Multilingual Population Research Articles

A mixed-methods investigation into complex components of multilingual international students' self-regulated learning in English as a foreign language context: A social cognitive perspective

Self-regulated learning serves as a fundamental framework for understanding the cognitive, motivational, and emotional dimensions of learning. Recently, a growing body of studies on such cognitive processes appears in multilingual populations. Applying a mixed-methods approach, this study examined the key components of the self-regulated learning process among 233 multilingual international students in China, specifically within the context of English as a Foreign Language learning. Qualitative data was analyzed through Pearson's correlation analysis, structural equation modeling, and path analysis, while semi-structured interviews were conducted to further confirm the results of the qualitative data analysis. 15 students were purposefully selected through purposive sampling to participate in follow-up interviews. Within the framework of social cognitive theory, the findings revealed that metacognition, motivation, self-efficacy, and feedback loops are the primary components of self-regulated learning. Additionally, path analysis confirmed that the four factors are positive predictors of self-regulated learning proficiency of multilingual international students in China. The interview outcomes further validated the integral role of these primary components in the self-regulated learning process within the context of multilingual study. This study underscores the significance of incorporating translanguaging backgrounds into teaching strategies and language policy. Findings may offer some insights for multilingual international students, language teachers, and language policymakers in the field of Chinese language instruction.

Evaluating parental personal utility of pediatric genetic and genomic testing in a diverse, multilingual population

There is increasing evidence of the clinical utility of genetic and genomic testing (GT); however, factors influencing personal utility of GT, especially in diverse, multilingual populations, remain unclear. We explored these factors in a diverse cohort of parents/guardians (participants) whose children received clinical GT through the NYCKidSeq program. A total of 847 participants completed surveys at baseline, post-results disclosure, and 6 months (6m) post-results. The largest population groups were Hispanic/Latino(a) (48%), White/European American (24%), and Black/African American (16%). Personal utility was assessed using the Personal Utility scale (PrU), adapted for pediatric populations and included on the surveys. Three PrU subscales were identified using factor analysis: practical, educational, and parental psychological utility. Overall personal utility summary score and the three subscales significantly decreased after receiving results and over time. Hispanic/Latino(a) participants identified greater overall personal utility than European American and African American participants at all timepoints (p<0.001) as did participants whose children received positive/likely positive results compared with those with negative and uncertain results (post-results: p<0.001 and <0.001; 6m post-results: p=0.002 and <0.001, respectively). Post-results, higher utility subscale scores were associated with lower education levels (practical, parental psychological: p≤0.02) and higher levels of trust in the healthcare system (practical, parental psychological: p≤0.04). These findings help to understand the perspectives of diverse parents/guardians, which is critical to tailoring pre- and post-test counseling across a variety of populations and clinical settings.

Satisfaction with mode of delivery of genomic sequencing results in a diverse national sample of research participants through the Clinical Sequencing Evidence-Generating Research Consortium

PurposeResearch that includes diverse patient populations is necessary to optimize implementation of telehealth. MethodsAs part of a Clinical Sequencing Evidence-Generating Research Consortium cross-site study, we assessed satisfaction with mode of return of results (RoR) delivery across a diverse sample of participants receiving genetic testing results in person vs telemedicine (TM). ResultsNinety-eight percent of participants were satisfied with their mode of results delivery. Participants receiving results by TM were more likely to report a preference for receiving results in a different way and challenges with providers noticing difficulties with understanding. More than 90% reported satisfaction across all items measuring support and interaction during sessions. Participants self-reporting Hispanic/Latino or Black/African American race and ethnicity compared with White/European American, fewer years of education, and having lower health literacy were more likely to report challenges with understanding the information or asking questions. Participants who were White/European American, had more years of education, and higher health literacy reported higher communication scores, reflecting more positive evaluations of the communication experience. ConclusionTM is an acceptable mode of return of results delivery across diverse settings and populations. Research optimizing approaches for underrepresented populations, populations with lower levels of education and health literacy, and multilingual populations is necessary.

