Availability of Concussion Information in Spanish for Parents of Youth Athletes

2018 ◽  
Vol 20 (3) ◽  
pp. 372-380 ◽  
Author(s):  
Emily Kroshus ◽  
Laura A. Gonzalez ◽  
Sara P. D. Chrisman ◽  
Nathalia Jimenez
Keyword(s):  
English Language ◽  
Language Translation ◽  
Health And Safety ◽  
Spanish Language ◽  
Public High School ◽  
Educational Materials ◽  
Youth Athletes ◽  
English Speaking ◽  
High School Athletic ◽  
Recommended Guidelines

All but one U.S. state has passed legislation requiring that concussion information be provided to parents of youth participants in school-sponsored sport. Such information should be accessible and easily understood if it is to be used by parents to make informed decisions regarding their children’s health and safety. Accessing and understanding information about concussion may be challenging for parents who lack fluency in English. The current study sought to describe the extent and nature of Spanish-language concussion information available on the websites of U.S. public high school athletic associations. We also examined information provided by leading youth sports and health organizations as well as the top U.S. children’s hospitals. We sought to quantify the proportion of these websites with Spanish-language translation of concussion education materials and describe the readability, accessibility, and completeness of these translations. Only one quarter of the websites examined contained any concussion information in Spanish, and none of these websites offered a mirrored Spanish-language translation. Spanish information was also difficult to access, with the search process requiring English-language ability. Finally, the readability of the concussion information in both English and Spanish was higher than recommended guidelines. Our findings suggest that non-English-speaking parents may be inadequately informed about concussion because translation of concussion educational materials is absent, incomplete, or hard to access. This raises questions about whether they are able to provide informed consent for their children’s participation in contact sport and suggests the need for improved translation of such informational materials.

scholarly journals Difficulties using standardized tests to identify the receptive expressive gap in bilingual children's vocabularies

2017 ◽  
Vol 21 (2) ◽  
pp. 328-339 ◽  
Author(s):  
TODD A. GIBSON ◽  
LINDA JARMULOWICZ ◽  
D. KIMBROUGH OLLER
Keyword(s):  
Standardized Tests ◽  
Picture Naming ◽  
English Language ◽  
Spanish Language ◽  
Bilingual Children ◽  
Old Spanish ◽  
English Bilingual ◽  
Language Tests ◽  
The Us ◽  
English Speaking

Receptive standardized vocabulary scores have been found to be much higher than expressive standardized vocabulary scores in children with Spanish as L1, learning L2 (English) in school (Gibson et al., 2012). Here we present evidence suggesting the receptive-expressive gap may be harder to evaluate than previously thought. We compared the performance of 116 six-year-old Spanish–English bilingual children in the US to 30 monolingual Spanish-speaking peers in Mexico across two Spanish-language standardized picture naming tests and one standardized picture pointing test. The performance of 134 monolingual English-speaking peers was compared using similar English-language tests. Results revealed the presence and magnitude of a receptive-expressive gap was largely dependent on the tests used. These discrepant results likely exist because widely-used standardized tests do not offer comparable normed scores. We review possible test norming practices that may have contributed to these results and suggest guidelines to determine a meaningful receptive-expressive gap for bilingual children.

scholarly journals Review of Contesting the global development of sustainable and inclusive education: Education reform and challenges of neoliberal globalization

2021 ◽  
Vol 28 ◽  
Author(s):  
Mariangela Napoli ◽  
Judith Naidorf
Keyword(s):  
Education Reform ◽  
Inclusive Education ◽  
English Language ◽  
Language Translation ◽  
Spanish Language ◽  
Global Development ◽  
Neoliberal Globalization ◽  
Language Version

This review was originally written in English, and the authors of the review kindly provided a Spanish-language translation following the English-language version.

scholarly journals Validation of the New Media Literacy Scale in an online English-speaking sample

2020 ◽  
Author(s):  
Tom Buchanan
Keyword(s):  
New Media ◽  
Media Literacy ◽  
English Language ◽  
Language Translation ◽  
Small Project ◽  
English Speaking ◽  
New Media Literacy

