Language Lessons Research Articles

Analisis Kajian Sintaksis pada Buku Bahasa Indonesia Jenjang SD Kelas Bawah Terbitan Kemdikbudristek

Syntax material has been introduced when we enter elementary school, in Indonesian language lessons, especially at the lower grade elementary school level, they have learned grammar based on their level of understanding and ability. This is seen in their textbooks that have been analyzed. The purpose of this study is to describe Indonesian language materials related to syntax in lower grade elementary school textbooks. The method used in this research is descriptive qualitative approach, with data collection technique in the form of simak catat. The data source in this research is a lower grade elementary school textbook published by Kemendikbudristek. The results showed that in grade 1 students began to recognize material about words and sentences, in grade 2 students had material about sentence functions, active and passive sentences. Then in grade 3 there is material on prohibition sentences, suggestion sentences and question words.

Investigating the Impact of Learning Interest on Student Achievement in Javanese Language Courses at State Senior High Schools

Learning interest is a critical factor influencing students' academic achievement. This study examines the relationship between students' interest in learning and their learning outcomes in Javanese language lessons, emphasizing its role in preserving cultural heritage. A quantitative approach with a correlational research design was employed. The study was conducted at State Senior High School 2 Purbalingga, involving a population of 368 eleventh-grade students. Using simple random sampling, 192 students were selected. Data were collected through interviews, questionnaires, and documentation, and analyzed using simple regression and the product-moment correlation formula. The findings indicate a significant relationship between students' learning interest and their learning outcomes in Javanese language lessons, with a calculated r-value of 0.670 and a p-value 0.05 (0.000). These results demonstrate a moderately strong positive correlation, suggesting that higher interest in learning is associated with better academic performance. The results highlight the importance of fostering interest in learning to improve academic outcomes and support the integration of cultural values through education. Internal factors, such as motivation, and external factors, such as teaching methods, are crucial in enhancing student engagement. This study underscores the positive impact of learning interest on academic achievement in Javanese language lessons. The findings contribute to strategies aimed at improving educational outcomes while preserving cultural heritage, emphasizing the need for innovative teaching methods and stakeholder collaboration.

Conceptual Innovative Arabic Language Lesson Plan Based on 21st Century Skills

The learning implementation design or called RPP is an important component in manifesting the form of teaching and learning activities. The design of the implementation of integral learning is the design of the implementation of learning that involves different processes to get good results. This requires special attention that the design of the implementation of learning has a very large effect on teacher performance and the quality of students. Plus the phenomenon that is increasingly happening in the 21st century is the absolute need for students to have qualified skills that become an important standard in the life of globalization. This is something that the teacher must respond to quickly in his expertise in creating the concept of an innovative Arabic language learning implementation design that is oriented towards 21st century skills. However, the problem is that it is difficult for teachers to formulate learning objectives, develop unique 21st century learning steps including strategies, models, methods and their development in the field due to lack of education about understanding the process of preparing innovative 21st century skills-based RPP with an insufficient period of time. Thus the challenges of teachers will be even greater, new innovations will continue to be generated. On that basis, this study aims to understand and know more clearly the conceptual design of the implementation of innovative Arabic learning based on 21st century skills. This study uses a qualitative method with the type of library research (library research), which is to obtain correct and good information on research criteria from all reading and recording activities. in the form of books, journals, articles, survey results, seminar materials and other research results.

Penggunaan Model Pembelajaran Cooperatif Integrated Reading Compotition (CIRC) Dalam Pembelajaran Mahārah Qirā’ah di Kelas X MA Tarbiyatul Islam Soko Tuban Tahun 2023/2024

