Provider Language Proficiency and Decision-Making When Caring for Limited English Proficiency Children and Families

Communication regarding serious illness is challenging in most circumstances. Patients with Limited English Proficiency (LEP) have unique language and cultural needs that often require collaboration with a trained medical interpreter, especially when the clinical encounter involves serious illness decision making or elucidation of patient goals, preferences, and values. Although there is mounting evidence to support interpreter/clinician huddles before a serious illness communication encounter, no current initiatives exist to operationalize this evidence. We are currently in the process of developing, evaluating, and implementing a formal interpreter/clinician huddle process to promote high quality care for patients with LEP. Our huddle guide, called the Check-In for Exchange of Clinical and Key Information (CHECK-IN), is designed to facilitate collaboration between an interpreter and clinician during a serious illness encounter by prompting exchange of relevant sociocultural and clinical information between clinicians and interpreters.

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Language, migration and social wellbeing

Australian Review of Applied Linguistics ◽

10.1075/aral.39.1.01cho ◽

2016 ◽

Vol 39 (1) ◽

pp. 8-30 ◽

Cited By ~ 4

Author(s):

Farzana Y. Chowdhury ◽

M. Obaidul Hamid

Keyword(s):

Language Proficiency ◽

Migrant Workers ◽

Social Life ◽

Limited English Proficiency ◽

English Language ◽

English Proficiency ◽

Host Society ◽

Communicative Strategies ◽

First Languages

This article explores language experiences of three Bangladeshi migrant workers with low English proficiency in Australia through narrative inquiry. The narrative of each participant presents insights into the ways in which these migrants navigated through their work and social life, and developed social and communicative strategies to survive in the host country where English is the dominant language. Analyses of the narratives suggest that despite their limited English proficiency, these migrant workers were able to find ways to contribute to the host society and they felt satisfied with their lives in Australia. Although not generalisable, the findings call for taking a critical look at the prevailing assumption that without English language proficiency migrants cannot enjoy a successful life or ensure their social and economic wellbeing in the host society. At the same time, there needs to be a greater recognition of the role of migrants’ first languages in the new society. We also argue that instead of taking a generalised view of ‘success’ and ‘wellbeing’, taking a differentiated view may be warranted and this may require taking into account migrants’ individual circumstances and their desires and expectations in relation to their social origins.

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When Is a Student an English Learner? An Ethnographic Account of When Students and Educators Invoke the Institutional Identity “English Language Learner”

10.36650/nexus7.1_25-54_her ◽

2009 ◽

Vol 7 (1) ◽

pp. 25-54

Author(s):

Leena Her

Keyword(s):

Language Proficiency ◽

English Learners ◽

Limited English Proficiency ◽

English Language ◽

English Proficiency ◽

Academic Failure ◽

The United States ◽

Language Learner ◽

Ability Group ◽

Popular Imagination

This article complicates the articulation of the achievement gap between native English speakers and English learners (ELs) as a problem rooted in English language proficiency. I challenge the institutional and popular imagination that 5.1 million ELs in the United States are “limited in English proficiency” and whose performance in school can be attributed to limited English proficiency. This argument is drawn from eighteen months of ethnographic fieldwork in a northern California High School where students identified as ELs were not a homogeneous-ability group with similar language needs. Yet there were occasions when educators echoed the concerns of education reformers and policy analysts by glossing the diversity of their EL population. In “explain failure events” the limited English proficiency of ELs was invoked to explain the academic failure of students and the school’s status as an underperforming school. I argue that the continued invocation and gloss of the diversity of ELs participates in the perpetuation of an ideology that ELs are a homogenous student population with similar educational needs. At best, the explanations offered by educators are partial descriptions of the situation of academic failure. I offer alternative explanations of academic failure by exploring the policy and cultural-ideological context of schooling.

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End-of-Life Decision-Making for ICU Patients With Limited English Proficiency

Critical Care Medicine ◽

10.1097/ccm.0000000000003920 ◽

2019 ◽

Vol 47 (10) ◽

pp. 1380-1387 ◽

Cited By ~ 5

Author(s):

Amelia K. Barwise ◽

Christina A. Nyquist ◽

Nataly R. Espinoza Suarez ◽

Carolina Jaramillo ◽

Bjorg Thorsteinsdottir ◽

...

Keyword(s):

Decision Making ◽

End Of Life ◽

Limited English Proficiency ◽

English Proficiency ◽

Icu Patients ◽

End Of Life Decision ◽

Life Decision

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Caring for Children and Families With Limited English Proficiency: Current Challenges and an Agenda for the Future

Hospital Pediatrics ◽

10.1542/hpeds.2016-0186 ◽

2016 ◽

Vol 7 (1) ◽

pp. 59-61 ◽

Cited By ~ 1

Author(s):

K. Casey Lion

Keyword(s):

Limited English Proficiency ◽

English Proficiency ◽

Children And Families ◽

The Future

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Students With Limited English Proficiency

Intervention in School and Clinic ◽

10.1177/1053451213496161 ◽

2013 ◽

Vol 50 (2) ◽

pp. 121-124 ◽

Cited By ~ 1

Author(s):

Rhonda D. Miller ◽

Antonis Katsiyannis

Keyword(s):

Parental Involvement ◽

Language Proficiency ◽

Limited English Proficiency ◽

English Language ◽

English Proficiency ◽

Case Law ◽

Educational Opportunities ◽

Disproportionate Representation ◽

Equal Opportunities ◽

Timely Fashion

How to address the educational needs of students with limited English proficiency (LEP) is a particularly challenging and often controversial endeavor. Failure to address the needs of students with LEP often results in denial of meaningful educational opportunities and leads to disproportionate representation in special education programs. This article reviews relevant legislation and litigation regarding students with LEP and provides recommendations for improved practice. The case law reviewed addresses (a) equal opportunities for all students, regardless of native language, English language proficiency, or disabilities, (b) nondiscriminatory assessments, (c) assessments done in a timely fashion, and (d) parental involvement.

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