English Language Proficiency Research Articles

Palliative and End-of-Life Family Caregiving in Rural Areas: A Scoping Review of Social Determinants of Health and Emotional Well-Being.

Introduction: Due to their remote location, rural-dwelling family caregivers (FCGs) experience geographic and psychosocial challenges when providing home-based palliative and end-of-life (PEOL) care for their care recipient. Limited research has evaluated the social and environmental factors that may compound FCG burden and contribute to adverse emotional health outcomes among rural-dwelling PEOL FCGs. Objective: To characterize the social determinants of health (SDOH) that affect the provision of PEOL care among rural-dwelling FCGs, along with symptoms of anxiety and depression. Methods: A scoping review was conducted using Arksey and O'Malley's Framework. Searches were conducted in PubMed, CINAHL, PsycINFO, and Cochrane, and 511 articles published between 2010 and 2023 were screened. Keywords included "rural," "PEOL care," and "FCG." Inclusion criteria included FCGs, ages ≥18 years; findings reported on SDOH, anxiety, and/or depressive symptoms; within a rural context; and U.S. based. Findings: In this review, 18 studies met eligibility and were included. Apart from six studies that specifically investigated Black and Latinx FCGs, most FCGs were middle-aged White female spouses. SDOH impacting PEOL care provision included: limited access to PEOL services due to remote distance and travel needs for services; low health literacy in medical terminology and patient symptom management; limited English-language proficiency; perceived clinician racial and ethnic discrimination; financial vulnerabilities affecting health care coverage; and underdeveloped infrastructure. These barriers negatively impacted decision making, communication with clinicians, and patient symptom management. FCGs reported emotional distress related to patients' symptom management and limited opportunities for respite. There was a limited investigation of emotional well-being and minimal interventions aimed toward improving rural-dwelling FCG emotional health. The presence of community support promoted hospice use and facilitated the provision of care. Conclusions: FCGs are vulnerable to adverse emotional health when providing home-based PEOL care. Research is needed to develop supportive interventions (e.g., digital health) for rural-dwelling FCGs.

Impact of English Language Proficiency on Local Language Use among Bangladeshi Graduates

This study aimed to identify the impact of English language proficiency on Bangladeshi graduates in terms of its influence on local languages and cultural integration. The study was conducted using a quantitative approach, and the random sampling technique was employed to select 370 respondents from English and Bengali medium-instructed Bangladeshi graduates. Data were analysed using SPSS version 27.0. The Pearson correlation, ANOVA, and multiple regression analyses were used in line with the research objectives. The Pearson correlation shows a significant correlation among the studied variables, such as cultural erosion (R2 = 047, p < 0.001), threat to local language (R2 = 048, p < 0.001), and polluting local language (R2 = 047, p < 0.001). The ANOVA test was performed to find the mean difference in cultural erosion (CE), threat to local language (TLL), and polluting local language (PLL) with respect to respondents’ qualifications (bachelor’s, master’s, or Ph.D. degree). The ANOVA result revealed no statistically significant difference in CE and TLL in terms of graduates’ qualifications, while PLL differs significantly based on their qualifications (bachelor’s, master’s, or Ph.D. degree.). Similarly, significant differences in CE, TLL, and PLL were found among the income groups and living places of graduates. Multiple regression analysis explained 13.6% variances in the social class context with ELP-linked challenges (R2 = 0.136, p = 0.001), while the lower class was found to have positive non-significant relationships with ELP-linked challenges (B = 0. 159, p = 0.382). This was almost double that of the result for the rich class (B = 0.085, p = 0.721). However, ELP-linked challenges contain a mixture of languages and cultural blending in society, as the rich class faces fewer challenges than the lower and middle classes. The study is influential in creating an awareness of language use whenever necessary.

Enhancing English comprehension: a UbD mind walker intervention for remote upper-grade elementary students

This preliminary study examines the efficacy of the Mind Walker Reading Programme in improving word knowledge and, consequently, improving reading comprehension skills for three upper-grade elementary students in a remote setting. The programme is based on the understanding by design (UbD) Model developed by Wiggins and McTighe (The understanding by design guide to creating high-quality units, ASCD, Alexandria, 2011; The understanding by design guide to advanced concepts in creating and reviewing units. ASCD, Alexandra, 2012), emphasizing defined reading comprehension outcomes and appropriate indicators for assessment. To assess the Programme’s impact and the retention of acquired skills, pre- and post-tests were administered, with a delayed post-test conducted over an 11-week period. Analysis of the test results, collected from the city government’s test pool, reveals a significant improvement in reading comprehension accuracy among participants using the UbD Mind Walker reading tool. This study highlights the effectiveness of the UbD Mind Walker programme in enhancing English language proficiency and supporting sustainable learning for elementary school students, particularly in remote areas with limited educational resources.

