Low English Language Proficiency Research Articles

Institutional Supports for Language Development through English‐Medium Instruction: A Factor Analysis

AbstractThe purpose of this paper is to build and test a framework of four factors stakeholders in postgraduate higher education institutions in Kazakhstan perceive as supporting or hindering language development in English‐medium programs. Data in this mixed‐methods study were collected through student surveys and interviews with students, faculty and administration from six universities across Kazakhstan. Factor analysis confirmed the value of structural, pedagogical, sociolinguistic, and cultural factors for language development. Quantitative and qualitative data demonstrated that respondents highly valued structural factors such as academic mobility abroad and having an opportunity to interact with international faculty. However, they were less satisfied with national and university policies on the implementation of EMI. Additional structural factors including: a significant lack of pedagogical trainings, lack of collaboration with EFL instructors for curriculum development, and low overall English language proficiency of faculty and students, led to pedagogical challenges in classrooms. These challenges were somewhat mitigated by translanguaging practices. The sociolinguistic factors scale demonstrated that out of three languages, Russian was the most prevalent on campuses, which, according to qualitative data, creates pressure to maintain English. Finally, the cultural factors data revealed that students were highly motivated for their ideal self, whereas institutions strived to be research‐oriented and included in the international ranking lists. Based on these findings, it is recommended that curricula be adjusted to include spaces for multilingual practices, and that faculty be provided support in teaching in English through professional development courses.

Prenatal Telehealth During the Pandemic: Sociodemographic and Clinical Associations

Objectives: Like other areas of care affected by the COVID-19 pandemic, telehealth (both audio and video) was rapidly adopted in the obstetric setting. We performed a retrospective analysis of electronic health record (EHR) data to characterize the sociodemographic and clinical factors associated with telehealth utilization among patients who received prenatal care.
 Materials and Methods: The study period covered March 23rd, 2020 to July 2nd, 2020, during which time 2,521 patients received prenatal care at a large academic medical center. We applied a generalized logistic regression to measure the relationship between the patients’ sociodemographic factors (in terms of age, race, ethnicity, urbanization level, and insurance type), pregnancy complications (namely, type 2 diabetes, chronic hypertension, and fetal growth restriction), and telehealth usage, as documented in the EHR.
 Results: During the study period, 2,521 patients had 16,516 prenatal care visits. 938 (37.2%) of the patients participated in at least one of 1,934 virtual prenatal care visits. Prenatal visits were more likely to be conducted through telehealth for patients who were older than 25 years old and lived in rural areas. In addition, patients who were with type 2 diabetes were more likely to use telehealth in their prenatal care (adjusted Odds Ratio (aOR) 7.247 [95% Confidence Interval (95% CI) 4.244 – 12.933]). By contrast, patients from racial and ethnic minority groups were less likely to have a telehealth encounter compared to white or non-Hispanic patients (aOR 0.603 [95% CI 0.465 – 0.778] and aOR 0.663 [95% CI 0.471 – 0.927], respectively). Additionally, patients who were on state-level Medicaid were less likely to use telehealth (aOR 0.495 [95% CI 0.402 – 0.608]).
 Discussion: Disparities in telehealth use for prenatal care suggest further investigations into access barriers. Hispanic patients who had low English language proficiency may not willing to see doctors via virtual care. Availability of high-speed internet and/or hardware may hold these patients who were insured through state-level Medicaid back due to poverty. Future work is advised to minimize access barriers to telehealth in its implementation.
 Conclusions: While telehealth expanded prenatal care access for childbearing women during the COVID-19 pandemic, this study suggested that there were non-trivial differences in the demographics of patients who utilized such settings.

English Language Proficiency Of Elementary Pupils

The English language is known to be a universal language as it is used in different parts of the world. It connects nations, links people from different places, is widely used in education and the business world, and is most notably used for globalization. Although people were given all of the chances and opportunities to study the said language, some were still struggling to use it orally or in writing. With all the interventions made, others are yet to improve and have a low or poor English language proficiency. Hence, the objective of this descriptive study is to determine the English language proficiency of elementary pupils. The respondents of the study were all of the grade IV pupils enrolled in the school year 2020-2021 at one private institution in the Northern Philippines. The results revealed that the overall English language proficiency of the pupils is at an advanced level, regardless of whether they are in the transitional year from using their mother tongue to using the English language, which is grade IV. Meanwhile, the profile variables included in the study were not significantly associated with the pupils' English language proficiency. Thus, a manifestation that respondents' profile does not prompt pupils' proficiency level because no relationship was revealed as suggested by the results of this study.