Arabic language lessons are mandatory lessons at MA Tarbiyatul Islam Soko. Based on the results of interviews and observations, one of the causes of students' difficulties in Arabic language lessons is their previous school background, this is what underlies teachers using the Cooperative Integrated Reading and Composition (CIRC) learning model so that learning can be achieved. includes all students who have different Mahārah Qirā'ah abilities. This research aims to observe and explain how the application, advantages and disadvantages of the Cooperative Integrated Reading and Composition (CIRC) model in Arabic language lessons, and how students' abilities in mahārah qirā'ah skills are, after the teacher applies the Cooperative Integrated Reading and Composition (CIRC) model. The research method used is qualitative research with the data collection process using interviews with school principal respondents, Arabic teachers and class x students. Observation during learning, and Documentation. Data analysis uses data reduction from interviews, observations and documentation, data display by presenting research data, and verification by analyzing data according to the problem formulation. Checking the validity of the data uses the credibility test, transferability test, debendability test, confirmability test. From the research that has been carried out, the following results were obtained; The Cooperative Integrated Reading and Composition learning model is used in Arabic language learning. The steps in its use are the teacher reading the material, dividing students into groups consisting of 4-5 students, students discussing with the group, students presenting the results of group work, teacher and students making conclusions. This learning model also has advantages and disadvantages. Students' Mahārah qirā'ah abilities obtained after learning are oral reading well and correctly, reading comprehension, and developing reading into writing

Regional studies scope of Bashkir language lessons in primary school

The article discusses the issue of studying the Bashkir language as a state language in Russian-language educational institutions. The relevance of the study lies in the fact that the tasks of language education, as a factor in an individual’s adaptation in the social environment, are among the most in demand. They are considered by scholars, methodologists, and are reflected at the legislative level. The article defines the concepts of “a communicative competence”, “a cultural competence” and “a regional studies competence”. We analyze programs and textbooks on the Bashkir language, included in the current Federal List of Textbooks, to determine the study content, designed to develop appropriate competencies, and the role of regional studies competence in the development of speech activity and students’ coherent speech, and discuss the regional studies scope of Bashkir language lessons in primary school. As a result of the analysis of textbooks, we identify the need to experimentally substantiate methodological ways of developing regional studies competence of junior schoolchildren in Bashkir language lessons; the development, systematization and adaptation of didactic materials related to the formation of regional studies competence of junior schoolchildren; the elaboration of practical recommendations and experimental learning results that can be used in the course of theory and technology of teaching the Bashkir language in primary school, etc.

FORMATION LEARNERS’ СOMMUNICATIVE COMPETENCIES THROUGH DIDACTIC GAMES

This article gives a conceptual apparatus of communicative competencies from different points of view and identifies active forms and methods of teaching English. One of the active forms of teaching English is games, the article contains an experiment in which didactic games are applied to practical classrooms to form the communicative competencies of learners. The research aims to ensure the effectiveness of the application of didactic games in English language lessons. The object of the research is the educational process of learners’ communicative teaching in English language lessons. The subject of research is the conditions for the formation of communicative competencies in English language lessons. The conditions for the formation and development of learners' communicative competencies are thinking, communication, and personality. Research methods were applied - the average level of education of a specialized school was chosen as an experimental class. At the beginning of the experiment, a cross-sectional survey for learners, the results of the quiz were put in the table of S.F.Shatilov. During the research phonetic, grammar, and lexical games were applied in English language lessons. At the end of the research was made the final cross-sectional survey, and the results were put according to the table, based on which the dynamics of the growth of learners’ communicative competencies had been figured out. The theoretical significance of the research lies in the fact that the teacher develops self-esteem, and increases the potential for the creativity of the learners person. The practical significance of the research lies in the fact that the game introduces learners to the communicative process, thereby motivating them to develop educational activities.

DEVELOPING ESLTPACKHUB FOR TPACK DEVELOPMENT OF ESL PRE-SERVICE TEACHERS: PRELIMINARY USABILITY EVALUATION INSIGHTS

This article presents a usability evaluation of a portal on a Canva platform, known as ESL TPACK HUB which was developed to support the Technological Pedagogical Content Knowledge (TPACK) development of ESL pre-service teachers. The evaluation involved getting insights from two groups of subjects: three content and instructional design experts, and five ESL pre-service teachers in Sabah. Semi-structured interviews and feedback forms were adopted as the qualitative data sources to answer the research question. Four main usability criteria were focused on: the portal's visual design, functionality, content, and overall usefulness. The results indicate that the subjects perceive the portal as user-friendly, as they were able to access all five main components: video tutorials on ESL websites, digital applications and innovations for language lessons, lesson plans and a curated list of ESL websites. Additionally, participants found the demonstration videos for apps and websites particularly helpful, including the videos integrating multiple ICT tools in a language lesson. The content of the portal was deemed engaging, comprehensible, and highly pertinent to the TPACK development of pre-service teachers. The participants also agreed that the portal's functions effectively meet users' needs. However, minor technical issues were identified, notably in the loading speed of the videos, which require attention. These findings are critical in informing the iterative design and development phases of the instructional design model for this portal. Addressing the identified issues is essential to ensure the successful implementation of TPACK-supporting applications in teacher education programs.

