Primary Language Research Articles

Exploring the Teaching Strategies of Excellent Traditional Culture in Primary School Language Teaching Materials of the Ministry of Education

Excellent culture is the root of the nation, and there are many excellent traditional cultures in primary school language teaching materials, how to teach traditional culture is a difficult problem. This paper puts forward the problems existing in the teaching of traditional culture, then reflects on the existing problems, and concludes that teachers should improve their own cultural literacy, adopt diversified teaching methods, combine with life, pay attention to the traditional practical activities, as well as the mutual assistance between schools and parents and society.

Assessing the acquisition of Romani in Roma children

ABSTRACT The paper presents the first comprehensive look at the language development of Romani-speaking children from resource-poor Roma communities in several European countries. 250 participants aged 3- to 10-years participated. The experimental tasks assess knowledge in eight key areas of grammar and morphology, including fast mapping of novel items. The special properties of Romani allow new insights on long distance wh-movement and possessive agreement, and the data question the universality of other distinctions in passives and wh-movement from complements. The results demonstrate that the Roma children as a group are as proficient in their primary language as children in other countries, despite massive economic deficits and lack of parental education. This is important because Roma children are massively overrepresented in special education and “special schools” especially in Eastern Europe, and one contributing factor is their inadequate skill in the state language of their domicile.

Access to Otolaryngologic Telemedicine Care Across the COVID-19 Pandemic at an Urban Tertiary Hospital System.

Objective: To describe associations between patients' demographic characteristics and access to telemedicine services in an urban tertiary academic medical system across the COVID-19 pandemic, and to identify potential barriers to access. Methods: This was a retrospective cohort study conducted at a single-center tertiary academic medical center. The study included adult patients undergoing outpatient otolaryngologic care in person or via telemedicine during 8 week timeframes: before the pandemic, at the onset of the pandemic, and during later parts of the pandemic. Patients were characterized by age, sex, race, insurance type, primary language, portal activation status, income estimate, and visit type. Where appropriate, chi-squared tests, Wilcoxon signed-rank tests, and logistic regression were used to compare demographic factors between the cohorts. Results: A total of 14,240 unique patients [median age, 58 years (range, 18-107 years); 56.5% were female] resulting in a total of 29,457 visits (94.8% in-person and 5.2% telemedicine) were analyzed. Patients seen in person were older than those using telemedicine. Telemedicine visits included a higher proportion of patients with private insurance, and fewer patients with government or no insurance compared to in-person visits. Race, income, and English as primary language were not found to have a significant effect on telemedicine use. Conclusion: In an urban tertiary medical center, we found significant differences in sociodemographic characteristics between patients who accessed otolaryngologic care in person versus via telemedicine through different phases of the COVID pandemic, reflecting possible barriers to care associated with telemedicine. Further studies are needed to develop interventions to improve access.

Design of a Voice Recognition System Using Artificial Neural Network

Voice recognition systems have gained significant prevalence in our everyday lives, encompassing a wide range of applications, from virtual assistants on smartphones to voice-controlled home automation systems. This research paper presents a comprehensive design and implementation of a voice recognition security system employing artificial neural networks. The system's training involved a dataset consisting of 900 audio samples collected from 10 distinct speakers, enabling the resulting model to accurately classify the speaker of a given audio sample. For the implementation of the voice recognition system, Python serves as the primary programming language. The system leverages the Keras library, which offers a high-level interface for constructing and training neural networks, with efficient computation facilitated by the TensorFlow back-end. Additionally, the Flask framework, a Python-based web framework, was utilized to create a user interface in the form of a web application for the voice recognition system. To effectively train the artificial neural network, the audio data undergoes preprocessing, involving the extraction of relevant features from the audio samples. Subsequently, during the preprocessing phase, the audio data is labelled, and the neural network is trained on this labelled dataset to learn the classification of different speakers. The trained model was rigorously tested on a set of previously unseen audio samples, yielding an impressive classification accuracy exceeding 96%. The finalized model will be integrated into the web application, enabling users to upload audio files and receive accurate predictions regarding the speaker's identity. This paper demonstrates the efficacy of artificial neural networks in the context of voice recognition systems, while also providing a practical framework for constructing such systems using readily available tools and libraries.

