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This study delves into the predictors of English proficiency among middle school students in China, utilizing the rich dataset provided by the China Education Panel Survey (CEPS). By integrating multilevel modeling and Support Vector Regression (SVR), this research scrutinizes a broad spectrum of factors at the individual, family, class, and school levels. Key predictors identified include students' native language proficiency (Chinese), cognitive aptitude, perceptions of English difficulty, attitudes toward English teachers, and parental involvement. The findings emphasize the significant impact of individual and family-level variables on English proficiency, highlighting the critical role of these modifiable factors (i.e. individual-level factors, such as students' native language proficiency and perceptions and attitudes towards the English subject). The comparative analysis demonstrates that while both multilevel models and SVR offer valuable insights, their combined application yields a more comprehensive understanding of the predictors and their interactions. This dual-method approach showcases the potential of integrating multilevel modeling with support vector regression to enhance educational research, thereby informing policy and practice. The study's insights are vital for developing targeted educational strategies and policies to support bilingual learners in China, ultimately improving language proficiency and educational outcomes. [ABSTRACT FROM AUTHOR]

Background: There are an increasing number of English Learners (EL) served in schools, including children with Autism Spectrum Disorder (ASD). However, little is known about students who receive school-based services as EL and under autism eligibility. Purpose & Methods: The present study aimed to examine the sociodemographic characteristics, time to English Language Proficient status by survival analysis, and predictors of English fluency utilizing a logistic regression for dually identified EL and autism eligible students in a large urban school district during the 2011–2019 academic school years. Results: Overall, dually identified students (N = 849) educated in segregated settings (N = 372) became English proficient at lower rates and at older ages than students included in general education (N = 477). Conclusion: Students placed in segregated special education classrooms were significantly less likely to achieve English Language Proficient classification. The present study begins to illustrate the time to English proficiency of dually identified students and the potential impact it has on their educational opportunities. [ABSTRACT FROM AUTHOR]

After the onset of the COVID-19 pandemic in 2020, Asian Americans in the United States have experienced a surge in anti-Asian crimes, leading to heightened psychological distress among this community. Consequently, the mental well-being of Asian Americans demands greater attention than ever. Regrettably, Asians tend to underutilize or delayed mental health care treatments. This study examines the conventional and alternative mental health service utilization among Asians in the United States according to their English proficiency. From the 2015–2018 National Survey on Drug Use and Health, this study examined 3,424 self-identified non-Hispanic Asians aged 18–64 with Kessler score of at least 5. Stratified bivariate analysis and multivariable logistic regression analysis were conducted. Regardless of English proficiency, Asians did not utilize alternative mental health service more than conventional mental health service. However, those with limited English proficiency consistently utilize care less than those with English proficiency. Need factors, such as mental distress severity and self-rated health status, were significant factors associated with their mental health service utilization. English proficiency remains a structural factor in preventing Asians from utilizing mental health services regardless of the nature of services. Due to the COVID-19 pandemic, more Asians have been experiencing mental distress. This study demonstrates a particular need for mental health services that are culturally specific and Asian language friendly. [ABSTRACT FROM AUTHOR]

A total of 169 Chinese college students were divided into high proficiency and low proficiency learners according to a College English Test, and watched one of three short fully captioned English videos, thus producing six groups: (1) High proficiency + L2 (n = 25), (2) High proficiency + L1 + L2 (n = 24), (3) High proficiency + L1 (n = 33), (4) Low proficiency + L2 (n = 29), (5) Low proficiency + L1 + L2 (n = 30), (6) Low proficiency + L1 (n = 28). The participants' retention and transfer were assessed first. SPSS analyses revealed that L1 + L2 caption group with high proficiency performed the best retention, while L2 caption group with low proficiency achieved the highest retention, and there was no significant difference in transfer. Afterwards, a factor design was employed and three dimensions of student engagement were evaluated with the same participants, suggesting significant results in cognitive student engagement with a median effect size, represented by investment in learning and positive attitude as indicators. This research attempts to explore the incorporation of behavioral, emotional, and cognitive student engagement when measuring learning effectiveness of content-based instruction video learning, highlighting the significance of cognitive student engagement in the studies of captioned videos. [ABSTRACT FROM AUTHOR]