An Innovative Model of English Teaching Based on Particle Swarm Algorithm Construction

English teaching in construction plays a vital role in facilitating effective communication and collaboration within the industry. By equipping construction professionals with proficiency in English, they can navigate global markets, engage with multinational clients, and access a wealth of resources and knowledge available in the English language. English instruction tailored to the construction sector emphasizes industry-specific terminology, communication skills for project management, and comprehension of technical documents and specifications. Additionally, English language proficiency enables construction workers to comply with safety protocols, understand complex engineering plans, and participate in international conferences and training programs. This paper introduces an innovative model of English teaching tailored for construction professionals, utilizing a Particle Swarm Algorithm Construction with Weighted Particle Swarm Classification (W-PSO). Acknowledging the significance of effective communication in the construction industry, especially in multinational contexts, this research endeavors to optimize English language instruction through advanced computational techniques. The proposed model combines traditional teaching methodologies with the W-PSO algorithm, a metaheuristic optimization technique inspired by the behavior of particles in a swarm. W-PSO dynamically adjusts the weightings assigned to various instructional components, such as vocabulary acquisition, grammar instruction, and communication skills development, to optimize learning outcomes for construction professionals. Simulation results a cohort of 100 construction professionals participating in the English teaching program, the average improvement in English language proficiency is measured at 25% after completing the W-PSO-enhanced curriculum. Furthermore, specific language skills exhibit notable enhancements, with vocabulary acquisition increasing by 30%, grammar comprehension by 20%, and communication skills by 35%. The W-PSO algorithm dynamically adjusts the weightings assigned to various instructional components, optimizing the learning process. For instance, vocabulary acquisition receives a weighting of 0.4, grammar comprehension 0.3, and communication skills 0.3, resulting in a balanced and comprehensive approach to English language instruction.

Quality Improvement Model of English Teaching in Universities Based on Big Data Mining

Big data mining in English teaching revolutionizes language instruction by leveraging vast amounts of data to personalize and optimize learning experiences. This approach utilizes sophisticated algorithms to analyze learners' language usage patterns, comprehension levels, and areas of difficulty. This paper presents a novel Quality Improvement Model of English Teaching (QIMET) tailored for universities, integrating big data mining techniques with a Stacked Hashing Edge Computing Model (SHECM). Recognizing the importance of enhancing English language proficiency among university students, particularly in an increasingly globalized educational landscape, this research aims to optimize English teaching methodologies through advanced computational approaches. The proposed QIMET framework leverages big data mining to analyze extensive datasets of student performance, language usage patterns, and instructional effectiveness. By extracting valuable insights from these datasets, educators can identify areas for improvement, tailor teaching materials, and personalize learning experiences to meet individual student needs. Simulation analysis of Across a dataset of 500 university students enrolled in English language courses, QIMET achieves an average improvement of 30% in language proficiency scores compared to traditional teaching methods. Moreover, specific language skills exhibit notable enhancements, with vocabulary acquisition increasing by 25%, grammar comprehension by 20%, and communication skills by 35%. The integration of the SHECM enhances the computational efficiency and scalability of the QIMET framework. Real-time data processing and analysis enable educators to make timely interventions and adjustments to teaching strategies, resulting in more responsive and effective English language instruction.

Application of Computer-Aided Technology in Teaching Spoken English

Computer-aided technology has revolutionized the teaching of spoken English by offering innovative tools and resources that enhance the learning experience. Through interactive software and multimedia platforms, learners can engage in immersive language exercises, receive real-time feedback, and access personalized instruction tailored to their proficiency levels. This paper introduces a groundbreaking approach for integrating computer-aided technology into the teaching of spoken English, utilizing Automated Probabilistic Markov Chain Machine Learning (APMC-ML). Recognizing the significance of effective communication skills in the modern world, particularly in the realm of English language proficiency, this research endeavors to enhance the pedagogical process through innovative technological means. The methodology involves the development and implementation of an interactive computer-aided system that leverages APMC-ML algorithms to facilitate language learning. This system encompasses various modules designed to cater to different aspects of spoken English acquisition, including pronunciation, vocabulary, fluency, and conversational skills. Through a user-friendly interface, learners are provided with personalized learning experiences tailored to their individual proficiency levels and learning preferences. The application of APMC-ML in teaching spoken English represents a paradigm shift in language education, offering a data-driven approach that complements traditional teaching methods. By harnessing the power of machine learning and probabilistic modeling, educators can optimize the learning experience, expedite skill acquisition, and promote greater language proficiency among learners.