Teacher learning in Hong Kong: primary English language teachers’ cognitions about online teaching to survive or thrive during COVID-19

ABSTRACT This study aimed to explore ESL teachers’ perceptions of online teaching during the COVID-19 outbreak in Hong Kong. A qualitative multiple-case study approach was employed, focusing on the online teaching experiences of three teachers in primary school contexts. Through semi-structured interviews and thematic analysis, rich data were collected and analysed. The findings revealed five prominent challenges faced by the teachers, including inadequate infrastructure, limited technical support and training, classroom management issues, teachers’ limited technological pedagogical content knowledge (TPCK) in ELT, students’ unreadiness and lack of parental support. The study also identified three opportunities arising from online teaching, such as changes in teachers’ attitudes and beliefs in technology, opportunities for teacher learning and experimenting with online teaching practice for pedagogical innovations. Despite the significant challenges encountered, the teachers perceived the online teaching experiences as opportunities to enhance their teaching competence with technology. This study has substantial implications, calling for strategic governmental measures to improve online learning in schools, highlighting the need to integrate technology-focused pedagogies into teacher education, revising outdated school curriculums to enhance students’ digital literacy, providing financial support for disadvantaged students, encouraging parental involvement in online learning and fostering collaborative professional learning communities to enhance English teachers’ TPACK.

Social determinants of health rather than race impact health-related quality of life in 10-year-old children born extremely preterm.

Reducing healthcare disparities among children is extremely important given the potential impact of these disparities on long-term health-related quality of life (HRQL). Race and parental socioeconomic status (SES) are associated with child HRQL, but these associations have not been studied in infants born extremely preterm (EP), a population at increased risk for physical, cognitive, and psychosocial impairments. Achieving health equity for infants born EP across their life course requires identifying the impact of racism and SES on HRQL. We aimed to evaluate the association between self-reported maternal race, SES factors, and HRQL among 10-year-old children born EP. Participants were identified from an ongoing multicenter prospective longitudinal study of Extremely Low Gestational Age Newborns (ELGAN Study), born between 2002 and 2004, and evaluated at 10 years of age using the Pediatric quality of life (QoL) Inventory completed by their parent or guardian, assessing physical, emotional, social, school, and total (composite) QoL domains. Multivariable regression models were used to evaluate the relationship between QoL scores and self-identified maternal race, adjusting for SES factors (education level, marital status, and public insurance). Of 1,198 study participants who were alive at 10 years of age, 863 (72.0%) were evaluated at 10 years of age. Differences in mean 10-year QoL scores across racial groups were observed and were significant on univariate analysis. However, these associations attenuated when adjusted for the marital status, public insurance status, and education status of mothers. A comparison of children with English as the primary language spoken at home vs. any other language revealed a significant difference only in school QoL, in which non-English language was associated with more favorable school QoL scores. Among 10-year-old children born EP, differences in parent-reported QoL were associated with maternal SES factors but not with race. Our results suggest that interventions designed to improve the SES of mothers may enhance the QoL of children born EP. Furthermore, these results underscore that race is a social construct, rather than a biological variable, as we work toward greater equity in care provision.

Lost in translation: a national cross-sectional study on medical interpreter use by pediatric residents.

Lack of communication in a family's preferred language is inequitable and results in inferior care. Pediatric residents provide care to many families with non-English or French language preferences (NEFLP). There is no data available about how Canadian pediatric residents use interpreters, making it difficult to develop targeted interventions to improve patient experience. Our purpose was to assess translation services in pediatric training centers and evaluate resident perception of their clinical skills when working with NEFLP patients and families. This survey represents the first collection of data from Canadian pediatric residents about interpreter services. Eligible participants included all pediatric residents enrolled in an accredited Canadian pediatric training program. An anonymous survey was developed in REDCap© and distributed via email to all pediatric residents across Canada. Descriptive statistics were performed in STATA v15.1. 122 residents responded. Interpreter services were widely available but underused in a variety of clinical situations. Most (85%) residents felt they provided better care to patients who shared their primary language (English or French), compared with families who preferred other languages-even when an interpreter was present. This finding was consistent across four self-assessed clinical skills. Residents are more confident in their clinical and communication skills when working with families who share their primary language. Our findings suggest that residents lack the training and confidence to provide equal care to families with varying language preferences. Pediatric training programs should develop curriculum content that targets safe and effective interpreter use while reviewing non-spoken aspects of cultural awareness and safety.

