ROLE OF LIMITED ENGLISH PROFICIENCY ON HEALTH STATUS AMONG KOREAN IMMIGRANT ELDERS

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.

Download Full-text

Direct and Indirect Effects of Limited English Proficiency on Access, Utilization, and Health Status among Californian Adults

International Journal of Computational Medicine and Healthcare ◽

10.1504/ijcmh.2021.10035972 ◽

2021 ◽

Vol 1 (1) ◽

pp. 1

Author(s):

Renee Pierre Louis ◽

Ning Jackie Zhang ◽

Terrence F. Cahill ◽

Genevieve Pinto Zipp

Keyword(s):

Health Status ◽

Indirect Effects ◽

Limited English Proficiency ◽

English Proficiency ◽

Direct And Indirect Effects

Download Full-text

The Role of English Proficiency in the Adaptation of Ukrainian Immigrant Children and Youth in Saskatchewan, Canada

East/West Journal of Ukrainian Studies ◽

10.21226/ewjus557 ◽

2021 ◽

Vol 8 (2) ◽

pp. 193-233

Author(s):

Kateryna Bryzh ◽

Veronika Makarova

Keyword(s):

Limited English Proficiency ◽

English Language ◽

English Proficiency ◽

Immigrant Children ◽

Children And Youth ◽

Small Scale ◽

School Type ◽

Structured Interviews ◽

Duration Of Stay

This article reports the results of a small-scale study examining the role of English language proficiency in the adaptation of Ukrainian immigrant children and youth to life in Saskatchewan, Canada. The main objective of the study was to describe issues related to English as a Second Language (ESL) proficiency as they are perceived by Ukrainian children and youth and by their parents. The second objective of the study was to explore the following factors in the adaptation process: age, gender, duration of stay in Canada, age upon arrival in Canada, ESL class attendance, school type (English as the language of instruction or bilingual), and level of English proficiency. A total of 60 participants (30 children/youth and 30 parents) took part in the study. The methodology (mixed quantitative/qualitative) involved semi-structured interviews with the children/youth participants, an evaluation of their ESL proficiency, and a questionnaire survey of parents’ views on ESL-related adaptation difficulties experienced by children/youth. The results demonstrated that most Ukrainian immigrant children/youth reported that limited English proficiency was a major problem for them when they moved to Canada. The results of the study suggest that the difficulties experienced by a child who immigrates to Canada depend on the child’s ESL speaking proficiency, general ESL proficiency, duration of stay in Canada, and age upon arrival in Canada.

Download Full-text

Serving Children With Limited English Proficiency in the Schools

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.2503.156 ◽

1994 ◽

Vol 25 (3) ◽

pp. 156-164 ◽

Cited By ~ 29

Author(s):

Celeste A. Roseberry-McKibbin ◽

Glenn E. Eicholtz

Keyword(s):

Limited English Proficiency ◽

English Proficiency

Download Full-text

Assessment and Intervention for Children With Limited English Proficiency and Language Disorders

American Journal of Speech-Language Pathology ◽

10.1044/1058-0360.0303.77 ◽

1994 ◽

Vol 3 (3) ◽

pp. 77-88 ◽

Cited By ~ 25

Author(s):

Celeste Roseberry-McKibbin

Keyword(s):

Public Schools ◽

Limited English Proficiency ◽

English Proficiency ◽

Language Disorders ◽

Speech Language Pathologists ◽

Academic Difficulties ◽

Language Differences ◽

Language Impaired ◽

Number Of Children ◽

Assessment And Treatment

The number of children with limited English proficiency (LEP) in U.S. public schools is growing dramatically. Speech-language pathologists increasingly receive referrals from classroom teachers for children with limited English proficiency who are struggling in school. The speech-language pathologists are frequently asked to determine if the children have language disorders that may be causing or contributing to their academic difficulties. Most speech-language pathologists are monolingual English speakers who have had little or no coursework or training related to the needs of LEP children. This article discusses practical, clinically applicable ideas for assessment and treatment of LEP children who are language impaired, and gives suggestions for distinguishing language differences from language disorders in children with limited English proficiency.

Download Full-text