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Using the Children of Immigrants Longitudinal Study (CILS) and the New Immigrant Survey (NIS), this paper estimates the effect of immigrants' English proficiency on the educational performance of their children as well as measures of parental involvement in school. Together, the data allow us to examine children ranging from preschool to high school age. Given the confounding factors associated with English knowledge, we employ an instrumental variables two-stage least squares strategy that exploits parents' age at arrival and whether their country of origin is English speaking. For the younger cohort, which we access through the NIS sample, our results suggest that children of immigrant parents with higher English language ability score higher on reading assessments as well as some math-related assessments. For the older students, which we assess through the CILS sample, we see a positive effect on reading scores as a result of parental English proficiency. When examining parental involvement, we find that English proficiency results in a higher likelihood of being part of a parent-teacher organization as well as a higher probability of parent-teacher interaction. Our results are robust to various specifications and alternative instrumental variables. [ABSTRACT FROM AUTHOR]

This study investigated how word and child characteristics affect children's ability to learn the meanings of novel words. Participants were fourth- and fifth-graders representing native English speakers (NE) and bilingual learners with fluent English proficiency (FEP) and designated English Learners (EL). Students were taught the meanings of a series of novel words that were either morphologically related or unrelated. Results showed that compared to the EL group, the NE and FEP groups were better able to learn the meanings of morphologically related words than morphologically unrelated words. The effect of morphological relatedness on semantic learning was stronger for the target words with familiar suffixes than with novel suffixes. Students learned the meanings of derivatives with familiar suffixes faster than the derivatives with novel suffixes. Verbal working memory and word reading fluency significantly predicted word learning performance. Implications for vocabulary instruction for learners with varying English proficiency are discussed. [ABSTRACT FROM AUTHOR]

This paper extends the evidence on the role of English proficiency in determining labor market outcomes of immigrants by analyzing its effects for those who arrived to the US before age 19, separately by gender. To overcome the concerns of using self-reported proficiency, it employs a set of instrumental variables that exploit the variation of proficiency driven by both the age at arrival and the linguistic proximity to English of the language of the country of origin. Higher predicted English proficiency has a limited impact on probability of employment for men and women, but it determines the nature of employment and the extent of the impact varies substantially by gender. Overall, higher predicted English proficiency is negatively associated with the level of Manual Dexterity required in an individual's current job but positively associated with Oral and Written Expression, especially for men. While the requirement of Mathematical Reasoning increases with English proficiency for the full sample, it is not significant when we exclude Central Americans and Mexicans. OLS estimates for men in the complete sample seem to suffer from attenuation bias, while larger IV estimates for women point to an ability bias. [ABSTRACT FROM AUTHOR]

Background: Several studies demonstrated language that discordant care between may lead to mixed outcomes and increased use of hospital-resources. In the setting of bariatric surgery, which relies heavily on intensive pre-operative and post-operative counseling, we hypothesized that patients with LEP would have less favorable outcomes compared to English-proficient (EP) patients. Methods: All patients 18 years and older, who underwent laparoscopic sleeve gastrectomy (SG) or laparoscopic gastric bypass (LGBP) from January 2013 to December 2017 were included. Language proficiency was determined by chart review for the use of an interpreter at least once during the study period. Outcomes of interest at 30-days and 1 year included: emergency department (ED) visits, readmission, length of stay (LOS), chief-complaint on readmission, and post-operative complications. Additionally, comorbidity remission and weight loss at one year was recorded. Results: A total of 671 patients were categorized as LEP (40%) and spoke 6 unique languages. Within the 1 year post-operative period, EP patients presented to the ED more than LEP patients (23% vs. 14% p < 0.001). After multivariable regression for potential confounders this difference persisted; adjusted OR = 0.65 (95% CI 0.43–0.95; p = 0.029). However, despite more frequent ED visits by EP patients, there was no significant difference in readmission within one year; adjusted OR = 0.94 (95% CI 0.56–1.55; p = 0.50). Both groups demonstrated similar successful weight loss at 1 year: EP—31.85% (LGBP) and − 28.02% (SG) vs. LEP—30.17% (LGBP) and − 28.36% (SG). EP and LEP patients also had similar remission of obesity-related comorbidities. Conclusion: There were no differences in outcomes following bariatric surgery when comparing patients with limited English proficiency to those who are proficient in English. Bariatric surgical care can be delivered in a safe and effective manner with equivalent outcomes between patients who are and are not English-language proficient. [ABSTRACT FROM AUTHOR]