Role of social support in culturally sensitive diabetes self-management education among an ethnic minority population in Denmark.

CUSTOM is a culturally sensitive diabetes self-management education and support programme tailored to Urdu, Turkish and Arabic-speaking people in Denmark. The aim of this study was twofold: first, to examine the functional social support perceived by CUSTOM participants before and after the intervention; and, second, to explore how participants' structural social support affected the physical and mental health benefits of the intervention. The participants were people with type 2 diabetes whose primary language was Urdu, Arabic or Turkish (n = 73). Outcomes included A1C, body fat percentage, diabetes distress, well-being and functional social support. Changes were observed between baseline and six months after participation in a single-group pre-test/post-test design. The Cochran-Armitage trend test was used to assess pre-post differences in functional social support. The role of structural social support was assessed using moderation regression analysis. Participants reported higher availability of functional social support after the programme (p < 0.05), although the change in loneliness was not significant. In addition, cohabitating with adult children increased the average body fat percentage reduction achieved following the programme, while living with a partner lowered the average body fat percentage reduction achieved. The intervention was particularly successful in improving diabetes distress among those with weak structural social support. Culturally sensitive diabetes self-management education and support can improve social support among people with an ethnic minority background. The structure of social relations may influence the benefit of culturally sensitive diabetes self-management education and support. Future programmes should include family members and other social relations more actively, drawing attention to both positive and negative aspects of social relations.

Appointment Factors Contributing to Children with Speech Disorders Missing Speech and Language Pathology Appointments.

This study explores missed pediatric speech and language pathology (SLP) appointments to identify barriers for patients with speech disorders. Data from 839 referrals at Boston Medical Center, including demographics, appointment details, COVID-19 lockdown, and number of items on patient problem lists, were analyzed using chi-square tests and logistic regression. The findings revealed that lockdown status, appointment timing, appointment type (in-person vs telemedicine), referral department (ear, nose, and throat [ENT] vs non-ENT), sex, race, primary language, birthplace, and primary care provider presence had no significant impact on attendance. However, the number of patient-listed problems, prior cancelations, and missed appointments were significant predictors of patients who did not keep appointments. In conclusion, this research emphasizes the patient's problem list and past appointment behavior as critical factors in predicting missed SLP appointments for pediatric speech disorder patients. These insights can guide targeted interventions to improve attendance and enhance SLP engagement.

Robust reference group normative data for neuropsychological tests accounting for primary language use in Asian American older adults.

The present study aimed to develop neuropsychological norms for older Asian Americans with English as a primary or secondary language, using data from the National Alzheimer's Coordinating Center (NACC). A normative sample of Asian American participants was derived from the NACC database using robust criteria: participants were cognitively unimpaired at baseline (i.e., no MCI or dementia) and remained cognitively unimpaired at 1-year follow-up. Clinical and demographic characteristics were compared between Primary and Secondary English speakers using analyses of variance for continuous measures and chi-square tests for categorical variables. Linear regression models compared neuropsychological performance between the groups, adjusting for demographics (age, sex, and education). Regression models were developed for clinical application to compute demographically adjusted z-scores. Secondary English speakers were younger than Primary English speakers (p < .001). There were significant differences between the groups on measures of mental status (Mini-Mental State Examination, p = .002), attention (Trail Making Test A, Digit Span Forward Total Score, p <.001), language (Boston Naming Test, Animal Fluency, Vegetable Fluency, p < .001), and executive function (Trail Making Test B, p = .02). Separate normative data are needed for Primary vs. Secondary English speakers from Asian American backgrounds. We provide normative data on older Asian Americans to enable clinicians to account for English use in the interpretation of neuropsychological assessment scores.