English Language Proficiency Of Elementary Pupils

The English language is known to be a universal language as it is used in different parts of the world. It connects nations, links people from different places, is widely used in education and the business world, and is most notably used for globalization. Although people were given all of the chances and opportunities to study the said language, some were still struggling to use it orally or in writing. With all the interventions made, others are yet to improve and have a low or poor English language proficiency. Hence, the objective of this descriptive study is to determine the English language proficiency of elementary pupils. The respondents of the study were all of the grade IV pupils enrolled in the school year 2020-2021 at one private institution in the Northern Philippines. The results revealed that the overall English language proficiency of the pupils is at an advanced level, regardless of whether they are in the transitional year from using their mother tongue to using the English language, which is grade IV. Meanwhile, the profile variables included in the study were not significantly associated with the pupils' English language proficiency. Thus, a manifestation that respondents' profile does not prompt pupils' proficiency level because no relationship was revealed as suggested by the results of this study.

O016 Exploring the drivers of geographic variation for paediatric tonsillectomy and adenoidectomy

Abstract Introduction Tonsillectomy and/or adenoidectomy (A/T) is first-line treatment for paediatric obstructive sleep apnoea. Provision of A/T is of critical interest to sleep medicine practitioners. Geographic variation of A/T has been described since the 1930s, but no studies have investigated the reasons behind it. This study aimed to describe the geographical distribution of paediatric A/T and investigate area-level factors associated with this variation. Methods Linked administrative datasets captured a complete state-wide population of paediatric A/T performed between 2010 and 2015. Surgery data were collapsed by patient residence to the level of Local Government Area. Regression models were used to investigate the association between likelihood of surgery and area-level factors. Results There was a 10.2-fold difference in A/T rates across the state, with higher rates more common in regional than metropolitan areas. Area-level factors associated with geographic variation that increased the likelihood of A/T were a higher proportion of children aged 5–9 years (IRR 1.07, 95%CI 1.01–1.14, P=0.03), while a higher proportion with low English-language proficiency (IRR 0.95, 95%CI 0.90–0.99, P=0.03) decreased the likelihood of A/T. In a sub-population of public sector surgeries, low maternal educational attainment increased the likelihood of A/T (IRR 1.09, 95%CI 1.02–1.16, P<0.001) and longer surgical waiting time reduced it (IRR 0.996, 95%CI 0.99273–0.99997, P=0.048). Discussion Significant variation in surgery rates exist by geographical area state-wide, with factors analysed having significant impacts. These findings suggest that improved surgical access and better community understanding of the indications for A/T could decrease geographic variation.

Sociodemographic associations of geographic variation in paediatric tonsillectomy and adenoidectomy

Geographic variation of paediatric tonsillectomy, with or without adenoidectomy, (A/T) has been described since the 1930s until today but no studies have investigated the factors associated with this variation. This study described the geographical distribution of paediatric A/T across the state of Victoria, Australia, and investigated area-level factors associated with this variation. We used linked administrative datasets capturing all paediatric A/T performed between 2010 and 2015 in Victoria. Surgery data were collapsed by patient residence to the level of Local Government Area. Regression models were used to investigate the association between likelihood of surgery and area-level factors. We found a 10.2-fold difference in A/T rates across the state, with areas of higher rates more in regional than metropolitan areas. Area-level factors associated with geographic variation of A/T were percentage of children aged 5–9 years (IRR 1.07, 95%CI 1.01–1.14, P = 0.03) and low English language proficiency (IRR 0.95, 95% CI 0.90–0.99, P = 0.03). In a sub-population analysis of surgeries in the public sector, these factors were low maternal educational attainment (IRR 1.09, 95% CI 1.02–1.16, P < 0.001) and surgical waiting time (IRR 0.99635 95% CI 0.99273–0.99997, P = 0.048). Identifying areas of focus for improvement and factors associated with geographic variation will assist in improving equitable provision of paediatric A/T and decrease variability within regions.