Enhancement of phonemic verbal fluency in multilingual young adults by transcranial random noise stimulation

Several studies have analyzed the effects of transcranial direct current stimulation on verbal fluency tasks in non-clinical populations. Nevertheless, the reported effects on verbal fluency are inconsistent. In addition, the effect of other techniques such as transcranial random noise stimulation (tRNS) on verbal fluency enhancement has yet to be studied in healthy multilingual populations. This study aims to explore the effects of tRNS on verbal fluency in healthy multilingual individuals. Fifty healthy multilingual (Spanish, English and Basque) adults were randomly assigned to a tRNS or sham group. Electrodes were placed on the left dorsolateral prefrontal cortex and left inferior frontal gyrus. All participants performed phonemic and semantic verbal fluency tasks before, during (online assessment) and immediately after (offline assessment) stimulation in three different languages. The results showed significantly better performance by participants who received tRNS in the phonemic verbal fluency tasks in Spanish (in the online and offline assessment) and English (in the offline assessment). No differences between conditions were found in Basque nor semantic verbal fluency. These findings suggests that tRNS on the left prefrontal cortex could help improve phonemic, yet not semantic, fluency in healthy multilingual adults.

Visual Cognitive Assessment Test: Utility of the brief cognitive battery for early screening of cognitive impairment in Chongqing, China.

Early detection of cognitive impairment is essential for timely intervention. Currently, most widely used cognitive screening tests are influenced by language and cultural differences; therefore, there is a need for the development of a language-neutral, visual-based cognitive assessment tool. The Visual Cognitive Assessment Test (VCAT), a 30-point test that assesses memory, executive function, visuospatial function, attention, and language, has demonstrated its utility in a multilingual population. In this study, we evaluated the reliability, validity, and diagnostic performance of the VCAT for screening early cognitive impairment in Chongqing, China METHODS: A total of 134 individuals (49 healthy controls (HCs), 52 with mild cognitive impairment (MCI), and 33 with mild dementia) completed the Mini-Mental State Examination (MMSE), Montreal Cognitive Assessment (MoCA), VCAT, and domain-specific neuropsychological assessments. The diagnostic performances of MMSE, MoCA, and VCAT were evaluated using the area under the curve (AUC), sensitivity, and specificity. Construct validity of the VCAT was assessed with well-established domain-specific cognitive assessments. Reliability was measured using Cronbach's alpha. The VCAT and its subdomains demonstrated both good construct validity and internal consistency (α=0.577). The performance of VCAT was comparable to that of MoCA and MMSE in differentiating mild dementia from nondemented groups (AUC: 0.940vs. 0.902 and 0.977, respectively; p=.098 and .053) and in distinguishing cognitive impairment (CI) from HC (AUC: 0.929vs. 0.899 and 0.891, respectively; p=.239 and .161), adjusted for education level. The optimal score range for VCAT in determining dementia, MCI, and HC was 0-14, 15-19, and 20-30, respectively. The VCAT proves to be a reliable screening test for early cognitive impairment within our cohort. Being both language and cultural neutral, the VCAT has the potential to be utilized among a wider population within China.

Exploring the Writing Process of Multilingual Postsecondary Students

With an increasingly multilingual population made up of domestic and international students at Canadian universities, there is a knowledge gap about the writing practices of multilingual students and the needs of multilingual academic writers. In order to address this knowledge gap, more research is required about the writing process of multilingual postsecondary students in Canada. The purpose of this study was to learn in detail about the writing process of multilingual postsecondary students in a mid-sized university in eastern Canada. A qualitative methodology consisting of semi-structured interviews was followed. A small sample size of seven participants consisted of young adults enrolled at the bachelors or graduate level who were recruited through posters on campus. The interviews were transcribed, coded holistically, and thematically analyzed using software. Themes reveal the writing process, prescriptive instruction and adherence to rules, planning prior to writing, prior knowledge of academic writing, and experience versus inexperience in writing. The meta-themes were continua of agency/following instructions, experience/inexperience, and explicit teaching/finding their own methods Secondary findings highlight the impact of instructor feedback on learner attitudes and English language learners’ need for extra time to develop their academic English. Additional findings show that multilingual postsecondary students use translanguaging as a strategic tool when composing in English. These findings offer insights into the translingual writing process of multilingual postsecondary students.