Interpretation services used for non-English language speaking patients with head and neck cancer: Findings from a tertiary London cancer centre

BackgroundTreatment for head and neck cancer (HNC) can lead to profound changes in swallowing function and nutrition. UK HNC standards recommend informational counselling is provided pre-treatment by the dietitian and speech and language therapist (SLT). Non-english speaking patients treated in English speaking countries have poorer treatment outcomes. UK guidance recommends all patients should have access to interpretation services where required. This audit aimed to investigate the language needs and utilisation of interpretation services for patients with HNC attending pre-treatment clinics. MethodsA retrospective casenote audit over two-years (2021–2023) of all patients attending pre-treatment clinics in a centralised London cancer centre. Information was collected from electronic hospital records on demographics, disease/treatment characteristics, first language; categorised as English primary language (EPL), non-English primary language (NEPL) and interpretation requirements; formal (professional interpreters) or informal (patients friends/relatives). Data was processed and collated using Microsoft Excel (Version 2308). Descriptive statistics were conducted using Excel Analysis ToolPak. Results408 patients were included. Most patients were male (67%), aged 61 ± 13 years. 18% (n = 74) had NEPL; 58 required interpretation services. Formal interpretation service was provided in 43% (n = 25), informal services in 33% (n = 19), and no service in 24% (n = 14). Non-adherence to formal services included lack of/inaccurate documentation of language needs, patient preference and lack of available interpreters. ConclusionThis audit indicated that barriers exist in utilising formal interpretation services. Future research should investigate how this can be optimised to ensure necessary language support is provided consistent with guidelines that promote equality, diversity, and inclusion.

Chilean Primary Learners’ Motivation and Attitude towards English as a Foreign Language

This study aims to identify motivational and attitude variables among Chilean young English learners from Concepción. A child-appropriate Likert scale questionnaire was distributed to 137 students from the 3rd, 4th, and 5th grade of two state-run primary schools. The instrument considered five variables: attitude towards English, intrinsic motivation, extrinsic motivation, Ideal L2 Self, and parent-oriented motivation, because the eclectic nature of early language learning has been shown to be influenced by these factors. The variables for teacher profile considered years of teaching experience, training in primary English language teaching, and access to multisensory and audio-visual materials. A confirmatory factor analysis was conducted to determine the internal consistency of the instrument. The Mann–Whitney U test and the Kruskal–Wallis H-test using Dunn’s post hoc contrast were used to compare the motivations and attitudes by gender, teacher profile, and grade. Spearman’s rho correlation coefficient was then used to identify the relationship between the target variables and the teacher profile. Results show that teacher profile is a key factor in motivation and attitude to learning English, particularly their access to multisensory and audio-visual materials. This study’s main novelty is that it is the first time a questionnaire focused on children’s attitudes and motivations has been applied in Chile, with clear implications for teacher education and policy implementation assessment.

Having a Say in Patient Care: Factors Associated with High and Low Voice among Home Care Workers

ObjectivesTo identify factors associated with high and low “voice”—or level of input in patient care decisions—among home care workers (HCWs), an often marginalized workforce that provides care in the home to older adults and those with chronic conditions. DesignWe conducted a secondary analysis of data from a cross-sectional survey assessing experiences of HCWs in caring for adults with heart failure. The survey measured HCWs’ voice using a validated, 5-item instrument. Setting and ParticipantsThe survey was conducted virtually from June 2020 to July 2021 in partnership with the 1199 Service Employees International Union (1199SEIU) Training and Employment Funds, a union labor management fund. English- or Spanish-speaking HCWs employed by a certified or licensed home care agency in New York, NY, were eligible. MethodsHCW voice was the main outcome of interest, which we assessed by tertiles (low, medium, and high, with medium as the referent group). Using multinominal logistic regression, we calculated odds ratios (ORs) and 95% CIs for the relationship between participant characteristics and low and high levels of voice. ResultsThe 261 HCWs had a mean age of 48.4 years (SD 11.9), 96.6% were female, and 44.2% identified as Hispanic. A total of 38.7% had low voice, 37.9% had medium voice, and 23.4% had high voice. In the adjusted model, factors associated with low voice included Spanish as a primary language (OR 3.71, P = .001), depersonalization-related burnout (OR 1.14, P = .04), and knowing which doctor to call (OR 0.19, P < .001). Factors associated with high voice included Spanish as a primary language (OR 2.61, P = .04) and job satisfaction (OR 1.22, P = .001). Conclusions and ImplicationsOrganizational factors such as team communication practices—including among non-English speakers—may play an important role in HCW voice. Improving HCW voice may help retain HCWs in the workforce, but future research is needed to evaluate this.