The current study investigates the influence of L2 English learners' belief about their interlocutor's English proficiency on phonetic accommodation and explores whether interaction-induced phonetic convergence could improve L2 English learners' vowel pronunciation. Results from two experiments show that when the subjects believed that their interlocutor was a native English speaker, they generally converged to her vowel pronunciation. When the subjects believed that their interlocutor was a non-native English speaker, they generally diverged from her vowel pronunciation. In addition, phonetic convergence enabled the subjects to improve their L2 English vowel pronunciation, leading to greater similarity to the native interlocutor. The findings are discussed in terms of the Communication Accommodation Theory, the Interactive Alignment Theory, and the Speech Learning Model. [ABSTRACT FROM AUTHOR]

This study examined factors in immigrant children's use of mental health services. Employed data described 4873 immigrant parents and children participating in the 2018 National Survey of Children's Health. Logistic regression results associated these children's likelihood of receipt of mental health services with, in positive direction, child mental health problems (ADD/ADHD; depression; anxiety; conduct/behavior problems), child age, parent education, and English proficiency. Associated in negative direction with likelihood of receipt of services were child physical health, Asian ethnicity, married parent, employed parent, and first-generation immigrant family. We found no association of services receipt with "other mental health problem", child gender, other minority races/ethnicities, parent gender, parent age, percentage of child's lifetime spent as U.S. resident, or health insurance status. Study implications include need to disseminate, in immigrants' native languages, information on mental health, available services, and Medicaid; and need to increase access to services by providing immigrant families with child care, interpreters, flexible scheduling, in-home therapy, bilingual therapists, and therapists sharing child's own race/ethnicity. Highlights: A study examined mental health services utilization in a national sample of immigrant children. Being from a first-generation immigrant family lowered a child's likelihood of using such services. Not speaking English at home decreased children's likelihood of using mental health services. Having relatively well-educated parents increased children's likelihood of using such services. Asian immigrant children were less likely to use mental health services than White immigrant children. [ABSTRACT FROM AUTHOR]

Despite the rapid growth in the number of Korean Americans (KAs) and the alarmingly high prevalence of depression in this population, relatively little is known about the impact of depression literacy on KAs' depression. This study investigated the prevalence of depressive symptoms among a community-based sample of KA adults; the associations among socio-demographic characteristics, depression literacy, and depressive symptoms; and predictors related to depressive symptoms. A sample of 600 KAs completed depression and depression literacy scales, as well as socio-demographic questionnaires. Data analyses were conducted to assess the association between depressive symptoms, depression literacy, and the covariates. Forty-five percent of participants showed elevated depressive symptoms. Marital status, attained educational level, perceived mental health, and depression literacy were significant predictors of depressive symptoms. Given the high prevalence of depressive symptoms in this population, future research should investigate the causal relationships of various predictors of depression and depression literacy, which will facilitate the development of culturally-appropriate interventions and policies concerning mental health for KAs, and early mental health screening for them. [ABSTRACT FROM AUTHOR]

Background: In the USA, people with limited English proficiency (LEP) disproportionately experience gaps in health insurance coverage and access to care. The Patient Protection and Affordable Care Act (ACA) of 2010 included reforms that could improve these outcomes.Objective: To describe changes in insurance coverage and access to health care by English language proficiency over 2006-2016.Design: We used regression models to estimate changes in coverage and access after 2010 for adults with high vs. limited English proficiency, adjusting for socio-economic status, demographic characteristics, and health care needs. We used difference-in-differences models to assess adjusted changes in disparities by English proficiency after 2010. Supplemental analyses used nearest-neighbor propensity score matching to balance the characteristics of respondents.Participants: Respondents aged 18-64 in the Medical Expenditure Panel Survey over 2006-2016, with high (n = 174,214) or limited (n = 16,484) English language proficiency.Main Measures: Insurance coverage was a binary variable indicating any health insurance coverage during the past 12 months. Access to care was measured using binary variables indicating whether the respondent had a usual source of care and received necessary medical, dental, and preventive care.Key Results: Gains in health insurance coverage after 2010 were significant for adults with high English proficiency (1.7 percentage points, p < 0.001) and adults with limited English proficiency (4.6 percentage points, p = 0.007); gains did not significantly vary by English proficiency. Adults with LEP showed larger improvements than adults with high English proficiency in having a usual source of care (5 percentage points, p = 0.007) and receiving needed medical care and dental care (1.4 percentage points, p = 0.013, and 2.8 percentage points, p = 0.009, respectively). Findings remained similar when matching was used to balance the measured characteristics of respondents with high vs. limited English proficiency.Conclusions: Disparities in health care access by English proficiency narrowed after 2010, the year of passage of the ACA. [ABSTRACT FROM AUTHOR]