Bidialectal variety switching: the effects of language use and social contexts

While previous research shows that bilinguals' ability to mix and switch between two separate languages is influenced by both cross-language similarity and language use contexts, little attention has been paid to bidialectal populations. Given the linguistic and sociolinguistic differences between bilingualism and bidialectalism, it is thus unclear to what extent mechanisms underlying bidialectal variety switching resemble those underlying bilinguals. To investigate the effects of cross-variety phonological distance and variety use contexts on variety switching, we tested two groups of Chinese speakers in a bidialectal auditory word recognition task. Both groups speak a regional dialect (Chengdu Mandarin or Cantonese) as their native language and are also highly proficient in Standard Mandarin. Participants' language background and linguistic experience are collected by a language background questionnaire. Mixing and switching between two varieties are costly for bidialectal speakers in comprehension. Mixing costs can be attributed to variety switches instead of the mere presence of a mixed-variety context. While variety switch and mixing costs are not influenced by cross-variety phonological distance, they are modulated by variety dominance and habitual variety use contexts. This study highlights the similarities between bidialectals and bilinguals in language processing, as well as the significance of recognizing between- and within-group differences in conducting psycholinguistics research with multilingual populations.

The (dis)engagement of different components of inhibitory control in trilingual language control.

Despite the worldwide prevalence of multilingualism, the knowledge of the relationship between domain-general cognitive control and multilingual language control remains scant. Here we provide new insights into this issue by examining systematically how different components of inhibitory control (i.e., response inhibition and interference suppression) contribute to language control in multilingual populations with high L2 proficiency. To this end, 65 Tibetan-Chinese-English trilinguals highly proficient in L2 were recruited to complete three tasks: a picture-naming task measuring the performance of online trilingual speech production, and two nonlinguistic tasks, a go/no-go task and a Simon task, as proxies for measuring response inhibition and interference suppression abilities, respectively. Using mixed-effects modeling, we analyzed both the trilingual language switching/nonswitching performances and their correlations with these two components of inhibitory control. Our data revealed unexpected patterns of reversed language dominance effect and (a)symmetries in switch costs. Notably, interaction analysis revealed that while response inhibition was robustly engaged in trilingual language control, interference suppression did not appear to play a role. Taken together, our study suggests that, for trilingual speakers highly proficient in L2, the recruitment of different subprocesses of inhibitory control in lexical access was selective and was constrained to reactive and local-level language control. We conclude by discussing theoretical implications. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Visual Cognitive Assessment Test (VCAT): Utility in detecting early dementia in diverse language cohorts

AbstractBackgroundCognitive tests play a crucial role in evaluating mild cognitive impairment (MCI) and dementia. As most tests are originally developed in English‐speaking cohorts, their application in multilingual populations will need to be translated and may affect the test psychometrics. Therefore, the VCAT was developed as a language‐neutral visual‐based assessment to mitigate this issue. Although the VCAT has been validated in Southeast Asian countries, its performance in wider language cohorts remains unclear. Here, we aim to compare the utility of VCAT with established screening tests, Montreal Cognitive Assessment (MoCA) and Mini‐Mental State Examination (MMSE), in distinguishing MCI and dementia from cognitively normal (CN) individuals in a multinational study.MethodThis collaboration between Canada, China, India, Korea and Singapore recruited 614 participants (306 CN, 212 MCI, 94 Dementia). The administration of the cognitive tests were standardized across all study sites. Participants underwent the MMSE, MoCA, and VCAT on the same day, with their scores and demographic data (age, gender, years of education, ethnicity, primary written and spoken language) collected in the centers respectively. The performance of VCAT in distinguishing MCI and dementia from CN were assessed within each sites using the area under the curve (AUC).ResultBaseline demographics of the participants in each site were summarized in Table 1. The mean (SD) MMSE, MoCA and VCAT scores in each diagnostic group across all countries were summarized in Table 2. The mean (SD) VCAT scores across all countries for CN, MCI and dementia were 25.91 (3.14); 21.00 (5.36) and 11.91 (4.79) respectively. Corresponding scores for MoCA were 26.09 (2.76); 22.62 (4.43); 14.02 (5.17) and corresponding scores for MMSE were 28.34 (1.79); 26.55 (2.90); 18.91 (4.81). The AUC of VCAT in detecting cognitive impairment (MCI+Dementia) was found to be 0.83 (95%CI 0.80 to 0.86), which is comparable to the MoCA 0.82 (95%CI 0.78 to 0.85) and the MMSE 0.78 (95%CI 0.74 to 0.81).ConclusionVCAT was comparable to the MoCA and MMSE in distinguishing cognitive impairment from CN in a multinational, multilingual population. Further studies with wider language populations are needed to further validate the utility of VCAT globally.