Raising the Bar: How Revising an English Language Proficiency Assessment for Initial English Learner Classification Affects Students’ Later Academic Achievements

ABSTRACT In 2006–2007, California revised its English language proficiency (ELP) assessment, the California English Language Development Test (CELDT), which resulted in more stringent criteria and higher cut scores for meeting proficiency. Using regression discontinuity designs and a difference-in-differences approach, this study examines the effects of the CELDT revision on students’ academic achievements in Grades 2 through 6 English language arts and mathematics. This study uses data from a large urban school district in California and follows two cohorts of Spanish-speaking students initially classified in kindergarten in 2002–2003 and 2006–2007. The CELDT revision did not significantly change the effects of being initially classified as ELs on students’ later outcomes. Before the change, being initially classified as ELs benefited students’ Grades 2 and 3 outcomes. After the revision, the positive effects of EL classification tended to decrease, but the impact was not sufficiently significant.

Limited English Proficiency and Graves’ Disease at an Urban Safety Net Hospital

IntroductionDecision-making regarding definitive therapy for Graves’ disease requires effective patient-provider communication. We investigated whether patients with limited English proficiency have differences in thyroidectomy outcomes or perioperative management when compared to English proficient (EP) patients at a safety net hospital with high-volume endocrine surgery practice. MethodsRetrospective study of patients who underwent thyroidectomy (2012-2021) for Graves’ disease within a tertiary referral system. Demographics, preoperative factors, and postoperative outcomes were abstracted via chart review and compared between EP and limited English proficient (LEP) patients in univariate analyses. Odds of postoperative complications were assessed via multivariable logistic regression. Time metrics such as time from endocrinology consultation to surgery were compared via Kaplan–Meier analysis and adjusted Cox proportional regression models. ResultsOf 236 patients, 85 (36%) had LEP. Low and equivalent complication rates occurred across language groups (<1% permanent). LEP patients had similar odds of thyroidectomy-specific complications (odds ratio = 1.2; 95% confidence interval 0.6-2.4). Adjusted Cox proportional hazards ratios showed that LEP patients experienced significantly shorter time from endocrinology consultation to surgery compared to EP patients [hazard ratio = 0.7; 95% confidence interval 0.5-0.9]. ConclusionsThyroidectomy-specific complication rate for patients with Graves’ disease was low, and we detected no independent association between complications and English language proficiency. Non-English primary language was independently associated with reduced time from endocrinology consultation to surgery. This finding must be interpreted with nuance and is likely multifactorial. It may reflect a well-organized, efficient system for under-resourced patients, or it may derive from communication barriers that limit robust shared decision-making, thus accelerating time to surgery.

Classification of multiple text reading test formats by analyzing English language proficiency tests

This study proposes a classification method for multiple text reading test formats in English language proficiency tests. A preliminary study involving 11 proficiency tests revealed two tests that fit the scope of the main study. Results show that multiple text reading test formats use complementary texts rather than conflicting texts. As for questions in a set of test forms in multiple text reading test formats, cognitive processing on integrating the contents of texts was different in proficiency tests. Moreover, the type of connection formation required by the questions differed among the proficiency tests. Implications for pedagogy are presented.

Investigating Passive Voice Problems in Kurdish Students’ Translation from and into English

Metaheuristic Translation is a means in which communication takes place between people who do not speak the same language and do not share the same culture. It is an undeniable fact that learners of language encounter problems in shifting a language into another using accurate aspects of the target one. This research looks at Badini-Kurdish students’ difficulties while translating passive voice structures from and into English. It also determines similarities and differences between English and Badini-Kurdish in terms of passive voice constructions. The participants of this study are 30 undergraduate students of the Department of Translation, College of Languages, University of Duhok. Two tests, i.e., an English language proficiency test and a translation test have been conducted for the purpose of data collection. Moreover, Larson’s (1984) model for translation assessment is used to assess the data obtained, combining statistical analysis with a qualitative evaluation. For data analysis, a descriptive method is used to explain the passive voice structure in both languages, a contrasted method is used to identify similarities and differences between the two languages, and a mixed method is used to accomplish the study’s goal. This research adds to the body of literature by illuminating the challenges and difficulties Badini-Kurdish students confront while translating passive voice constructs and offers insightful information for translators and language educators.