Microlearning as an Effective Way to Manage Students’ Attention in a Foreign Language Lesson

This study investigates the application of microlearning as a teaching method that enhances the effectiveness of foreign language education. With the increasing demand for innovative approaches in language teaching, driven by the digitalisation and technologisation of education and society, it is important to understand how microlearning impacts the cognitive functions of students: attention, concentration, and memory. The purpose of the research is to analyse microlearning from the perspective of how its application affects these cognitive mechanisms and how it can be effectively incorporated into foreign language lessons to improve overall student performance and formulate a knowledgeable approach to the learning process. To achieve this, a systematic and traditional descriptive literature review followed by qualitative data analysis was used. The research materials encompass scientific and methodological articles from periodicals, accompanied by methodological manuals and manuscripts by Russian and foreign authors. Theoretical and empirical scientific research published in Scopus peer-reviewed publications was also utilised to supplement the research. The outcome of this exploration demonstrates that microlearning generates heightened attentiveness in students when engaging in predefined learning tasks. Consistent integration of the method into foreign language lessons strengthens students’ aptitude to transition into a state of enhanced focus. The analysis verifies the effectiveness of microlearning as a supplemental strategy when integrated into existing curricula and employed in conjunction with conventional foreign language teaching methods, such as communicative methodology and lexical approach, among others. The findings carry particular methodical importance for teachers, augmenting the theoretical base of microlearning research within the context of foreign language education.

ПРИЕМЫ МНЕМОТЕХНИКИ И ВОЗМОЖНОСТИ ИХ ИСПОЛЬЗОВАНИЯ ПРИ РАБОТЕ С ИНФОРМАЦИЕЙ НА УРОКАХ РУССКОГО ЯЗЫКА

In the modern world, an individual is constantly confronted with various data. Information is now one of the most important resources and benefits the individual and society. At the same time, in order to get the perfect result, it is necessary to possess the skills of correct work with information, its processing and further use. There is a contradiction in science due to the fact that a number of authors, in particular L. S. Vygotsky, S. Ya. Rubinstein did not consider it possible to use mnemonics in the educational process, since, in their opinion, it does not contribute to the development of a child. At the same time, modern researchers M.A. Ziganov, A. K. Kolechenko, E. D. Safronova and others argue the opposite. The aim of the work is to study the techniques of mnemonics and their use when working with information in Russian language lessons for older students. The scientific novelty of the article consists in summarizing individual examples of practical experience in the implementation of mnemonic techniques and their implementation in the educational process. The paper presents the author's approaches to understanding the essence of memory and its significance when working with information. The presence of a large number of mnemonics techniques is analyzed, thanks to the use of which the work of the student's memory mechanisms is activated, which contributes to the development of control over the process of memorizing information, storing it and subsequent reproduction. The pedagogical conditions for the use of mnemonic techniques are highlighted. The principles of using mnemonics techniques in the educational process are defined. The methods and specific examples of memorizing information in Russian lessons using mnemonic techniques are presented.

Developing the textbook "Arabic Language Lessons in the Modern Way" In The Illustrated Dictionary To Upgrade Students' Reading Skills (Research Development At The Insan Qurani Institute Aceh Besar)