Receptive vocabulary predicts multilinguals' recognition skills in adverse listening conditions.

Adverse listening conditions are known to affect bilingual listeners' intelligibility scores more than those of monolingual listeners. To advance theoretical understanding of the mechanisms underpinning bilinguals' challenges in adverse listening conditions, vocabulary size and language entropy are compared as predictors in a sentence transcription task with a heterogeneous multilingual population representative of a speech community. Adverse listening was induced through noise type, bandwidth manipulations, and sentences varying in their semantic predictability. Overall, the results generally confirm anticipated patterns with respect to sentence type, noise masking, and bandwidth. Listeners show better comprehension of semantically coherent utterances without masking and with a full spectrum. Crucially, listeners with larger receptive vocabularies and lower language entropy, a measure of the predictability of one's language use, showed improved performance in adverse listening conditions. Vocabulary size had a substantially larger effect size, indicating that vocabulary size has more impact on performance in adverse listening conditions than bilingual language use. These results suggest that the mechanism behind the bilingual disadvantage in adverse listening conditions may be rooted in bilinguals' smaller language-specific receptive vocabularies, offering a harmonious explanation for challenges in adverse listening conditions experienced by monolinguals and multilinguals.

Clinical Manifestations.

A delay in the detection of Mild Cognitive Impairment (MCI) in the community delays the opportunity for early intervention. Accurate tools to detect MCI in the community are lacking. The Visual Cognitive Assessment Test (VCAT) is a visual based cognitive test useful for multilingual populations without the need for translation. Here, we evaluate the usefulness of VCAT in detecting MCI in a community population in Singapore. We recruited 469 participants from the community who completed a detailed neuropsychological assessment and 261 of them completed a 3T Magnetic Resonance Imaging (MRI) brain scan. We performed a ROC analysis to test the diagnostic performance of VCAT compared to MoCA in distinguishing mild cognitive impairment (MCI) from cognitively normal (CN) by measuring area under the curve (AUC). To test for the association of VCAT with structural MRI, we performed a Pearson's correlation analysis for VCAT and MRI variables. We recruited 39 CN, 168 subjective cognitive decline and 262 MCI participants from Dementia Research Centre (Singapore). Mean age of the cohort was 62.77, SD = 9.57, mean education years was 13.97, SD = 3.41 and majority were women (57.8%). VCAT was effective in detecting MCI from CN with an AUC of 0.794 (95% CI 0.723-0.865) which was slightly higher than MOCA 0.699 (95% CI 0.621-0.777). Among subjects with MCI, VCAT was associated with medial temporal lobe atrophy (MTA) (ρ = -0.265, p = 0.001). The VCAT is useful in detecting MCI in the community in Singapore and may be an effective measure of neurodegeneration.

Third Culture Kids in Denmark: exploring code-switching patterns according to interlocutors and topic emotionality

ABSTRACT This mixed-methods study is among the first to explore code-switching (CS) patterns within the broader context of translanguaging in a unique multilingual population, namely Third Culture Kids (TCKs), who are extensively socialised in English through schooling and the expatriate community. Data were collected from 188 TCKs enrolled in the International Baccalaureate Programme at the same international school in Denmark. Participants spoke 60 different languages, with 42 first languages (L1s). English represented the largest language group, with 30% first language (L1) users, and 70% acquired later in life (LX). Results showed that TCKs diverged from previous studies regarding the frequency and direction of CS, reporting a decrease in use as the topic became emotionally charged, with a reverse direction in the switch from L1 to LX (English). Additionally, bivariate analysis and multiple regression models were conducted to explore the role of sociobiographical, language profile, and family language policy (FLP) factors in CS frequency according to interlocutors (family and friends, schoolmates, and strangers) and topic emotionality (non-emotional, emotional). This study not only enhances our understanding of TCKs’ underexplored linguistic abilities, but also contributes to both micro- (TCK’s household) and macro-level (expatriate community and international school) CS studies recognising TCKs as unique multilingual individuals.