Study on Chinese Character Acquisition Strategies for Beginner Level Second Language Learners

More and more scholars are paying attention to the acquisition strategies of Chinese as a second language. This is because when teachers fully understand learners' acquisition strategies, they can use this as an entry point to formulate teaching methods suitable for learners, and the teaching effect will naturally get twice the result with half the effort. For beginners, Chinese characters are considered to be the most difficult part of learning Chinese as a second language. Of course, it is necessary to study their acquisition strategies in detail. Combined with the characteristics of primary second language learners' Chinese character acquisition strategies, teachers can improve the shortcomings of Chinese character teaching design and implement more efficient and targeted classroom teaching.

Stock Price Prediction Using Machine Learning Models: A Study of NSE Stocks

Abstract: This paper presents a study on stock price prediction utilizing the ARIMA and Linear Regression algorithms, focusing on companies listed on the National Stock Exchange (NSE) of India. The aim is to compare the predictive accuracies of these models while considering the lifetime data of stocks obtained through the Yahoo Finance API. Through comprehensive analysis, historical stock data spanning the entire lifespan of the stocks is utilized, enabling a thorough exploration of long-term trends and patterns. It was inferred that for NSE (Indian Company) stocks and Linear Regression prove to be more efficient than ARIMA. The research methodology involves data retrieval, preprocessing, and model training, with Python being the primary programming language for implementation. Findings indicate the effectiveness of ARIMA and Linear Regression models in forecasting NSE stock prices, with implications for financial decision-making and investment strategies. This study contributes to the understanding of machine learning applications in the stock market domain, emphasizing the importance of leveraging comprehensive historical data for enhanced predictive performance.

Optimization Strategies for Literacy Teaching in the Lower Primary Language Segment under the Background of Core Literacy

Literacy and writing are the foundation of reading and writing, which is the teaching focus of the first school period and an important teaching content throughout the whole compulsory education stage. This paper mainly discusses the current situation of literacy teaching in elementary school language in the context of core literacy, identifies the problems in literacy teaching, and proposes strategies to optimize literacy teaching in combination with the Compulsory Education Language Curriculum Standards (2022 Edition), to stimulate students' interest in literacy, improve literacy skills, and develop students' core literacy.

Modelling of speech activity of a younger student as a platform for the implementation of communication technologies

Relevance. The research article holds relevance in educational contexts by emphasizing the importance of fostering creativity, critical thinking, and empathy among younger students through problem-solving approaches. Purpose. The research article aims to cultivate critical thinking, self-discipline, and creativity in younger students by leveraging communication technologies and educational strategies based on B.S. Bloom's taxonomy, with a focus on enhancing speech activities and language proficiency in primary school education. Methodology. The experiment was conducted in the conditions of a natural pedagogical process on the basis of a pilot school for the introduction of updated educational content. The experiment involved 118 third grade students. Both the control and experimental groups consisted of 59 students, with an equal number in each group. Results. The research article demonstrates the efficacy of utilizing communication technologies for developing speech activity in younger students through various learning strategies, such as self-managed, experimental, critical, and contextual strategies. The implementation of communicative learning technologies in primary school language teaching enhances students' speech skills, fosters critical thinking, and promotes autonomous decision-making, leading to significant improvements in speech activity and overall academic performance. Conclusions. Learning strategies in communication technologies play a decisive role in promoting the development of not only speech activity, but also all cognitive aspects of elementary school students. The functions of communication technologies contribute to the harmonious speech development of the linguistic personality, and the use of various techniques allows consolidating the acquired knowledge, skills, and abilities of primary school students. Keywords: learning technology; student; reflection; occupation; knowledge

Influence of Home Language Use on the Association Between Parent Education and Child Adiposity in Latino Families.

