELAS) items as predictors, interaction with academic networks as the mediating variable, and course grade as the outcome; regression analyses were performed. Interaction with academic networks correlated with grades; ELAS was not significant. Instead, academic networks mediated between entrance GPA and grades, an unexpected finding. Academic networks are critical in academic performance. However, only those students who have a history of high performance are likely to have or to activate academic networks.

Psychometric testing of the English Language Acculturation Scale in first‐year nursing students

This article is a report of the psychometric testing of the five-item English Language Acculturation Scale, an indicator of English language usage as reported by first-year undergraduate nursing students. Nursing students who have English as an additional language can struggle clinically and academically due to low levels of English language proficiency. A self-report screening tool may provide early identification of nursing students at risk of underperformance. Prospective correlational survey design. The study used a prospective, correlational survey design. In 2010 and 2011, 1400 commencing nursing students were surveyed about their English language usage using the English Language Acculturation Scale. In addition to descriptive statistics, exploratory and confirmatory factor analyses and Cronbach's alpha reliabilities, the relationship between English Language Acculturation Scale score and Grade Point Average at the end of first year was computed. Results show good reliability and construct validity of the English Language Acculturation Scale. Principal component analysis yielded only one component in which all five items loaded highly. This was further supported by confirmatory factor analysis, with standardized factor loadings ranging from 0·79 to 0·90. The results also showed strong association between English language use and academic performance; students in the high English Language Acculturation Scale score group were most likely to be in the high Grade Point Average group at the end of first year. Language screening tools can be an important strategy to identify nursing students at risk of underperforming in their studies. The English Language Acculturation Scale has the potential to be a useful brief self-report measure for commencing nursing students.

A comparison of social attitudes, professional and institutional identities and acculturative stress between podiatry and other health professional students

Methods Thirty-three out of forty-six enrolled first-year podiatry students completed surveys at a large, culturally diverse university in Sydney, Australia. Demographic data and standardised measures of English language acculturation, acculturative stress, universe diverse orientation and professional and institutional identities were collected. Surveys were also administered to first-year physiotherapy, occupational therapy, nursing and medical students at the same university. Data were entered into and analysed in SPSS version 18. Descriptive statistics and Kruskal-Wallis tests were used to describe and compare the student cohorts. Results Seventy-three percent of first-year podiatry students were born in Australia although 36% of these students speak a language other than English at home. Podiatry was the first course preference for 73% of students, and 34% of the cohort reported having a close friend in the same course. 64% were in paid employment at the time of the study, and of these 71% worked in a non-healthrelated area. Conclusions Trends were identified which differentiated the health professions. When compared with other health professional students, podiatry students had relatively low levels of acculturative stress and moderate levels of professional and institutional identity. This suggests that first-year podiatry students (after 12 weeks of study) have appropriate attitudes that will facilitate the development of cultural competence with further study. The data to date has shown similar trends for physiotherapy and occupational therapy students in the School of Biomedical and Health Sciences.

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

The growth of accelerated graduate entry nursing programs has challenged traditional approaches to teaching and learning. To date, limited research has been undertaken in the role of learning preferences, language proficiency and academic performance in accelerated programs. Sixty-two first year accelerated graduate entry nursing students, in a single cohort at a university in the western region of Sydney, Australia, were surveyed to assess their learning preference using the Visual, Aural, Read/write and Kinaesthetic (VARK) learning preference questionnaire, together with sociodemographic data, English language acculturation and perceived academic control. Six months following course commencement, the participant's grade point average (GPA) was studied as a measurement of academic performance. A 93% response rate was achieved. The majority of students (62%) reported preference for multiple approaches to learning with the kinaesthetic sensory mode a significant (p=0.009) predictor of academic performance. Students who spoke only English at home had higher mean scores across two of the four categories of VARK sensory modalities, visual and kinaesthetic compared to those who spoke non-English. Further research is warranted to investigate the reasons why the kinaesthetic sensory mode is a predictor of academic performance and to what extent the VARK mean scores of the four learning preference(s) change with improved English language proficiency.