Early Literacy Intervention for Culturally and Linguistically Diverse Students with Varying English Language Proficiency Levels

Objectives: This study examined the effectiveness of Sound Partners, an evidence-based early literacy intervention program, with culturally and linguistically diverse elementary students within an applied Response to Intervention (RTI) system. Method: Participants (n = 11) with a range of English language proficiency (ELP) who spoke English, Hmong, Khmer, or Nepali as a first language were recruited based on indicators of high academic risk displayed during the participating school’s universal literacy screening process. Three replications of a randomized multiple baseline single case research study were conducted to assess the effectiveness of Sound Partners in three groups: those with lower ELP, middle ELP, and native English speakers. Progress monitoring of early literacy skills occurred weekly across baseline and intervention phases. Results: Visual analysis results supported two intervention effects: PSF effects in the low ELP replication and LSF effects in the native English speaker replication. Supplemental statistical analyses were conducted to describe the magnitudes and variations of effect sizes. Conclusion: Results suggest that key factors related to heterogeneity within the diverse population of ELL students, such as ELP levels, must be carefully considered when implementing RTI. Supplemental data for this article is available online at https://doi.org/10.1080/15377903.2021.1953660.

Improving diversity in research and trial participation: the challenges of language

Improving diversity in research and trial participation: the challenges of language

Addressing alcohol and other drug use among young people from migrant and ethnic minority backgrounds: Perspectives of service providers in Melbourne, Australia.

Young people from migrant and ethnic minority backgrounds are recognised as emerging priority populations for reducing alcohol and other drug (AOD)-related harms in Australia. Limited research has investigated how service providers address AOD challenges in migrant communities. In this qualitative study, we interviewed 15 service providers from AOD, migrant support, community and other health services in a diverse region of Melbourne. Interviews explored the challenges that service providers faced and the strategies they implemented to engage with young migrants in relation to AOD use. Thematic analysis was used to generate four themes: stigma as a barrier to service delivery, intergenerational differences between young people and parents, the need for outreach and establishing trust and understanding over time. Service providers believed that stigma prevented many young people from migrant backgrounds having open conversations about their AOD use with family members and professionals. Participants perceived that some parents had less AOD-related knowledge and lower English language proficiency than their children creating challenges for effective communication. Service providers recognised the importance of engaging with young people in settings where they felt comfortable rather than expecting them to approach their service. Participants also acknowledged the need to invest time in establishing trust and understanding with young migrants so they could facilitate conversations about AOD use as relationships evolved. Although service providers had a strong understanding of young people's needs, they found it challenging to build relationships in the context of funding and time constraints. Our results indicate the need for long-term funding and timelines that enable service providers to build strong relationships with young migrants, their families and their broader cultural communities to facilitate access to AOD support.

CLT using CEFR and EIL in Southeast Asia and East Asia in the English language classroom

This article discusses language teaching and the move from a predominantly psycholinguistic to a more sociolinguistic approach through Communicative Language Teaching (CLT), the Common European Framework of Reference Languages (CEFR) and English as an International Language (EIL). The context is four plurilingual and pluricultural societies in Southeast Asia and East Asia, (Thailand, Japan, Vietnam and China). These countries were chosen as they had similarities in the development of CEFR and consequently there were common factors that needed to be addressed in implementing CEFR. According to the English Proficiency Index (2020) a number of countries in the region have been described as being in the category of low or very low with regard to proficiency. To help improve such a situation, given the need for economic development, CEFR was introduced by various Ministries of Education in addition to the already existing official CLT syllabuses. English as an international language has also been widely proposed by a number of researchers, in terms of making teachers, students and educators aware of English as a world language as well as developing an attitudinal change with regard to ‘standard’ English. This article suggests that the basic principles of Communicative Language Teaching (CLT) can be best applied through scaffolding using CEFR and EIL given the reality of teaching in relatively low English language proficiency contexts.

