Are Immigrants More Physically Active Than Native-Born Australians and Does it Changes Over Time? Evidence From a Nationally Representative Longitudinal Survey

2017 ◽  
Vol 14 (2) ◽  
pp. 145-154 ◽  
Author(s):  
Suresh Joshi ◽  
Santosh Jatrana ◽  
Yin Paradies
Keyword(s):  
Physical Activity ◽  
Language Proficiency ◽  
Social Engagement ◽  
English Language ◽  
English Language Proficiency ◽  
Physical Activities ◽  
Outcome Variable ◽  
Foreign Born ◽  
English Speaking ◽  
Over Time

Background:We investigated the differences and over time changes in recommended physical activity among foreign-born (FB) from English speaking countries (ESC) and non-English speaking countries (NESC) relative to native-born (NB) Australians, and whether the association between nativity and duration of residence (DoR) and physical activity is mediated by English language proficiency, socioeconomic status and social engagement/membership.Methods:This study applies multilevel group-meancentered mixed (hybrid) logistic regression models to 12 waves of longitudinal data (12,634 individuals) from the Household, Income and Labor Dynamics in Australia survey with engagement in physical activities for more than 3 times a week as the outcome variable.Results:Immigrants from ESC had higher odds of physical activity, while immigrants from NESC had significantly lower odds of physical activity than NB Australians, after adjusting for covariates. There was no evidence that these differences changed by DoR among immigrants from NESC, whereas ESC immigrants had higher odds of physical activity when their DoR was more than 20 years. We also found a mediating role of English language proficiency on immigrants physical activities.Conclusion:Appropriate health promotion interventions should be implemented to foster physical activities among NESC immigrants, considering English language proficiency as an important factor in designing interventions.

scholarly journals Do Enclaves Matter in Immigrant Adjustment?

2019 ◽  
pp. 323-360
Author(s):  
George J. Borjas ◽  
Barry R. Chiswick ◽  
George J. Borjas ◽  
Barry R. Chiswick ◽  
George J. Borjas ◽  
...  
Keyword(s):  
Adverse Effects ◽  
Language Proficiency ◽  
Adult Male ◽  
English Language ◽  
Language Skills ◽  
English Language Proficiency ◽  
Ethnic Concentration ◽  
English Speaking ◽  
English Language Skills

This chapter is concerned with the determinants and consequences of immigrant/linguistic concentrations (enclaves). The reasons for the formation of these concentrations are discussed. Hypotheses are developed regarding “ethnic goods” and the effect of concentrations on the immigrant's language skills, as well as the effects on immigrant earnings of destination language skills and the linguistic concentration. These hypotheses are tested using PUMS data from the 1990 U.S. Census on adult male immigrants from non-English-speaking countries. Linguistic concentrations reduce the immigrant’s own English language skills. Moreover, immigrants’ earnings are lower the lower their English language proficiency and the greater the linguistic/ethnic concentration in their origin language of the area in which they live. The adverse effects on earnings of poor destination language skills and of immigrant concentrations exist independently of each other. The hypotheses regarding ethnic goods are supported by the data.

scholarly journals English Language Proficiency and Physical Activity among Mexican-Origin Women in South Texas and South Carolina

2014 ◽  
Vol 25 (1) ◽  
pp. 357-375 ◽  
Author(s):  
Jennifer J. Salinas ◽  
DeAnne K. Hilfinger Messias ◽  
Daisy Morales-Campos ◽  
Deborah Parra-Medina
Keyword(s):  
Physical Activity ◽  
South Carolina ◽  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
South Texas ◽  
Mexican Origin

scholarly journals Do Enclaves Matter in Immigrant Adjustment?