English Language Anxiety and Its Impact on Communicative Performance

A lack of English language proficiency creates a debilitating impact on the academic performance of the students and people with limited knowledge in English experience a lack of confidence and low self-esteem. There are several factors which are responsible for English language anxiety which is existent among student communities all over the world. Secondary research has been performed to find out the relevant reasons. Language learners all over the world experience apprehension, nervousness, anxiety and anguish while learning any new language. Anxiety basically originates from cultural differences in the target language, learner's poor cognitive skills, and his limitations. This anxiety among students impacts the teacher's teaching abilities and goals and inversely affects the teacher's confidence and performance targets.

Analysing Part-of-Speech Errors in Job Interviews Among Malaysian Fresh Graduates in Malaysia: Implications for Communication Competence

This study examined the utilisation of parts of speech in job interviews to assess their accuracy due to a lack of English language proficiency among job applicant candidates. Data was gathered from 26 fresh graduates applying for customer service executive and officer positions across three distinct recruitment organisations. Utilizing a qualitative method, the analysis focused on identifying instances of parts of speech using Bachman and Palmer's (1996) framework, emphasizing the crucial role of grammar competence in effective communication. The findings highlighted prevalent errors, particularly in verbs and conjunctions, while adverbs and adjectives exhibited fewer mistakes. Additionally, the study revealed a lack of awareness among candidates regarding the importance of parts of speech in both spoken and written communication. These results underscore the urgent need for collaborative efforts among involved parties in job interviews to enhance communication skills, specifically targeting proficiency in using parts of speech. The implications stress the vital significance of mastering parts of speech in job interviews, as adept linguistic abilities significantly influence candidates' capacity to convey qualifications and skills effectively, thus impacting their suitability for employment opportunities. Implementing measures to refine part-of-speech competence can substantially enhance candidates' abilities to articulate ideas accurately and professionally, thereby positively affecting their success in job interviews.

Online Games and English as a Foreign Language Vocabulary Learning Among Eighth-Grade Students

The limited vocabulary knowledge of eighth-grade students from a public institution in Loja inhibits the proper development of English skills. The present research aimed to increase vocabulary knowledge through the implementation of online games among eighth-grade students between 12 and 13 years old at a public institution in Loja, Ecuador. The investigation employed a mixed method following a practical action research model through five stages; initial reflection, planning, action, observation, and reflection, with the participation of 25 Ecuadorian eighth graders chosen by purposeful sampling. Pre- and post-tests, questionnaires, reflective journals, and peer observations collected both quantitative and qualitative data. The pretest and posttest measured students’ knowledge about their vocabulary, whereas the other instruments attempted to describe students’ perceptions regarding the use of online games to learn vocabulary. Quantitative information was analyzed through descriptive statistics and qualitative information through a thematic analysis. The results showed a difference of 3.07 points between the pretest and posttest, which denoted a significant increase in the knowledge of various aspects of vocabulary such as form, meaning, and use. Moreover, eighth graders perceived the online games; Educandy, Genially, Vocabulary Spelling City, Wordwall, and especially Blooket, as innovative and fun educational resources that increased their motivation and active participation while acquiring new vocabulary. Hence, it was concluded that online games were effective in improving vocabulary because they created a dynamic educational environment. This study contributes to the educational field by highlighting new digital tools to improve English language proficiency.