EMI Lecturer Trainers: Reflections on the Implementation of EMI Lecturer Training Course

Universities in non-native English-speaking countries strive to increase the number of international students using EMI as one of their internationalisation strategies, “being caught up in the rush to offer both undergraduate and postgraduate programmes through the medium of English” (Macaro et al. 2018, 37). This has resulted in an unprecedented demand for EMI lecturers to acquire both improved English language proficiency and new teaching methodology skills (Gay et al. 2020). The research, however, evidences the lack of published materials for the development of EMI lecturer training courses (Costa 2015; Dafouz 2018; Gay et al. 2020). Moreover, the literature on hands-on practice with respect to the experience of those involved in EMI lecturer training is scant. Thus, here, the authors offer an outline of an EMI lecturer training course and provide an analysis of the experience of eight EMI lecturer trainers from three leading Russian universities that conducted EMI training courses in the academic years 2017-2019. Semi-structured interviews and pre-and post-course surveys show that EMI trainers encounter difficulties which are psychological, methodological and linguistic in nature, these being low English language proficiency of EMI lecturers, their insufficient knowledge of pedagogical strategies, their lack of self-reflection and feedback and their resistance to active learning techniques and a student-centered approach. The findings of this study will be useful for EMI lecturer trainers since the study highlights potential challenges and practical advice on how to increase training efficacy.

Using machine learning to predict paediatric 30-day unplanned hospital readmissions: a case-control retrospective analysis of medical records, including written discharge documentation.

Objectives To assess whether adding clinical information and written discharge documentation variables improves prediction of paediatric 30-day same-hospital unplanned readmission compared with predictions based on administrative information alone. Methods A retrospective matched case-control study audited the medical records of patients discharged from a tertiary paediatric hospital in Western Australia (WA) between January 2010 and December 2014. A random selection of 470 patients with unplanned readmissions (out of 3330) were matched to 470 patients without readmissions based on age, sex, and principal diagnosis at the index admission. Prediction utility of three groups of variables (administrative, administrative and clinical, and administrative, clinical and written discharge documentation) were assessed using standard logistic regression and machine learning. Results Inclusion of written discharge documentation variables significantly improved prediction of readmission compared with models that used only administrative and/or clinical variables in standard logistic regression analysis (χ2 17=29.4, P=0.03). Highest prediction accuracy was obtained using a gradient boosted tree model (C-statistic=0.654), followed closely by random forest and elastic net modelling approaches. Variables highlighted as important for prediction included patients' social history (legal custody or patient was under the care of the Department for Child Protection), languages spoken other than English, completeness of nursing admission and discharge planning documentation, and timing of issuing discharge summary. Conclusions The variables of significant social history, low English language proficiency, incomplete discharge documentation, and delay in issuing the discharge summary add value to prediction models. What is known about the topic? Despite written discharge documentation playing a critical role in the continuity of care for paediatric patients, limited research has examined its association with, and ability to predict, unplanned hospital readmissions. Machine learning approaches have been applied to various health conditions and demonstrated improved predictive accuracy. However, few published studies have used machine learning to predict paediatric readmissions. What does this paper add? This paper presents the findings of the first known study in Australia to assess and report that written discharge documentation and clinical information improves unplanned rehospitalisation prediction accuracy in a paediatric cohort compared with administrative data alone. It is also the first known published study to use machine learning for the prediction of paediatric same-hospital unplanned readmission in Australia. The results show improved predictive performance of the machine learning approach compared with standard logistic regression. What are the implications for practitioners? The identified social and written discharge documentation predictors could be translated into clinical practice through improved discharge planning and processes, to prevent paediatric 30-day all-cause same-hospital unplanned readmission. The predictors identified in this study include significant social history, low English language proficiency, incomplete discharge documentation, and delay in issuing the discharge summary.

Enhancing English Language Vocabulary Learning among Indigenous Learners through Google Translate

The emergence of new technologies has brought massive changes to teaching and learning processes. In recent years, mobile phones have evolved into effective teaching tools; when used practically, they could improve learning outcomes. The potential of mobile phones as a learning platform has led to a proliferation of research into their effectiveness. This paper aims to examine the effectiveness of the Google Translate mobile application (hereinafter “app”) in improving indigenous learners’ English language vocabulary. Fifteen Iban participants with low English language proficiency from rural schools were chosen through purposive sampling. The data were collected by comparing scores in the pre-test and post-test. In addition, the data were triangulated through structured interviews. Key findings indicated that almost all participants achieved high scores in the post-test. The interviews also revealed that all participants affirmed that Google Translate supports their English language proficiency, and only one participant was unsure of its effectiveness. Thus, the findings of this study imply that Google Translate could be an effective teaching tool to enhance learners’ English language vocabulary. Future research could examine the effectiveness of the app in teaching vocabulary in different contexts.