2005 ◽  
Vol 4 (1) ◽  
pp. 5-35 ◽  
Author(s):  
Chiswick Barry R. ◽  
Paul W. Miller
Keyword(s):  
Adverse Effects ◽  
Language Proficiency ◽  
Adult Male ◽  
English Language ◽  
Language Skills ◽  
English Language Proficiency ◽  
Ethnic Concentration ◽  
English Speaking ◽  
English Language Skills

This paper is concerned with the determinants and consequences of immigrant/linguistic concentrations (enclaves). The reasons for the formation of these concentrations are discussed. Hypotheses are developed regarding “ethnic goods” and the effect of concentrations on the immigrant's language skills, as well as the effects on immigrant earnings of destination language skills and the linguistic concentration. These hypotheses are tested using PUMS data from the 1990 U.S. Census on adult male immigrants from non‐English speaking countries. Linguistic concentrations reduce the immigrant's own English language skills. Moreover, immigrant's earnings are lower the lower their English‐language proficiency and the greater the linguistic/ethnic concentration in their origin language of the area in which they live. The adverse effects on earnings of poor destination language skills and of immigrant concentrations exist independently of each other. The hypotheses regarding ethnic goods are supported by the data.

Household Extension and Earnings Among Foreign-Born Asian and Non-Hispanic White Households

2019 ◽  
Vol 40 (17) ◽  
pp. 2412-2438
Author(s):  
Veena S. Kulkarni
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Living Arrangement ◽  
Well Being ◽  
English Language Proficiency ◽  
Community Survey ◽  
Foreign Born ◽  
Household Level ◽  
Extended Households ◽  
Hispanic White

Previous research to understand socioeconomic well-being of immigrants finds the type of living arrangement is significantly correlated with household-level earnings. Present study employing 2009-2011 American Community Survey data explores the above relationship for the six major foreign-born Asian groups and native-born non-Hispanic Whites. The results indicate relative to Whites, household extension is more beneficial for Asian households. Furthermore, householders’ labor market advantages as measured by their human capital and English language proficiency are positively associated with nuclear living arrangement. However, diminishing gains in household earnings for the not so recent foreign-born immigrants living in vertically extended households displays a cultural inclination for collective living. Also, there are significant intergroup differences. While Japanese households appear to “rely” the least on household extension to enhance household earnings, the advantage of residing in extended households for the Filipinos and Koreans and especially so for the recent entrants is substantial.

scholarly journals Examining sources of variability in repeaters’ L2 writing scores: The case of the PTE Academic writing section

2018 ◽  
Vol 36 (1) ◽  
pp. 3-25 ◽  
Author(s):  
Khaled Barkaoui
Keyword(s):  
Language Proficiency ◽  
Academic Writing ◽  
Test Scores ◽  
English Language ◽  
English Language Proficiency ◽  
Rate Of Change ◽  
Test Taker ◽  
Test Occasion ◽  
Writing Scores ◽  
Over Time

This study aimed to examine the sources of variability in the second-language (L2) writing scores of test-takers who repeated an English language proficiency test, the Pearson Test of English (PTE) Academic, multiple times. Examining repeaters’ test scores can provide important information concerning factors contributing to changes in test scores across test occasions. Data consisted of the scores and background data (e.g., gender, age) and other covariates (e.g., context, interval between tests, number of tests attempted) for a sample of 1,000 test-takers who each took PTE Academic three times or more. Multilevel modeling was used to estimate the contribution of various factors to variability in repeaters’ PTE Academic writing scores across test-takers and test occasions. The findings indicated that changes in PTE Academic writing scores followed a quadratic trajectory (i.e., initial score increases followed by a decline) and that, as expected, test-taker initial overall English language proficiency (as measured on other sections of the test) was the strongest predictor of differences in PTE Academic writing scores at test occasion one as well as variance (across test-takers) in the rate of change in writing scores over time. Measures of retesting effects were not significantly associated with changes in writing scores, while test-taker factors (e.g., age, gender, and purpose for taking the test) were significantly associated with writing scores at test occasion one, but not with the rate of change in writing scores over time. The study highlights the value of examining repeater’ L2 test scores and concludes with a call for more research on the sensitivity of L2 proficiency tests to changes in L2 proficiency over time and in relation to L2 instruction.

scholarly journals Task-Based Language Teaching and English for Academic Purposes: An Investigation into Instructor Perceptions and Practice in the Canadian Context

2015 ◽  
Vol 31 ◽  
pp. 1 ◽  
Author(s):  
Scott Roy Douglas ◽  
Marcia Kim
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Language Teaching ◽  
English For Academic Purposes ◽  
English Language Proficiency ◽  
Student Expectations ◽  
Common Pathway ◽  
Canadian Context ◽  
English Speaking ◽  
Classroom Time