Prospective English language teachers’ self-efficacy beliefs in English language teaching environment

This study examines prospective English language teachers’ self-efficacy beliefs in English language teaching environment. Self-efficacy as ability can impact on students doing task sufficiently. Nowadays self-efficacy plays an important role in developing English language proficiency, because the term “self-efficacy” demonstrates individuals’ competence. Therefore in order to prepare qualified future English teachers, their self-efficacy beliefs also should be tested. For that reason, the purpose of this research study was to figure out prospective English language teachers’ self-efficacy beliefs. Participants of present research study were 54 students, enrolled at Foreign Languages Teaching Department of Khoja Akhmet Yassawi International Kazakh-Turkish University. Quantitative research design was used in this study to describe the current condition of future teachers. The data was collected with the help of online questionnaire, through survey method prepared by Google form. Results demonstrated that future English teachers possess adequate level of self-efficacy beliefs. There were not significant differences between male and female undergraduate students, due to Mann-Whitney’s Utest analysis. Overall, research study provided information about undergraduate students’ self-efficacy beliefs using Statistical Package for the Social Sciences (SPSS) program which played a huge role to examine the data.

Non-majored English Students’ Learning Autonomy through Extensive Listening at a Public University

Enhancing English language proficiency, especially in listening skills, is crucial for students completing General English Courses at universities in Vietnam these days. Unfortunately, non-majored English students are often overlooked in assessments of this vital skill in their final exams, resulting in a lack of autonomy in their language learning, particularly in listening. This research explored students' perspectives on fostering autonomy through extensive listening activities, conducting a qualitative case study with 10 non-majored English students. Interviews revealed that extensive listening motivated students’ learning and improved their listening skills. However, despite these benefits, the findings highlighted a need for educators to play a more active role in designing and delivering comprehensive guidance in extensive listening strategies. This study contributed valuable insights to the ongoing discourse on optimizing learning autonomy in English language education.&#x0D;

UNFAVORABLE VISA STATUS AND INTERSECTING ACCULTURATION FACTORS LINKED TO DEPRESSION

Aims: This study proposes that visa status and acculturation are important constructs for understanding depression among immigrants. Method: The association between visa status and acculturation with depression status among immigrants residing in the United States was examined. Visa status was operationalized as favorable and unfavorable. Acculturation was measured as English language proficiency and diet change. Depression was assessed as the presence of depressive symptoms or symptoms suppressed by antidepressants. Results: Results showed that immigrants with unfavorable visa statuses have higher levels of depression compared to favorable visa status holders. Also, English language proficiency was associated with higher levels of depression among unfavorable visa holders compared to favorable visa status holders. Lower dietary acculturation was associated with a higher level of depression among unlimited family, refugee, diversity, and other visa holders. Conclusions: Different visa categories appeared to have unique patterns of association with depression depending on their acculturation level and type.

Navigating Motivation: Freshmen’s Quest for English Proficiency in Taiwanese University Contexts

English language proficiency is crucial in today&amp;rsquo;s globalized world, prompting Taiwanese universities to mandate one to four years of English courses. With the implementation of a national bilingual education program for college students, universities aim to enhance English proficiency through Freshman English courses, facilitating a smooth transition to English-mediated instruction in subsequent years, particularly in specialized subjects. Despite the official emphasis on English&amp;rsquo;s importance for future success, the effectiveness of language instruction hinges on understanding students&amp;rsquo; motivations. This study investigates English learning motivations among Taiwanese undergraduates, utilizing a Likert-scale questionnaire to discern general trends. The sample comprises 360 undergraduates from a northern Taiwanese university, with factor analysis revealing five motivational factors: intrinsic appreciation, instrumental motivation, external expectations motivation, exam-driven motivation, and interpersonal influence. These findings offer valuable insights into the multifaceted nature of English language learning motivations among Taiwanese freshmen, contributing to existing literature by highlighting nuanced motivational factors. The identified motivational factors hold implications for both theoretical understanding and pedagogical approaches, providing educators with insights to tailor instruction to students&amp;rsquo; diverse motivations. This study aims to enrich the discourse on language learning motivation and serve as a foundation for future research in similar contexts.

Enhancing A2 Speaking Skills through Mobile-Assisted Language Learning: A Study of 1st Year Students at ESPOCH- Sede Orellana