In this research, the researcher developed the textbook “Durus Al-Lughah Al-‘Arabiyyah ‘Ala Ath-Thariqah Al-Haditsah” With The Picture Dictionary To Improve Students’ Ability In Reading Skills (Research And Development At Insan Qur’ani’s Islamic Boarding School, Aceh Besar). The researcher conducted the observation in the 7th grade at Insan Qur’ani’s Islamic Boarding School, Aceh Besar. The problem that students face when learning the Arabic language is their weak understanding of the studied material due to their lack of control over new Arabic vocabulary and words. The objectives of this research are: 1) To know the procedure for developing the textbook “Durus Al-Lughah Al-‘Arabiyyah ‘Ala Ath-Thariqah Al-Haditsah” with the picture dictionary in improving students’ ability in reading skills. 2) To determine the validity of the picture dictionary in improving students’ ability in reading skills. 3) To know the effectiveness of the picture dictionary in improving students’ ability in reading skills. The research method used is Research & Development. The picture dictionary development process uses the ADDIE development model, with five stages, namely analysis, design, development, implementation, and evaluation. The results of the research are: 1) The process of developing the picture dictionary is used to teach reading skills using the ADDIE development model with five stages, namely analysis, design, development, implementation, and evaluation. 2) Based on the Picture Dictionary's eligibility guidelines, the Picture Dictionary's criteria is "Excellent", with details of the design expert's validation results, and the criteria received a "Very Good" score of 80%. The content expert's validation results receive an "excellent" criteria of 85%. The results of the picture dictionary answer questionnaire from students obtained criteria of “excellent” with a value of 91.14%. 3) The effectiveness of using the picture dictionary was proven by increasing the average score of the students’ learning outcomes test. It is known that the average score of the pre-test for the experimental class was 64.05 and the average score of the post-test was 87.14. While in the control group, the average score of the pre-test was 52.62 and the average score of the post-test was 74.29. Therefore, it can be concluded that there is an increase in learning results using the picture dictionary in teaching reading skills in the 7th grade at the Insan Qur’ani’s Islamic Boarding School, Aceh Besar.

MODERN APPROACHES IN TEACHING ENGLISH LANGUAGE

The main goal of teaching foreign languages is to train students to freely navigate a foreign language environment and to respond appropriately in various situations, that is, to communicate. Every language reflects the culture of the people who speak it. The task of the modern teacher is to create conditions for each student to improve their command of the language, to select teaching methods that allow each student to express their enthusiasm and creativity, and to stimulate cognitive activity during the foreign language acquisition process. Therefore, one of the main objectives is to cultivate an interest in this subject and strive to awaken the students’ creative and intellectual abilities. The aim of this article is to examine modern approaches, particularly those with a communicative focus, to designing English language lessons and to discuss their practical application. The theoretical significance of the research lies in the comprehensive review of modern methods of foreign language teaching and in the theoretical substantiation of pedagogical conditions for applying modern technologies in the teaching process. The practical significance of the research is that the theoretical principles can be actively used in the process of teaching foreign languages in general education schools. Additionally, this research explores conditions for effective use of modern pedagogical methods and developmental techniques. The introduction of modern technologies creates prerequisites for intensifying the educational process. They facilitate the shift from mechanical knowledge acquisition to mastering the skill of independently acquiring new knowledge. Modern technologies contribute to the development, preservation, and enhancement of students’ personal qualities.

Pengaruh Karakter, Motivasi, dan Lingkungan Belajar terhadap Kemampuan Berpikir Kreatif Siswa Kelas VIII dalam Perspektif Ekologis pada Pembelajaran Bahasa Indonesia

This study aims to examine the influence of character, motivation, and learning environment on the creative thinking ability of eighth-grade students in Indonesian Language lessons at SMP Negeri 1 Jabung and SMP Negeri 1 Pakis, Malang Regency. Based on Bronfenbrenner's ecological theory (1979), which emphasizes the role of the learning environment, this research uses a quantitative approach with a descriptive correlational design, involving 231 students selected as samples using the Raosoft method. Data were collected through questionnaires and creative thinking tests, which were tested for validity and reliability. The analysis results indicate that students' character significantly influences creative thinking ability (t-statistic = 4.133, coefficient = 0.242), where positive character traits such as discipline and responsibility support creativity. Learning motivation also has a significant effect (t-statistic = 5.973, coefficient = 0.368), with intrinsic motivation playing a dominant role in enhancing creativity. Additionally, a conducive learning environment (t-statistic = 3.502, coefficient = 0.199) also supports the development of students' creativity. These findings emphasize the importance of developing character, motivation, and the learning environment to create conditions that foster student creativity, contributing to better educational policies.

Grafiki generowane przez sztuczną inteligencję na lekcjach języka włoskiego. Przykłady użycia

The article examines the potential of artificial intelligence in generating images for Italian language lessons. It discusses AI’s educational applications, particularly in language teaching, and reviews practical tools for image creation. Key sections explore the use of AI-generated images in lessons and suggest beneficial types of images. The article introduces AI as a tool for educators, enhancing lesson preparation, exercise personalization, and developing linguistic, communicative, cultural, and digital skills while considering the opportunities and risks of AI’s rapid advancement.