Small project providing evidence that the New Media Literacy Scale 'works' in its English-language translation

OUP España

2017 ◽  
Author(s):  
Martin Richardson
Keyword(s):  
English Language ◽  
Spanish Language ◽  
English Language Teaching ◽  
Educational Systems ◽  
Local Market ◽  
Personal Factors ◽  
Cultural Economic ◽  
Commercial Success ◽  
The World ◽  
English Speaking

ELT activity was vigorous in many European countries, but it was only in Spain that political, cultural, economic, and personal factors combined to produce a new branch designed principally to create and market OUP English Language Teaching courses. After the death of Franco and the establishment of constitutional monarchy in the late 1970s, the country reformed its political and educational systems; as a result, Spain emerged as the largest single ELT market in the world. OUP established a sales office in Madrid in 1981, and later enlarged this into the branch OUP España, which came to be a prime example of a commercial success for OUP in a non-English-speaking market. Under the leadership of Jesús Lezcano, OUP España developed its own ELT publications and adapted other OUP titles for the local market, as well as producing Spanish-language textbooks.

scholarly journals A Call to Diversify the Lingua Franca of Academic STEM Communities

2021 ◽  
Vol 18 (03) ◽  
Author(s):  
Kaylee Henry ◽  
Ranya Virk ◽  
Lindsay DeMarchi ◽  
Huei Sears
Keyword(s):  
English Language ◽  
Linguistic Diversity ◽  
Language Translation ◽  
Scientific Communication ◽  
Translation Process ◽  
Lingua Franca ◽  
Research Publications ◽  
Language Research ◽  
Policy Measures ◽  
English Speaking

The current bias in the STEM academy favors English-language research publications, creating a barrier between English-speaking and non-English speaking researchers that is detrimental to the continuity and evolution of STEM research. In this paper, we lay out policy measures that employ U.S. government resources to create infrastructure that standardizes and facilitates the language translation process and hosting of multilingual publications. This proposal aims to increase linguistic diversity in academic STEM publications for the ultimate goal of improving global scientific communication and ameliorating the existing disparity between English and non-English STEM literature.

scholarly journals Practice Analysis on the Teaching Theory and Skills of English Translation

2019 ◽  
Vol 2 (1) ◽  
pp. 6
Author(s):  
Jingyang Wu
Keyword(s):  
Second Language ◽  
English Translation ◽  
English Language ◽  
Language Translation ◽  
Chinese Students ◽  
Developed Countries ◽  
English Language Teaching ◽  
English Speaking ◽  
The Difference ◽  
Learning English

As a universal language, English makes a better communication between China and the developed countries, English language teaching has become increasingly important in more and more Chinese Schools. At the beginning, when Chinese students start to learn a second language, they need to translate the second language such as English into Chinese in the first hand, and this procedure will help them to understand and learn English better. For English language translation teachers, they need to research and create the suitable、effective method of learning English translation for most students constantly in order to improve the English translation learning efficiency of the Chinese students. The local culture of China is quite different from the culture of other English speaking countries. When our Chinese students study English language translation, at the same time, they need to learn the different culture in different countries and learn how to accept and face up the cultural background difference between our country and the other English speaking countries. In the meantime, during the time of teaching English translation, the English translation subject teachers need to guide the students to learn and understand the difference in practice, and help them to establish a comprehensive and correct idea of learning English translation (through teaching right and different translation skills.

The Speech-Language Assessment of English Language Learning Students: A Non-Standardized Approach

2013 ◽  
Vol 14 (4) ◽  
pp. 95-101 ◽  
Author(s):  
Robert Kraemer ◽  
Allison Coltisor ◽  
Meesha Kalra ◽  
Megan Martinez ◽  
Bailey Savage ◽  
...  
Keyword(s):  
Language Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
English Language ◽  
Language Assessment ◽  
The United States ◽  
English Language Learning ◽  
Assessment Practices ◽  
Evidence Based ◽  
English Speaking

English language learning (ELL) children suspected of having specific-language impairment (SLI) should be assessed using the same methods as monolingual English-speaking children born and raised in the United States. In an effort to reduce over- and under-identification of ELL children as SLI, speech-language pathologists (SLP) must employ nonbiased assessment practices. This article presents several evidence-based, nonstandarized assessment practices SLPs can implement in place of standardized tools. As the number of ELL children SLPs come in contact with increases, the need for well-trained and knowledgeable SLPs grows. The goal of the authors is to present several well-establish, evidence-based assessment methods for assessing ELL children suspected of SLI.