This research delves into the perspectives of 1st Year students at Escuela Superior Politécnica de Chimborazo - Sede Orellana regarding the utilization of TikTok as a mobile-assisted language learning (MALL) tool within and beyond the classroom. With the aim of comprehensively exploring this innovative approach, a multifaceted methodology was employed. The study involved 30 participants aged 18 to 24, possessing English language proficiency levels spanning CEFR A2 to B1. Quantitative data were amassed through structured questionnaires, enabling a quantitative assessment of students' attitudes, motivations, and linguistic competencies. Qualitative insights were procured via semi-structured interviews and classroom observations. Preliminary results divulged nuanced student attitudes, with a majority showcasing positive inclinations towards TikTok integration in language learning contexts. Motivations included the platform's accessibility, interactive features, and engagement potential. Moreover, qualitative data unearthed multifaceted experiences, with students highlighting the platform's ability to enhance listening comprehension, vocabulary acquisition, and cultural awareness. The study uncovered that students perceived TikTok as a versatile tool fostering autonomous language learning beyond the classroom confines. This research contributes to the evolving discourse on MALL, emphasizing the significance of aligning digital resources with students' preferences and learning styles. By bridging pedagogical theory with contemporary digital platforms, educators can craft more engaging and effective language learning experiences. These findings underscore the need for educators to integrate platforms like TikTok purposefully, harnessing their potential to cultivate language proficiency and digital literacy.

Sense-aware connective-based indices of cohesion and their relationship to cohesion ratings of English language learners’ written production

Abstract The use of connectives has been considered important for assessing the cohesion of written texts (Crossley et al., 2019). However, existing connective-based indices have not systematically addressed two issues of ambiguity, namely, that between discourse and non-discourse use of polysemous word forms and that in terms of the specific discourse relations marked by polysemous discourse connectives (Pitler &amp; Nenkova, 2009). This study proposes 34 sense-aware connective-based indices of cohesion that account for these issues and assesses their predictive power for cohesion ratings in comparison to 25 existing indices. Results from the analysis of 3,911 argumentative essays from the English Language Learner Insight, Proficiency and Skills Evaluation Corpus show that 23 sense-aware indices but only three existing indices correlated significantly and meaningfully with cohesion ratings. The sense-aware indices also exhibited greater predictive power for cohesion ratings than existing indices. The implications of our findings for future cohesion research are discussed.

Abstract P152: Linguistic Acculturation is Associated With Better Cardiometabolic Health Among Bhutanese Refugees Living in the United States

Background: United States (US) South Asians are a fast-growing immigrant group that on average, while having a higher socioeconomic status, present with an increased prevalence and faster development of cardiometabolic health (CMH) conditions. Acculturation—the process of adapting norms of a host culture—can give rise to a unique set of stressful challenges and is associated with poor CMH outcomes among immigrant groups. However, the impact of acculturation on South Asian CMH is relatively unknown due to limited studies, especially when considering the Bhutanese community; the third largest US refugee group. Hypothesis: We hypothesize that increased English linguistic acculturation among US Bhutanese adults would be associated with poorer CMH. Methods: Using 2021-2022 Bhutanese Community of Central Ohio Health Study data, we examined associations of linguistic acculturation and sociodemographic characteristics in relation to CMH conditions among Bhutanese adults living in Central Ohio (N=495). A summed score for responses of very limited (1 point); limited (2 points); fair (3 points); good (4 points); and excellent (5 points) English language proficiency in speaking, listening and understanding, reading, and writing was used to capture limited (≤8), intermediate (9-19), and excellent (20) linguistic acculturation. CMH was assessed from participant self-report of clinical diagnosed or treated hypertension, type 2 diabetes, and dyslipidemia, as well as weight and height to calculate body mass index (BMI). Adjusting for sex, age, and BMI, we used Poisson regression to estimate prevalence ratios (PR) and 95% confidence intervals (CI) of associations of linguistic acculturation and sociodemographic characteristics in relation to CMH conditions. Results: Most participants were aged 18 to 44 years (69.8%) and migrated to the US ≥11 years ago (60.2%). Linguistic acculturation prevalence was 34.1% for very limited/limited and 65.9% for fair to excellent. Most participants reported no CMH condition (70%), while 12.9% reported one, 10.8% reported two, and 6.3% reported three. Fair to excellent vs. very limited/limited linguistic acculturation were associated with a lower prevalence of having three CMH conditions (PR=0.17 [95% CI: 0.03-0.97]). Migrating to the US ≥11 years vs. &lt;11 years was associated with a higher prevalence of having two CMH conditions (PR=1.67 [95% CI: 0.95-2.95]). Conclusions: In conclusion, more linguistic acculturation was associated with better CMH among Bhutanese adults living in the US. Given the burden of CMH disparities among minoritized racial/ethnic groups in the US, future studies should consider acculturation to further explore the role of language in shaping immigrant and refugee health across the lifecourse.