Pengabdian mahasiswa UNIKA Medan kepada masyarakat melalui Kuliah Kerja Nyata (KKN) di Desa Tanjung Beringin I, Kacamatan Sumbul, Kabupaten Dairi

The form of community service carried out by students is real work lectures (KKN). In an effort to educate the nation, one of the activities that needs to be carried out by KKN students is activities in the field of education. For this reason, counseling activities are carried out with the aim that KKN students are able to compile community service activity programs in the educational aspect. Counseling activities carried out by field supervisors and lecturers at UNIKA Medan to KKN students in Tanjung Beringin I Village, Sumbul District, Dairi Regency with the title "UNIKA Medan student service to the community through Real Work Lectures (KKN) in Tanjung Beringin I Village, Sumbul District, Dairi Regency". This activity can be carried out well and produces several KKN student activity programs in the field of Education, namely teaching Indonesian language lessons, English lessons, Mathematics lessons, reactivating religious studies, and helping teachers teach at PAUD. This activity targets elementary school students which also involves parents, teachers, village government, and village communities in Tanjung Beringin I Village, Sumbul District, Dairi Regency

8. un 9. klases skolēnu vārdu krājuma apguve vācu valodā, izmantojot un neizmantojot informācijas un komunikācijas tehnoloģijas

In an age where information and communication technologies are being used in all areas of education, the question arises whether mobile phones and various digital tools can help in learning a foreign language. This study analyzes 8th and 9th grade German language lessons where a new vocabulary about nature was taught with and without the use of information and communication technologies. The aim of this study is to determine how students learn new vocabulary more effectively, using the latest technologies or learning words in the traditional way with the help of dictionaries and notebooks. Through the analysis of the lessons, it was found that in the short term, the vocabulary learned with the help of communication and technology is practically equal in quantity to the vocabulary learned without computers and mobile phones. However, in the long term, students remember better the new words learned with the help of printed dictionaries and notebooks/flashcards.

Daži diasporas skolēnu latviešu valodas mācīšanās motivācijas aspekti

The topicality of the problem stems from the results of a study conducted by the Latvian Language Agency in 2022 about the diaspora students’ attitude towards the Latvian language and its acquisition, the motives for learning it using the ClassFlow education platform. The aim of the article is to analyse the main motives that determine the need of diaspora students to learn Latvian. The research methodology is based on theories of motivation (Cherry 2019; Garleja 2001), theories of pedagogy and psychology (Over 2016; Āboltiņa 2014; Svence 1999) on the motivation of young children and adolescents to learn. Empirical data was obtained by performing a content analysis of questionnaire results as well as the pedagogical process of diaspora students. The obtained data was ranked. The study reveals that students’ learning motivation is a complex issue, as it is based on biological, emotional, social, and cognitive aspects. This can be addressed if the student's learning motives are made clear. The individual and often subjective stimuli of each student must also be considered. The most important learning motives of diaspora students are awareness of belonging to Latvia and Latvian people, opportunity to visit Latvia (visit relatives, friends, travel, participate in summer camps), plan or desire to return to Latvia in the near or distant future, use of Latvian language in the family, and the personal significance of the environment and its connection with real life, the teacher’s personality and his professionalism. Among the respondents, 49 % indicate the need to communicate with relatives and friends in Latvia as the most motivating factor. These include trips to visit relatives or friends in Latvia on holidays, participation in summer camps in Latvia, as well as remote communication with relatives and friends in Latvia via telephone or other means of communication. A quarter of the surveyed students (25 %) justify learning Latvian by associating themselves and / or their parents with Latvia, Latvian nationality, Latvian language, Latvian citizenship. Quite a significant part of the respondents (17 % of the students) answered that it is their parents’ wish for them to learn Latvian, or they do not know why they are studying at all. 22 % of students mention facing various difficulties in learning Latvian as a foreign language as a motivation lowering factor, since for many of them Latvian is no longer their native language, and it is not used or used very little in their family. Learning grammar is difficult, especially suffixes, pronunciation and spelling, long vowels and punctuation, pronunciation, and spelling of two consonants, as well as the difference in alphabet. Students often confuse the language they are learning with other languages they know. 10 % of students point to the high total workload of general education, after school education, Latvian language lessons and other responsibilities. In order to promote the learning motivation of diaspora students, Latvian language teachers should pay more attention to issues like the correspondence of the curriculum to the precisely tested level of the student's language acquisition, his/her age and interests, diversified teaching methodology, immediate feedback and necessary support.