Role of self-reflection in english language learning among EFL students in a Private University

This study aimed to identify students’ perception towards reflective practice and to investigate the relationship between English Language Learning, Daily Practice, and Personal Development. The researchers attempted to describe the role of self-reflection in language learning to identify solutions to low English language proficiency among EFL learners. The study adopted a survey research design with the use of an adapted survey instrument. There were 91 UCSI University ELEP students who have been chosen to participate in this study. The sampling strategy used in this study was simple random sampling. The results revealed that most students have a positive perception of reflective practice and there is no gender and English language proficiency difference in the perception of reflection. Daily Practice has a significant moderate positive relation with English Learning. Daily Practice has a significant moderate positive relation with Personal Development. Personal Development has significant weak relation with English Learning. The importance of reflective practice should be noticed by educational policymakers and instructors. They may need to consider adding more reflection into their teaching curriculum and teaching syllabus with proper guidance. Daily Practice tools such as video recording and writing reflective journals may facilitate students to practice reflection better.

Criteria of Ideal English Language Teachers as Perceived by Secondary and Tertiary Indonesian Students

This study presents English teachers' professional, personality, social, leadership, and classroom interaction attributes which senior high school and university students expect from their English teachers. By knowing those attributes, English teachers are expected to be able to help their students attain better English language proficiency. For the investigation, five sets of questions were distributed in order to find out the respondents’ favourite English teachers attributes. The respondents consisted of senior students of three high schools and undergraduates of three universities who had high, mediocre and low English language proficiency. The results show that the students' levels of education and English language proficiency influence the students' perceptions on their English teachers' attributes. This study suggests that English teachers recognize the attributes that their students highly expect from them. It is suggested that English teacher training institutions should conduct more professional English language and language teaching trainings that help teachers to develop the attributes. It is also suggested that the Ministry of Research, Technology and Higher Education of the Republic of Indonesia to monitor and evaluate universities and institutions which establish English Education Departments.

‘Using all English is not always meaningful’: Stakeholders’ perspectives on the use of and attitudes towards translanguaging at a Chinese university

With multilingualism drawing increasing attention from sociolinguistic scholars in the past two decades, the traditional monolingual ideology in language teaching has been challenged. As a new paradigm in multilingualism, translanguaging values multilingual users’ integrated use of their full linguistic resources, and it offers a new perspective on second language teaching and learning. By employing a mixed-methods approach, including classroom observations, semi-structured interviews, and a questionnaire, the study presented in this paper investigated both teachers’ and students’ use of and attitudes towards translanguaging. The findings show that, in general, the students hold a neutral-to-positive attitude towards translanguaging practices. Moreover, although the teachers have different attitudes and practices, most of them recognise the effectiveness of translanguaging for content learning in order to deepen understanding, create class rapport, and achieve better learning for students with lower English-language proficiency. The resistance towards the implementation of translanguaging, including language policy, monolingual ideology and overuse of first language (L1), were discussed. This paper concludes by presenting the implications of the study’s findings for language teaching and learning with a key point regarding the need to develop systematic and contextualised translanguaging pedagogical strategies. Furthermore, this paper argues that it is important for teachers and students to broaden their perceptions and assume a multilingual perspective in language learning and teaching.