Career Decision-Making Self-Efficacy of Vietnamese Adolescents

Individual (gender and acculturation), microsystem (social support), exosystem (socioeconomic status), and macrosystem (racism) variables were examined as predictors of career decision-making self-efficacy in a sample of 85 Vietnamese adolescents in the Washington, D.C., area. English language acculturation and peer support accounted for unique variance in the prediction of career decision-making self-efficacy. Implications for career counseling and future research are discussed.

A Measure of English Acculturation Stress and Its Relationships with Psychological and Physical Health Status in a Sample of Elderly Russian Immigrants

ABSTRACT This study aims to evaluate the factor structure and criterion validity of the English Language Acculturation Stress (ELAS) scale in a community-based sample of elderly Russian immigrants. The sample consists of 300 Russian immigrants with an equal number of females and males, from 59 to 93 years of age (Mean = 73.26, SD = 7.271). The majority of the respondents were married (72%) at the time the interviews were conducted. On average, the respondents have lived in the U.S. for about 7 years (SD = 3.00). We performed both exploratory and confirmatory factor analyses to ascertain the factor structure or conceptual dimensions of the 11-item ELAS scale. The findings revealed that this 11-item scale encompasses three dimensions: Basic English skills, survival English skills, and social involvement English skills. Correlation analyses of the scale with depression, physical health status, and length of residence suggest that the ELAS has good criterion validity and potential as a screening instrument of language acculturation stress for elderly Russian immigrants. Implications for research and practice are discussed.

English‐language acculturation predicts academic performance in nursing students who speak English as a second language

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.

Acculturation and physical activity among North Carolina Latina immigrants

The objective of this study was to examine the association between acculturation and physical activity among first generation Latina (Hispanic women) immigrants living in North Carolina. As part of the multi-site Women's Cardiovascular Health Network, 671 first generation Latina immigrants 20–50 years of age completed in-person interviews on physical activity, acculturation (measured by a language scale, length of residence in the US, and age at arrival in the US) and other potential individual and contextual correlates of physical activity. All statistical models were adjusted for age, general health, number of children in the home, marital status, and education, with self-reported physical activity as the dependent variable. Among participants, 37.4% met recommendations for physical activity, 41.9% reported insufficient activity, and 20.7% reported no moderate or vigorous activity. Latinas with higher English language acculturation were more likely to be physically active than women with lower English language acculturation. Likewise, women who arrived to the US when they were younger than 25 years were more likely to be physically active than women who arrived when they were 25 years or older. Length of residence in the US was not associated with physical activity. These relationships persisted when restricting the sample to Mexican born women. We conclude that among first generation immigrants living in North Carolina, those with higher English language acculturation or who arrived to the US at younger ages were more likely to report being physically active. These findings suggest that future epidemiologic studies and physical activity interventions should measure and tailor programs based on English-language use and age of arrival to the US among Latina immigrants.

Perceived Discrimination and Depression among Mexican-Origin Adults in California

We contend that perceived discrimination has an independent effect on depression outcomes among adults of Mexican origin. Using a sample of 3,012 Mexican-origin respondents in Fresno, California in 1995/96 (ages 18-59) we investigate the direct and moderating connections between perceived discrimination, acculturative stress, and mental health (CES-D). We also investigate the social patterning of perceived discrimination. While more highly acculturated immigrant respondents were more likely to experience discrimination than their less acculturated counterparts, more highly acculturated U.S. born respondents were less likely to experience discrimination. Discrimination was directly related to depression, but this effect was moderated through nativity/country of residence, English-language acculturation, sex, and country of education variables. Moderate levels of legal status acculturative stress were especially depressive for native-born U.S. residents.

Language Acculturation Among Older Vietnamese Refugee Adults

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.

Sex differences in English language acculturation and learning strategies among Vietnamese adults aged 40 and over in the United States

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.