THE OFFICIAL TRANSLATION OF THE DASH SCORING SYSTEM TO ISIZULU FOR USE IN SOUTH AFRICA

The Disability of Arm Shoulder and Hand (DASH) score questionnaire is a common self-administered tool to assess symptom severity and function in patients with injuries or pathology of the upper limb. However, having such a pertinent tool only in English is limiting in multi-cultural and multilingual populations where English is not always the first language, such as our South African context. IsiZulu is the most widely spoken language in South Africa (approximately 25% of the population). There are certain instances in research, particularly in international studies, where non-English speaking individuals need to be excluded based on translator reliability. This puts our institutions at a disadvantage by not being able to contribute to research.As per the international Institute of Work and Health (IWH), we followed the 5 stage guidelines to achieve the most appropriate linguistic and cultural adapted translation for our setting. (1) Two independent translations from English to isiZulu. (2) A synthesis of the 2 initial translations. (3) Two independent back-translations from the synthesized isiZulu version into English. (4) Expert panel (consisting of university lecturers and official translators) to review all versions and re-create an optimized synthesized version. (5) Pre-testing of the final optimized synthesized version in a pilot study. This rigorous process allowed for a concise and more culturally relevant translation for use in our population. The fourth stage in the process was integral in synthesizing the tool while considering the colloquial and semantic differences and resolving them with appropriate equivalents.The IWH guidelines aids in the cross-cultural adaptation of the DASH score while remaining valid and comparable to the original English version. This is beneficial in multi-national research projects and allows for the standardization of health outcome measures.

7 A Comparison of Performance of Educationally Disadvantaged Non-English-Speaking Participants on a Category Verbal Fluency Test using English or the First Language

Objective:South Africa has a multi-lingual population where fewer than 10% of the population speak English as a first language. This poses a challenge regarding language usage for a verbal fluency task. This study investigated the difference in number of words produced by independent groups of non-English examinees required to produce words in English, or in their first language, on a category verbal fluency task.Participants and Methods:A study on South African non-English first language participants was conducted using the Category Verbal Fluency test (animals) for a sample of nonclinical adults (N = 264) aged 18-60 years with 8-12 years of disadvantaged (poorly resourced) quality of education. Participants either had an African indigenous first language, or Afrikaans (a Dutch derivative) as a first language. The data were derived from one group of either African indigenous or Afrikaans first language participants who were required to use English for word production (Group A English) (n = 159; African indigenous n = 135; Afrikaans n = 24) and another group of participants who were required to use their first language (Group B First Language) (n = 105; African indigenous n = 83; Afrikaans n = 22). The comparative data were stratified for age ranges 18-20, 21-30, 31-40, 41-50 and 51-60 years. Level of education was broadly equivalent across the comparative groups. T-test analyses compared the number of words produced between the English versus indigenous African groups, and English versus Afrikaans first language groups for each age category.Results:The comparison for the indigenous African first language participants, revealed no significant differences in word production for words produced in English or first language regardless of age. In the comparison for the Afrikaans first language participants there was a highly consistent tendency for better word production in Afrikaans than in English. These results indicate that socio-cultural factors may be influential for English language proficiency on a verbal fluency task, rather than the effect of first language usage “per se”.Conclusions:Since the dismantling of the Apartheid system in South Africa thirty years ago, English has become the main language used in government and business and is the preferred language of tuition in schools for those speaking English or an African indigenous language, whereas during the Apartheid era, two official languages were used for government, business, and schooling (Afrikaans and English). Currently, many Afrikaans speaking individuals continue to have Afrikaans as the preferred primary language of tuition in the schools and it persists as the preferred language for use in many Afrikaans dominated business arenas. This study attests to a high level of English fluency amongst those South Africans with an indigenous African first language, who clearly are as fluent in word production using English as they are when using their first language, in contrast to the indications for Afrikaans speaking individuals. Practitioners need to be alert to sociocultural factors that can impact on the optimal use of language in test situations, which may not necessarily be the first language.