This study examined the effects of immigration and language factors on depressive symptoms and suicidal ideation among Asian American adolescents and young adults during three developmental periods. Using the National Longitudinal Study of Adolescent to Adult Health, linear regression and linear probability models were used for the data analyses. A significant group difference was observed in suicidal ideation between Asian American youth who were born in the U.S. and whose families spoke English at home and all other Asian American youth. Differences between ethnic groups were found in the mean scores of depressive symptoms and the probabilities of suicidal ideation between Asian American youth and non-Hispanic white (NHW) youth. The findings of this study reveal mental health disparities between Asian American youth and NHW youth in the U.S. These results emphasize the importance of implementing culturally sensitive mental health interventions for Asian American adolescents and young adults. [ABSTRACT FROM AUTHOR]

Little is known about the impacts of health literacy and English proficiency on the health status of Somali refugees. Data came from interviews in 2009–2011 of 411 adult Somali refugees recently resettled in Massachusetts. English proficiency, health literacy, and physical and mental health were measured using the Basic English Skills Test Plus, the Short Test of Health Literacy in Adults, and the Physical and Mental Component Summaries of the Short Form-12. Associations were analyzed using multiple linear regression. In adjusted analyses, higher English proficiency was associated with worse mental health in males. English proficiency was not associated with physical health. Health literacy was associated with neither physical nor mental health. Language proficiency may adversely affect the mental health of male Somali refugees, contrary to findings in other immigrant groups. Research on underlying mechanisms and opportunities to understand this relationship are needed. [ABSTRACT FROM AUTHOR]

This study examines whether English proficiency and geographic context explain health insurance status among older Latino and Asian immigrants in the U.S. Drawn from the 2010-2012 ACS PUMS, 57,936 Latino and 47,742 Asian immigrants aged 65 and older were selected. Logistic regression analysis was conducted for the U.S. as a whole and separately by geographic region. In the entire U.S., having limited English proficiency (LEP) and being proficient in English (EP) increased odds of being uninsured among Latino immigrants, whereas LEP and EP decreased odds of being uninsured among Asian immigrants. In the stratified analyses for geographic regions, there were significant ethnic differences in the directionality of the relation between English proficiency and uninsured status. Regional institutions should take care to expand access to information on health care and insurance coverage to racial/ethnic minorities, taking into account the characteristics of these groups at the local level. [ABSTRACT FROM AUTHOR]

Spanish speakers in the United States are in need of effective interventions that address both cardiovascular disease (CVD) and health literacy. However, the literature lacks interventions that have used and evaluated a strategies that focus on both, particularly at the community level. The aim of this study was to explore the effect of a health literacy curriculum on cardiovascular health behavior among Spanish speaking adults. It used a randomized controlled pre-posttest design. Participants included Hispanic adults with a low-to-intermediate level of English proficiency. The intervention group received the health literacy and English as a second language (ESL) Curriculum with CVD specific content, while the control group received a conventional ESL curriculum. Tools included the Spanish Cardiovascular Health Questionnaire (CSC), the test of functional health literacy in adults (TOFHLA), and the Combined English Language Skills Assessment. Analysis of change scores included independent sample t test and multiple linear regression. A total of 155 participants completed the study. There was a significant greater improvement for the intervention group in change of CSC score from pretest to posttest (P = 0.049) compared to controls. The study also found significantly improved TOFHLA (P = 0.011), however it did not find a relationship between changes in CVD behavior and health literacy or English proficiency. The Health Literacy and ESL Curriculum constitutes a valuable resource for addressing the cardiovascular health, literacy, and language needs of Spanish-speaking adults. Interventions that take a multilevel education and health approach may be more effective in addressing the needs of immigrants. Research should further explore the interactions between CVD behavior, health literacy, and English proficiency. [ABSTRACT FROM AUTHOR]