The Use and Characteristics of Foreign Component Auditors in U.S. Multinational Audits: Insights from Form AP Disclosures*

ABSTRACTThis paper investigates the common, yet previously opaque, practice of using foreign audit firms (component auditors) to conduct portions of audit work for U.S. public companies. U.S. regulators have expressed concern for the transparency and quality of audits using component auditors. Employing data disclosed in the newly mandated PCAOB Form AP, we find that component auditor use is largely structural, determined by the size and complexity of clients' multinational operations. We do not find that the mere use of component auditors is detrimental to audit outcomes, but rather the amount of work conducted by component auditors is associated with lower audit quality (i.e., higher likelihood of misstatement), higher likelihood of nontimely reporting, and higher audit fees, which collectively suggest that component auditor engagements are associated with adverse outcomes. Furthermore, we find that only the work performed by less competent component auditors and those facing geographic and cultural/language barriers, including significant geographic and cultural distance, weak rule of law, and low English language proficiency, is associated with adverse audit outcomes. Overall, these findings provide initial archival evidence that the use of certain component auditors on U.S. multinational audits is associated with audit coordination issues, which suggests that PCAOB Form AP disclosures provide relevant information.

Language-Related Disparities in Pain Management in the Post-Anesthesia Care Unit for Children Undergoing Laparoscopic Appendectomy.

Race and ethnicity are associated with disparities in pain management in children. While low English language proficiency is correlated with minority race/ethnicity in the United States, it is less frequently explored in the study of health disparities. We therefore investigated whether English language proficiency influenced pain management in the post-anesthesia care unit (PACU) in a cohort of children who underwent laparoscopic appendectomy at our pediatric hospital in San Francisco. Our primary exposure was English language proficiency, and our primary outcome was administration of any opioid medication in the PACU. Secondary outcomes included the amount of opioid administered in the PACU and whether any pain score was recorded during the patient’s recovery period. Statistical analysis included adjusting for demographic covariates including race in estimating the effect of language proficiency on these outcomes. In our cohort of 257 pediatric patients, 57 (22.2%) had low English proficiency (LEP). While LEP and English proficient (EP) patients received the same amount of opioid medication intraoperatively, in multivariable analysis, LEP patients had more than double the odds of receiving any opioid in the PACU (OR 2.45, 95% CI 1.22–4.92). LEP patients received more oral morphine equivalents (OME) than EP patients (1.64 OME/kg, CI 0.67–3.84), and they also had almost double the odds of having no pain score recorded during their PACU recovery period (OR 1.93, CI 0.79–4.73), although the precision of these estimates was limited by small sample size. Subgroup analysis showed that children over the age of 5 years, who were presumably more verbal and would therefore undergo verbal pain assessments, had over triple the odds of having no recorded pain score (OR 3.23, CI 1.48–7.06). In summary, English language proficiency may affect the management of children’s pain in the perioperative setting. The etiology of this language-related disparity is likely multifactorial and should be investigated further.

Latino Parent-Child English Language Fluency: Implications for Maternal School Involvement.

Latino parents have lower levels of school involvement compared to other ethnic groups, which is often attributed-though not tested-to low English language proficiency. Using a population-based sample of 637 7th grade Latino youth attending an urban school district, we find no significant difference in maternal school involvement when mothers and students are either both fluent in English or both non-fluent. When students are more fluent than their mothers, however, maternal school involvement is significantly lower, suggesting that schools may need to take additional steps to encourage parental involvement when there is language dissonance between parents and their children.

Resistencia de plantas a patógenos: una revisión sobre los conceptos de resistencia vertical y horizontal

Understanding plant resistance requires an interdisciplinary effort between biological and agricultural sciences. In this setting, phytopathology has experienced an upsurge of interest from researchers and scholars in the disciplines of ecology, evolution and molecular biology. This encounter did neither avoid misunderstandings among scholars nor the use of similar concepts with different meanings. The purpose of this paper is to offer a modern comprehensive view of plant resistance against pathogens using a classical phytopathology concept as framework: Van der Plank s concept of horizontal and vertical resistance. This concept is used in other agricultural science disciplines (plant breeding and genetics), supporting why it is a proper framework for explaining plant resistance. Within this frame, other classical phytopathologycal concepts are explained in combination with modern model descriptions of plant-pathogen interactions and how all these concepts are related with quantitative and field resistance. This review is written in Spanish because it serves an additional purpose. In the Spanish-speaking America, besides interdisciplinarity, phytopathology as an academic discipline faces another challenge: the students’ low-English language proficiency. In this regard, this review intends to become a companion guide for plant-pathology teachers in the region interested in providing an insight into the modern concepts of plant resistance.