Saavutettavuudesta kriittiseen autonomiaan – vieraskieliset kuntavaaliviestinnän kohderyhmänä

The article examines multilingual communication practices aimed at informing Finland’s foreign language speaking inhabitants on municipal elections and decision-making in the regional context of Joensuu. Our focus is on the availability and accessibility of relevant multilingual information and the potential of accessible information in developing a sense of democratic participation and critical autonomy among the immigrant population. The research is based on seven thematic interviews conducted after the 2021 municipal elections. All interviewees have experience in enabling the democratic participation of multilingual residents in Joensuu through their roles in civil service, politics, or local organizations. Poor accessibility of information has been identified as a reason for multilingual population’s low voting rates in previous research. The interview data reveal in detail what kinds of deficiencies can be identified across the components of usability, understandability, and social accessibility. The results also give insights into good practices and possible remedies.

Intercomprehension in public service interpreting and translation

In recent decades, Western societies have become increasingly multilingual. However, the traditional strategies for communication between institutions and multilingual populations used in Public Service Interpreting and Translation (PSIT) have come under question, and alternative approaches are now being considered. One such alternative is intercomprehension (IC). The main objective of this research is two-fold: firstly, to explore the frequency and extent of IC in the study area; and secondly, to analyze the extent to which IC may help to eliminate barriers in PSIT when compared with traditional approaches to translation and interpreting. Data were collected over the course of 2015–2016 in central Spain (Madrid and the Henares Corridor) from surveys and discussions with ad hoc translators and interpreters. The research methodology integrates qualitative and quantitate analysis. The results show that IC is a means of communication in public services in Spain that deserves more consideration in both research and training contexts within the area of Translation and Interpreting Studies.

H - 47 Bilingual Auditory Naming Test Performance in an Epilepsy Sample.

The growing multilingual population in the United States calls for culturally adapted norms for neuropsychological tools. Language testing, for example, is paramount in pre-surgical assessment in patients with dominant temporal lobe epilepsy. The Boston Naming Test (BNT) and the Auditory Naming Test (ANT) are frequently used in pre-surgical epilepsy evaluations; yet, while bilingual norms exist for the BNT, these are lacking for the ANT. To parse out how much of a bilingual patient's language performance is accounted for by bilingualism versus language deficits, we studied whether there is a significant difference in ANT performance between bilingual and monolingual English-speaking epilepsy patients. Our sample of patients with localized epilepsy from the UCSF Epilepsy Center included 22 bilingual (English-dominant; non-dominant languages included Spanish, Arabic, Dutch, Taiwanese, and Japanese) and 61 monolingual English-speakers (39% female, M age = 36.3). All patients took anti-seizure medication and completed the ANT and BNT as part of a pre-surgical neuropsychological assessment. Compared to monolingual English-speaking patients, bilingual patients had significantly lower scores on the ANT (Bilingual M = -4.03 [SD = 5.6], Monolingual M = -0.7 [SD = 1.9]; t(81) = 3.89, p < 0.001) and BNT (t(77) = 2.76, p = 0.007). This performance difference was significantly greater for the ANT than BNT (F(1,77) = 7.71, p = 0.007). These results highlight the importance of considering multilingualism in neuropsychological assessments. This is especially needed for pre-surgical language mapping in epilepsy surgical candidates. Future research should establish bilingual normative standards for neuropsychological language-based tests such as the ANT.

Multilingual Speech Acquisition by Vietnamese-English-Speaking Children and Adult Family Members.

This article presents a large-scale example of culturally responsive assessment and analysis of multilingual Vietnamese-English-speaking children and their family members using the VietSpeech Protocol involving (a) examining all spoken languages, (b) comparing ambient phonology produced by family members, (c) including dialectal variants in the definition of accuracy, and (d) clustering participants with similar language experience. The VietSpeech participants (N = 154) comprised 69 children (2;0-8;10 [years;months]) and 85 adult family members with Vietnamese heritage living in Australia. Speech was sampled using the Vietnamese Speech Assessment (Vietnamese) and the Diagnostic Evaluation of Articulation and Phonology (English). Children's Vietnamese consonant accuracy was significantly higher when dialectal variants were accepted (percentage of consonants correct-dialect [PCC-D]: M = 87.76, SD = 8.18), compared to when only Standard Vietnamese was accepted as the correct production (percentage of consonants correct-standard [PCC-S]: M = 70.34, SD = 8.78), Cohen's d = 3.55 (large effect). Vietnamese voiced plosives, nasals, semivowels, vowels, and tones were more often correct than voiceless plosives and fricatives. Children's Standard Australian English consonant accuracy (PCC-S) was 82.51 (SD = 15.57). English plosives, nasals, glides, and vowels were more often correct than fricatives and affricates. Vietnamese word-initial consonants had lower accuracy than word-final consonants, whereas English consonant accuracy was rarely influenced by word position. Consonant accuracy and intelligibility were highest for children with high proficiency in both Vietnamese and English. Children's consonant productions were most similar to their mothers' than other adults or siblings' productions. Adults' Vietnamese consonants, vowels, and tones were more likely to match Vietnamese targets than their children's productions. Children's speech acquisition was influenced by cross-linguistic, dialectal, maturational, language experience, and environmental (ambient phonology) factors. Adults' pronunciation was influenced by dialectal and cross-linguistic factors. This study highlights the importance of including all spoken languages, adult family members, dialectal variants, and language proficiency to inform differential diagnosis of speech sound disorders and identify clinical markers in multilingual populations. https://doi.org/10.23641/asha.23290055.