Parent education and language use are associated with child obesity, but the impact of their interaction is less known. This study assessed whether parent education was associated with child adiposity and if this association was moderated by home language use in Latino families. Participants (n = 415) were Latino families from the Long Beach area. Demographic data were obtained by self-report parent surveys, and children's body size was objectively assessed via bioelectric impedance. Independent t-tests and hierarchical linear regressions were performed on baseline data from a larger intervention study. In the overall sample, parent education and child body mass index (BMI) percentile were not related (p = .050). However, stratification by home language use revealed that parent education was inversely associated with child BMI percentile among those whose primary home language was Spanish (p = .049), but not English/bilingual homes (p = .296). There were no significant associations with child percent body fat. Higher education was associated with a lower BMI percentile only in Spanish-speaking homes. Research to understand how home language influences this relationship is warranted, particularly as it relates to a subset of education and health literacy. Significant results with BMI percentile but not percent body fat highlight the fact that these distinct markers of obesity are not interchangeable.

Primary school teachers are immune: a journey in the sea of psychological well-being, buoyancy, and engagement

The concept of language teacher immunity is a relatively new notion that has been introduced in the field of language teacher psychology. It is imperative that teachers have their inherent immunity strengthened since they have never been intrinsically protected against fluctuations that are unanticipated and beyond their control. In order to achieve this goal, the present research used a quantitative approach in order to investigate the possible effects of teacher immunity on their psychological well-being, buoyancy, and engagement. This study was conducted by sending out three questionnaires to a total of 384 primary language teachers. On the basis of the findings, it was concluded that teacher immunity has the potential to serve as a significant predictor of English as a foreign language (EFL) teachers’ psychological well-being, buoyancy, and engagement. The research’s conclusions may have substantial implications for education in terms of advancing psychological well-being, buoyancy, and engagement.

Potentially modifiable risk and protective factors affecting mental and emotional wellness in pregnancy.

Impaired mental and emotional wellness often co-occurs with prenatal substance use, and both affect infant socio-emotional, cognitive, language, motor, and adaptive behavioral outcomes. Guided by the modified biopsychosocial framework, this study examined the role of common substance exposures during pregnancy (i.e., alcohol and cannabis), socio-cultural factors (social support during pregnancy, adverse childhood experiences), and reproductive health factors on maternal mental health (MMH). Data were obtained from a prospective cohort study-Ethanol, Neurodevelopment, Infant, and Child Health (ENRICH-2), and included 202 pregnant persons. Alcohol and cannabis exposures were assessed through repeated prospective interviews and a comprehensive battery of drug and ethanol biomarkers. MMH outcomes were evaluated during the third trimester through the Perceived Stress Scale, Edinburgh Depression Scale, Generalized Anxiety Disorders-7, and Post-traumatic Stress Disorder Checklist for Diagnostic and Statistical Manual of Mental Disorders. Univariate and multivariable linear regression models evaluated significant predictors of MMH. Results of multivariable analysis indicate that both maternal adverse childhood experiences and alcohol exposure, even at low-to-moderate levels, during pregnancy were associated with poorer scores for most MMH measures, while higher level of social support and Spanish as the primary language at home (as a proxy of enculturation) had protective effects (all p's < 0.05). These findings highlight the importance of assessing substance use, including periconceptional alcohol exposure, and mental health in pregnant persons as closely related risk factors which cannot be addressed in isolation. Our findings also emphasize a strong protective effect of socio-cultural factors on maternal mental and emotional wellbeing-a strong precursor to maternal-infant bonding and infant neurodevelopment.