A Case Study of Lithuanian Language Skills Development for Ukrainian Children in First Grade

Ukrainian children entering the first-grade face difficulties adapting and learning the Lithuanian language. Individual Lithuanian language lessons were conducted to develop the areas of Ukrainian Lithuanian linguistic activity. The data collected during the lessons was recorded in the observation protocols to determine the change in the students’ Lithuanian language level. The purpose of the study is to investigate the development of Lithuanian language skills of Ukrainian pupils in the first grade, when they study together with Lithuanian-speaking pupils. The objectives of the research: to analyse the methodological and scientific literature, clarifying the concept of education of foreign children’s Lithuanian language ability; to discuss the successes and problems of language education of Ukrainian children in the first grade; to describe the level of Lithuanian language skills of Ukrainians before the beginning of their education and 8 months later; to analyse and summarise the most successful activities for Ukrainian students and the achievements of the Lithuanian language.

Life skills education in secondary language classrooms: Empathy, communication and interpersonal relations

ABSTRACT Background: Life skills education (LSE) has prevailed since the early 1980s, and despite international policy ambitions, there are few indications of LSE in formal school contexts outside of education programmes. This study adds to existing literature by investigating LSE in Norway, shortly after its introduction into the 2020 national curriculum; acknowledging the value of developing students’ ability to understand and influence factors that are important for managing their own life. Objectives: The primary aim was to investigate how LSE was infused into the language subjects English and Norwegian during naturally occurring instruction in four lower secondary schools. Methods: Participants involved 11 teachers and their students across 18 classes. Using a mixed methods design, we combined quantitative and qualitative analyses of classroom video recordings (74 lessons). Analyses relied on the validated EDUCATE observation protocol and thematic analysis. Results and Conclusions: When themes relevant for LSE were included in these language lessons, they were mainly taught as subject-specific themes unconnected to LSE, while some lessons offered explicit connections to help students manage their lives. When such connections were made, the themes mainly concerned empathy, communication and interpersonal relations. The main difference between the two subjects, was the teaching of LSE relevant themes mainly through fiction in Norwegian, and by bringing current events into the English classroom, whereas multiple literacies (i.e. traditional, emotional, critical) were addressed in both subjects.

The Use of Proverbs and Sayings in Kyrguz Language Lessons in 5 th Grade

The use of proverbs and sayings is considered an effective means of developing speech, understanding culture, and enriching the vocabulary of 5th-grade students in Kyrgyz language lessons. Methodological techniques and examples of using proverbs and sayings in various types of activities in the lesson are defined. This plays an important role in the formation of not only language but also culture in students. In the 5th grade, Kyrgyz language lessons can become an excellent platform for introducing students to the wealth of folk wisdom expressed through proverbs and sayings.

Unraveling the link between language barriers and cancer risk.

Clear patient communication with the physician is an integral aspect of cancer treatment and successful health outcomes. Previous research has shown improved cancer screening in cases of patient navigator assistance to limited English proficient patients, but no research has analyzed the relationship between language isolation and cancer incidence rates in the United States. Using state-level data from the United States Census Bureau and the National Cancer Institute, we analyzed the correlations between language isolation and age-adjusted incidence rates across 19 different invasive cancers. A complex relationship between language isolation and cancer incidence rates was found. States such as California, New York, Texas, and New Jersey show high language isolate prevalence and elevated cancer incidence rates. Cancer subtype incidence rates varied between states, indicating the multifactorial importance of lifestyle, genetics, and environment in cancer. California had the highest language isolation ranking of 8.5% and elevated rates of ovarian (10.4/100,000) and stomach (9.1/100,000) cancers. New York, with the second-highest language isolation ranking of 7.6%, manifests a pronounced prevalence of ovarian (11.3/100,000) and stomach (10.9/100,000) cancers. Overall, positive correlations were observed between language isolation and ovarian/stomach cancers, while negative correlations were found with lung, kidney, melanoma, and colorectal cancers. This study emphasizes the need to address language barriers and other social determinants of health in cancer prevention/control. Targeted interventions, such as culturally appropriate education, increased access to linguistically and culturally appropriate cancer screening, and language lessons, are crucial in improving health outcomes in linguistically diverse communities.