Ethical principles, challenges and opportunities when conducting genetic counselling for schizophrenia.

Ethical challenges of genetic counselling for schizophrenia include effective communication of critical scientific information in an easily understood manner by patients and relatives, and the ability to ensure communication is unencumbered by medical jargon. Levels of literacy in the target population may limit this process, making it difficult for patients to attain the desired levels of informed consent to make crucial decisions during genetic counselling. Multilingualism in target communities may further complicate such communication. This paper outlines the ethical principles, challenges and opportunities facing clinicians when conducting genetic counselling for schizophrenia and how these might be met, drawing on lessons from South African studies. The paper draws on reflections of clinician and researcher experiences gained from clinical practice or research on the genetics of schizophrenia and psychotic disorders in South Africa. The context of genetic studies in schizophrenia is used to illustrate the ethical challenges in genetic counselling for schizophrenia, both in clinical and research settings. Attention is also drawn to multicultural and multilingual populations, particularly where the preferred language lacks a well-developed scientific language of communication for some of the genetic concepts that have to be presented during the genetic counselling process. The authors describe the ethical challenges and how to address these to empower patients and relatives to make well-informed decisions despite these obstacles. Principles applied by clinicians and researchers during the genetic counselling are described. Potential solutions, including the establishment of community advisory boards to address potential ethical challenges inherent to the genetic counselling process, are also shared. Genetic counselling for schizophrenia still faces ethical challenges which require a balance of principles of beneficence, autonomy, informed consent, confidentiality and distributive justice, while striving to present accuracy in the science that guides the process. Evolution in language and cultural competency therefore needs to occur alongside scientific advances in genetic research. Key stakeholders need to partner and build capacity and expertise in genetic counselling through the provision of funding and resources. The goal of partnerships is to empower patients, relatives, clinicians and researchers to share scientific information in a manner guided by empathy while retaining scientific accuracy.

Performance-based neuropsychological assessment tools for executive function among preschoolers in China: A systematic review

Objective: There is an increasing demand for the assessment of executive function (EF) among Chinese preschoolers. However, there exists methodological and cross-cultural challenges of performance-based EF assessment. The current review aims to 1) identify and summarize the current application of performance-based EF assessment tools for Chinese preschoolers in China and 2) offer recommendation guidelines for different application scenarios, such as clinical or scientific research, and for related personnel.Method: A literature search was conducted from Web of Science, PubMed, PsycInfo, Scopus and China National Knowledge Infrastructure databases. We focused exclusively on performance-based tools assessing EF among children aged three to six years, encompassing tasks of inhibition, working memory, cognitive flexibility, reasoning, problem solving, and/or planning. Clinical (e.g. children with autism spectrum disorders) and multilingual populations residing outside of China (e.g. Chinese Americans) were excluded. Two authors independently screened, extracted, and evaluated each tool for characteristics (e.g. name, domain, type, version, language, approach of administration, and scoring) and sample information (e.g. sample size, age, and region). Results: A total of 98 articles were included, with 255 tools being identified that were further classified into 44 unique types, covering nine EF domains. Most tools were original or informally sinicized, with notable variations in tool selection, administration, and interpretation process. Given that a complete set of EF tools has not been identified as perfectly suitable for Chinese preschoolers, we also offered recommendations based on empirically adapted evaluation criteria. Conclusions: Our findings highlighted the need for appropriate adaptation, administration, and interpretation of the current EF tools.