This study examined global competence of Chinese international students sojourning in a non-Anglophone European country as a mediator between foreign language proficiency (i.e., English and local language) and social and academic adaptation, and social connectedness in international community. A sample of 206 Chinese students in Belgium responded to a web-based survey. Results from structural equation modeling analysis indicated both English and local language proficiency were significant predictors of global competence and global competence, in turn, influenced significantly the participants' social connectedness, social and academic adaptation. Specifically, English and local language proficiency taken together explained 32% of the variance in global competence, and global competence explained 55% of the variance in social adaptation and 38% of the variance in academic adaptation, respectively. In addition, English proficiency and global competence explained 33% of the variance in social connectedness in international community. Bootstrapping methods were employed to examine the mediating roles of global competence. The results revealed that global competence partially mediated the relationship between English proficiency and social connectedness and fully mediated the relationships between foreign language proficiency (i.e., both English and local language) and social and academic adaptation. [ABSTRACT FROM AUTHOR]

Research on self-efficacy has been a productive field while limited studies have explored language learners' formation of academic self-efficacy. This quantitative study developed an instrument with two questionnaires for assessing English as a foreign language (EFL) learners' formation of self-efficacy and academic self-efficacy. It further investigated the complex relationship among learners' sources of self-efficacy, academic self-efficacy and their English proficiency. The participants were 700 EFL learners at a comprehensive university in China, who took a compulsory language course for improving their overall English proficiency. The results validated the two questionnaires and further confirmed the correlations among the three constructs. It is very striking to see that the 'social persuasion' played the most significant and positive role for predicting learners' academic self-efficacy and all aspects of English proficiency. Moreover, 'physiological states' were found as a negative predictor for explaining learners' achievements in English listening and reading. The research highlights the importance of socio-cultural factors during learners' formation of academic self-efficacy in China, particularly the significant roles played by the influential social agents. Implications are provided for reducing EFL learners' physiological stress and sustaining their academic self-efficacy for improving their language proficiency. [ABSTRACT FROM AUTHOR]

Health literacy (HL) research among Hispanics currently focuses on individuals with limited English proficiency but impacts of HL on healthcare outcomes among other English language proficiency groups is relatively unknown. Regression models assessed associations between HL and healthcare outcomes for Hispanics overall (n = 4013) and for proficiency level sub-populations using the 2007 Pew Hispanic Health Survey. Overall, Hispanics with adequate HL percieved US medical care as 'excellent,' were more satisfied with their doctor's help, and reported 'excellent' overall health. In the sub-population analysis, 'excellent' perception of US healthcare was associated with HL among the Spanish and English dominant groups. Among bilinguals, adequate HL was associated with decreased use of traditional medicine. The effect of adequate HL varied within English proficiency groups. HL research that focuses only on Spanish dominant speakers can exclude a substantial percentage of English proficient or bilingual populations who have low HL. [ABSTRACT FROM AUTHOR]

Previewing answer-choice options before finishing reading the text is a widely employed test-taking behavior. In the present study we examined whether previewing is related to item response accuracy and response time, using data from Chinese learners of varying English proficiency levels and English native speakers. We examined eye movement patterns of participants who completed online multiple-choice sentence completion tasks, and how previewing was related to reading performance and whether the relation varied as a function of English proficiency level. The results showed that, relative to no previewing, previewing was associated with a significantly lower probability of answering an item correctly but not with significantly longer response time. Importantly, these relations varied across English proficiency levels such that participants with higher proficiency performed better without previewing, but there was no difference for lower-intermediate learners of English. These findings suggest that previewing does not facilitate performance on a sentence comprehension task, but instead interferes with the comprehension process, particularly for individuals with relatively high language proficiency. [ABSTRACT FROM AUTHOR]

This study estimates the causal effects of language proficiency on the economic and social integration of Australian immigrants. Identifying the effects of languages on socioeconomic outcomes is inherently difficult owing to the endogeneity of language skills. Using the phenomenon that younger children learn languages more easily than older children, we construct an instrumental variable for language proficiency. To achieve this, we consider the age at arrival of immigrants who came as children from Anglophone and non-Anglophone countries. We find a significant positive effect of English proficiency on wages and promotions among adults who immigrated to Australia as children. Higher levels of English proficiency are associated with increased risk-taking, more smoking, and more exercise for men, but have considerable health benefits for women. English language proficiency has a significant influence on partner choice and a number of social outcomes, as well as on children's outcomes, including their levels of academic achievement. The results are robust to alternative specifications, including accounting for between-sibling differences and alternative measures of English skills. [ABSTRACT FROM AUTHOR]