Children's Nonword Repetition Tasks and English Language Learners

2010 ◽  
Vol 11 (3) ◽  
pp. 73-79
Author(s):  
Sara C. Steele ◽  
Deborah A. Hwa-Froelich
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Language Impairment ◽  
English Language ◽  
Nonword Repetition ◽  
Adopted Children ◽  
Typically Developing ◽  
Bilingual Speakers ◽  
Internationally Adopted Children ◽  
English Speaking

Nonword repetition performance has been shown to differentiate monolingual English-speaking children with language impairment (LI) from typically developing children. These tasks have been administered to monolingual speakers of different languages and to simultaneous and sequential bilingual English Language Learners (ELLs) with mixed results. This article includes a review of the nonword repetition performance of monolingual and bilingual speakers and of internationally adopted children. Clinical implications for administration and interpretation of nonword repetition task outcomes are included.

Strategi Peningkatan Kompetensi Berbicara Bahasa Inggris Siswa Smk Negeri 1 Pacitan Tahun Pelajaran 2012/2013

2017 ◽  
Vol 1 (1) ◽  
pp. 43-51
Author(s):  
Asroji Asroji
Keyword(s):  
English Language ◽  
Language Instruction ◽  
Final Report ◽  
Computer Engineering ◽  
Project Report ◽  
Engineering Software ◽  
Final Project ◽  
Network Computer ◽  
Sequence Of Events ◽  
English Speaking

This study was conducted based on the facts about the lack of maximal outcomes of learning English in almost all levels of education, especially in vocational school. Although English has been studied for many years, but the majority of students can not master English well, especially speaking. Many factors cause this phenomenon, and all parties should concern to work together to formulatebetter system and process of English learning at vocational school.The research was conducted at SMK Negeri 1 Pacitan, by taking the students of class XII as subjects research. The sample of this research consists of 94 students of Business Travel and Tourism,Network Computer Engineering, and Engineering Software classes. This research uses descriptive qualitative method. It is used to describe the students’ speaking competence, particularlyin presenting final task report. This research also identifies the internal and external functions to formulate a strategy to improve the students’s speaking competence. The results showed that based on the analysis of English speaking competency of SMK Negeri 1 Pacitan students, it can be concluded as follows: a). Based on the students absorption analysis of presenting final project report, shows that English competency level of students is in the category of “pretty”, with evidence of the studentsvalue average in presenting final project report is more than the passing grade value (7.50),it is 79.5. While the number of student, who passed the presentation test,is 66 students.So it can be obtained the percentage level of mastery learning students on the presentation test of final report is only 70.21%, and it is categorized “less”, because the percentage of students who passed this exam is still under 75%. b). While the analysis of the questionnaire can be scribed that the average overall score of 3.44 speaking competence components are categorized “pretty”, and it can be concluded that the level of competence of English speaking students generally categorized “enough”. Based on the level ofstudents’ English speaking competence , it can be formulated the strategies to increase its competence. They are: a). Maximizing the use of English as a language instruction and reducing the use of Indonesian, especially in the learning process, to improve English language competency, so that students can have the ability to explain the sequence of events and the students can pass the exam well. b). Having more English presentation activitiesin other topics to encourage the students’ bravery and self-confidence in speaking English, so that students have good Englishcompetence as preparation to getjobs or to continue their study at university.c). Having more exercise of using body language to improve the mastery of speech, and smooth attitude, so that students have good English competence,and they are able to compete in the global world in obtaining employment. d). And maximizing the use of school’s facilities by using various methods of learning, and focusing on the students’ center method to improve the studentsEnglish competency so that they are able to compete for educational scholarships in this country and abroad.

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