English for Academic Purposes (EAP) programs designed to meet postsecondary English language proficiency requirements are a common pathway to higher education for students from non-English-speaking backgrounds. Grounded in a Canadian context, this study seeks to examine the prevalence of Task-Based Language Teaching (TBLT) in EAP, common examples of EAP tasks, and the benefits and drawbacks of this approach for EAP students. EAP professionals (n = 42) were recruited from the membership of TESL Canada, and participants completed a questionnaire on their perceptions of TBLT for EAP. Of those who participated, 69% reported using TBLT in at least half of their lessons, with 86% of the par- ticipants indicating that TBLT was suitable for EAP instruction. Further qualitative analysis of the data revealed that presentations, essays, and interviews were the top three tasks employed by EAP teachers; the practicality, effectiveness, and learner-centredness of TBLT were its major benefits; and mismatched student expectations, lack of classroom time, and excessive instructor preparation were TBLT’s major drawbacks. Ambiguity regarding what constitutes TBLT was also found in the data. It appears that TBLT is used by participants across Canada and is well accepted as a teaching approach. However, some concerns associated with TBLT in EAP remain to be addressed.Les programmes d’anglais académique visant à combler les exigences en matière de compétences linguistiques pour l’anglais au postsecondaire représentent souvent une voie vers les études postsecondaires pour les élèves allophones. Située dans un contexte canadien, cette étude porte sur la prévalence de l’enseignement des langues basé sur les tâches (ELBT) dans les cours d’anglais académique, des exemples courants de tâches dans ces cours, et les avantages et les inconvénients de cette approche pour les élèves. À partir des membres de TESL Canada, on a recruté des enseignants d’anglais académique (n = 42) et ceux-ci ont complété un questionnaire portant sur leurs perceptions de l’ELBT dans les cours d’anglais académique. Les résultats indiquent que 69% des participants emploient l’ELBT dans au moins la moitié de leurs leçons et que 86% jugent l’ELBT approprié pour l’enseignement de l’anglais académique. Une analyse quantitative plus poussée a révélé que les trois tâches les plus fréquemment employées par les enseignants d’anglais académique étaient les présentations, les rédactions et les entrevues. De plus, les participants ont indiqué qu’ils estimaient que les atouts principaux de l’ELBT étaient son aspect pratique, son efficacité et le fait qu’il est centré sur l’apprenant; comme inconvénients majeurs, ils ont noté une inadéquation des attentes de la part des étudiants, l’insuffisance des heures de cours et la formation excessive des enseignants. Les données ont également révélé une ambigüité par rapport à ce qui constitue l’ELBT. Il parait que l’ELBT est employé partout au Canada et est bien accueilli comme méthode enseignement; toutefois, il faudrait aborder certaines préoccupations quant à son emploi dans l’enseignement de l’anglais académique.

scholarly journals Gaining proficiency in the reading module in IELTS: A study on the efforts of Bangladeshi students

2010 ◽  
Vol 2 (3) ◽  
pp. 125-140 ◽  
Author(s):  
Sabrina Ahmed Chowdhury
Keyword(s):  
Key Words ◽  
Present Article ◽  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Limited Resources ◽  
Testing System ◽  
English Speaking ◽  
Training Programmes ◽  
International English

As the name implies, the International English Language Testing System (IELTS) is a test for ascertaining an examinee's English language proficiency. This test is very important for students who want to get admitted to universities or training programmes in English speaking countries. IELTS has four modules including a module on reading. This module gives rise to a number of specific problems for Bangladeshi candidates. The present article attempts to identify the nature and extent of these problems with emphasis on why the examinees find reading module a tough one. The ways and means used by the trainers and teachers to assist Bangladeshi students to overcome these problems have been examined. The article concludes that even with limited resources, the teachers and trainers can follow a number of simple procedures to substantially improve readings skills of students leading to better scores. Key words: IELTS, Language Proficiency, Language SkillsDOI: 10.3329/dujl.v2i3.4148 The Dhaka University Journal of Linguistics: Vol.2 No.3 February, 2009 Page: 125-140

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