Cervical cancer is one of the most important disease burdens experienced by Vietnamese-American women. Human papillomavirus (HPV) is the etiological agent in almost all cases of cervical cancer. We surveyed Vietnamese-American women to determine receipt of HPV vaccine and assessed if limited English proficiency and knowledge related to HPV vaccine were associated with HPV vaccine uptake. Of the 113 Vietnamese-American women who participated in the study, 58 % (n = 68) was born in Vietnam. The mean years of residency in the United States was 12.75 years. Only 16 (14 %) reported receiving HPV vaccine and 11 (9 %) reported receiving all three shots. Thirteen women responded that they are not at all likely to receive HPV vaccine. Of the whole sample, 47 % (n = 53) reported proficiency in spoken and written English. English proficiency was significantly associated with receipt of HPV vaccine (OR = 4.4; confidence interval (95 % CI) = 1.2; 16.50; p = 0.03). Of the knowledge items, 70 % (n = 79) responded correctly that HPV increases the risk for cervical cancer. However, as many as 60 % responded incorrectly, that HPV infection can be cured with medication. The item, 'People infected with HPV can be cured with medication,' was the most important variable associated with receipt of HPV vaccine. Specifically, those with correct response were 3.8 times more likely to report receiving the HPV vaccine (OR = 3.8; 95 % CI = 1.1; 13.5; p = 0.04). Important public health needs are the development and evaluation of educational programs on HPV and cervical cancer that are designed for Vietnamese-American women. [ABSTRACT FROM AUTHOR]

Aim: To compare test scores in English-error detection between Thai high school students undergoing self-learning by an online tool (computer-assisted learning: CAL) with versus without tuition/lecture. Methods: This prospective, randomized, controlled study enrolled a sample of grade-12 high school students from a Thai secondary school. The predictor variable was the use of error-detection exercises in 9 separate 50-min tuition sessions during a 3-week period. Each subject was randomly assigned to receive a CAL program with or without tuition/lecture during the study interval: June-September 2009. The main outcome variable was the test scores of English-error identification. To measure the outcomes, the students were evaluated twice using the 25-question test within a 1-month interval (pre-test/post-test). Appropriate sample size estimates, descriptive, uni-, and bivariate statistics were calculated, and the level of statistical significance was set at P < 0.05. Results: The sample included 69 students, 36 of whom (52.2%) were in the intervention group (CAL plus teaching). Within-group comparisons showed statistically significant improvements in post-test scores, regardless of learning methods ( P < 0.05). Tuition/lecture was significantly associated with the improved post-test scores ( P = 0.0012) and with a higher number of students showing improved post-test scores ( P = 0.0007). Conclusions: The results of this study suggest that tuition/lecture facilitates self-learning with CAL. In this sample, tuition/lecture still seems to be necessary for nonnative-English-speaking high school students to improve their English proficiency. CAL alone should not be used to replace conventional teaching. [ABSTRACT FROM AUTHOR]

English writing tests form a designated section in the General Scholastic Ability English Test (GSAET) and the Department Required English Test (DRET), two nationwide tests for college admission in Taiwan. However, the types of rhetorical writing tasks emphasized in the two tests are different. The GSAET focuses on narrative tasks, whereas DRET, on expository tasks. Because the DRET is designated to assess more advanced knowledge and ability than the GSAET, their difference in focus of rhetorical task suggests that narrative writing is less challenging than expository writing. To validate the assumed relative ease of the two writing tasks, the present study examined the difference the two tasks made in senior high school students' English writing performance. In light of the potential effects of language proficiency and anxiety on writing performance, this study also explored how the two task types interacted with English proficiency and writing anxiety in influencing the quality of English writing. Students' opinions about different rhetorical writing tasks were also explored. The results show neither a significant main effect of rhetorical task type nor a significant interaction effect between task type and English proficiency or writing anxiety. In contrast, significant main effects of English proficiency and writing anxiety were observed. [ABSTRACT FROM AUTHOR]

This research focuses on patterns of English proficiency and use-of-English among older immigrants living in linguistically concentrated, ethnic neighborhoods. A sample ( n = 60) of older Puerto Ricans, who moved from the island to the mainland in their twenties, were divided into English proficiency groups (fluent, high intermediate, low intermediate) via the Adult Language Assessment Scales. Participants then provided self-ratings of their English proficiency (understanding, speaking, reading, and writing), their use of English in social domains (language spoken with own-family, in-laws, spouse, children, neighbors, and workmates), and their use of English in private psychological domains (language of talking to oneself, counting, writing notes to oneself, thinking, dreaming, praying, and expressing feelings). Finally, all participants completed the Puerto Rican Bicultural Scale. Results show a cohort of immigrant elders whose first language is protected by their ethnic neighborhoods but whose domestic and private lives are increasingly permeated by English. In particular, children emerge as powerful forces of language socialization in English for their parents. Further, there are important individual differences by level of proficiency, with a lowest proficiency group that is less acculturated, lower in socioeconomic status, and even more linguistically isolated than groups with higher proficiency. In essence, level of second language proficiency is a potent source of intracultural variation. Methodologically, the paper makes the important point that self-rated patterns of language use are consistent with scores on formal measures of proficiency. The paper also provides empirical verification of the logic of dividing language use into external, social speech and internal, psychological speech. [ABSTRACT FROM AUTHOR]

In ambulatory care settings, patients with limited English proficiency receive lower quality of care. Limited information is available describing outcomes for inpatients. To investigate the effect of English proficiency on length of stay (LOS) and in-hospital mortality. Retrospective analysis of administrative data at 3 tertiary care teaching hospitals (University Health Network) in Toronto, Canada. Consecutive inpatient admissions from April 1993 to December 1999 were analyzed for LOS differences first by looking at 23 medical and surgical conditions (59,547 records) and then by a meta-analysis of 220 case mix groups (189,119 records). We performed a similar analysis for in-hospital mortality. LOS and odds of in-hospital death for limited English-proficient (LEP) patients relative to English-proficient (EP) patients. LEP patients stayed in hospital longer for 7 of 23 conditions (unstable coronary syndromes and chest pain, coronary artery bypass grafting, stroke, craniotomy procedures, diabetes mellitus, major intestinal and rectal procedures, and elective hip replacement), with LOS differences ranging from approximately 0.7 to 4.3 days. A meta-analysis using all admission data demonstrated that LEP patients stayed 6% (approximately 0.5 days) longer overall than EP patients (95% confidence interval, 0.04 to 0.07). LEP patients were not at increased risk of in-hospital death (relative odds, 1.0; 95% confidence interval, 0.9 to 1.1). Patients with limited English proficiency have longer hospital stays for some medical and surgical conditions. Limited English proficiency does not affect in-hospital mortality. The effect of communication barriers on outcomes of care in the inpatient setting requires further exploration, particularly for selected conditions in which length of stay is significantly prolonged. J GEN INTERN MED 2004;19:221–228. [ABSTRACT FROM AUTHOR]

The increasing linguistic diversity of the United States student population has brought to the forefront problems in the interpretation of test scores for non-native speakers of English in graduate admissions. The degree to which test scores reflect English proficiency was studied using data on N = 451 students whose native language was Spanish. They had taken the GRE, English proficiency tests, and the PAEG, a test in Spanish used for admission to graduate schools in Puerto Rico. Regression analyses revealed that the proportion of variance explained by the English proficiency terms (independent of developed skills measured in Spanish) was highest for the GRE verbal test (34%), lowest for the quantitative test (8%) and intermediate for the analytical test (16%), the Psychology (18%) and Biology (17%) Subject tests. These findings are discussed in light of efforts to increase access to higher education for Hispanic students. [ABSTRACT FROM AUTHOR]

This paper compares early employment outcomes (in terms of income levels and job satisfaction) of Malaysian graduates educated locally with those educated abroad (specifically in US and UK). Factors likely to be related to these outcomes were identified by a comprehensive literature study. A regression model was developed containing the factors identified above. Questionnaire responses from over 400 recent Malaysian graduates were incorporated into the model. Model results show a significant relationship between income levels and gender, duration of employment, self-esteem, ownership, academic major and English proficiency. Surprisingly, location of study was not statistically significant. Furthermore, location of study was not significantly related to job satisfaction either. However job-fit index, self esteem, income and satisfaction with the University were found to bear significant relationships with job satisfaction. The policy implication of these findings were explored. [ABSTRACT FROM AUTHOR]