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Journal articles on the topic 'Adult migrant learners'

Author: Grafiati

Published: 4 June 2021

Last updated: 21 February 2023

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1

Grima, Antoinette Camilleri, and Jacqueline Żammit. "acquisition of verbal tense and aspect in Maltese by adult migrants." Journal of Multilingual Theories and Practices 1, no. 2 (December 1, 2020): 149–67. http://dx.doi.org/10.1558/jmtp.13426.

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This article considers the relevance of second language acquisition research for the development of pedagogical grammar. As an example it looks at the acquisition of verbal tense and aspect by intermediate-to-advanced level learners of Maltese, and more specifically the extent to which the perfett and imperfett verb forms are used by the learners when compared with L1 users of Maltese. Sixteen adult migrant learners, and 15 L1 Maltese users, took part in the study. All but one of the 16 migrant learners knew at least two other languages. Two of the participants had Arabic as their L1, and thre

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Meniado, Joel C. "Second Language Acquisition: The Case of Filipino Migrant Workers." Advances in Language and Literary Studies 10, no. 1 (February 28, 2019): 47. http://dx.doi.org/10.7575/aiac.alls.v.10n.1p.47.

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Many Filipino migrant workers (overseas Filipino workers) in their status as adult learners struggle in learning the local language of their host countries to native-like proficiency level. With the aim of establishing a second language (L2) acquisition pattern that may be useful in designing responsive adult training and welfare programs, this study examines how these workers acquire their L2s and what factors influence their rate and success in L2 learning. Utilizing mixed methods research design with 15 overseas Filipino workers as samples who learned various local languages in 10 different

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Jeong, Hara, and Yanghee Joo. "A Case Study on Migrant Women’s Participation in Online Higher Education." Korean Society of Culture and Convergence 44, no. 8 (August 31, 2022): 427–43. http://dx.doi.org/10.33645/cnc.2022.8.44.8.427.

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The study aims to examine the academic experience of adult Korean learners in the digital space and derive the implications of Korean language education for them. In this study, it was intended to examine the motivation and academic performance of married migrant women to enter Korea National Open University. This study conducted a case study by collecting in-depth interview data of migrant women from China and Vietnam with diverse majors and learning trajectory as participants. Based on the collected data, the educational implications needed for adult learners to receive online higher educati

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Wang, Chun Lin. "The Value of use Modern Means of Information Technology in Rural Adult Education and Training." Advanced Materials Research 694-697 (May 2013): 3671–74. http://dx.doi.org/10.4028/www.scientific.net/amr.694-697.3671.

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Chinese government increases emphasis on adult rural education and training in areas, but the way of education and training is traditional. The use of modern means of information technology in rural adult education and training can be an effective solution to solve drawback of the mobility of migrant rural adult work and long working hours. It can promote the exchange between teachers and students, adult rural learners each other. Its rich contents meet the needs of the rural adult learning. And multimedia learning resources will help rural adult learners to enhance the learning passion and mo

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Dyson, Bronwen Patricia. "The debate on form-focused instruction." Australian Review of Applied Linguistics 19, no. 2 (January 1, 1996): 59–77. http://dx.doi.org/10.1075/aral.19.2.04dys.

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An interest in investigating the effect of instruction on interlanguage development prompted me to conduct a study on a small group of adult migrant learners of English. As a first step, the learners were assessed for their stage of syntactic development. This assessment showed that a structure-do-fronted questions – had not been acquired by some of the learners but was one for which they were syntactically ready. Because questioning is an important and complex speech act, the learners were then given instruction which focused their attention on do-fronting. The follow-up assessment indicated

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Tour, Ekaterina, Edwin Creely, and Peter Waterhouse. "“It’s a Black Hole . . .”: Exploring Teachers’ Narratives and Practices for Digital Literacies in the Adult EAL Context." Adult Education Quarterly 71, no. 3 (February 6, 2021): 290–307. http://dx.doi.org/10.1177/0741713621991516.

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A strength-based approach to teaching digital literacies can advance language education for adults from refugee and migrant backgrounds, preparing them for life in a new country. This article draws on a 6-month ethnographic study at an adult English language center in Australia and explores teachers’ perspectives and practices related to teaching digital literacies to understand how prepared they are to employ learners’ own resources. Using sociomaterial theory, this research found that English as an Additional Language (EAL) teachers’ narratives about learners focused on what they lacked rath

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Reyes, Charo, Sílvia Carrasco Pons, and Laia Narciso Pedro. "Language and Social Integration in Times of Increasing Anti-Immigration Discourses." Migraciones. Publicación del Instituto Universitario de Estudios sobre Migraciones, no. 51 (May 6, 2021): 61–91. http://dx.doi.org/10.14422/mig.i51y2021.003.

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This article analyses the structural barriers affecting the processes of linguistic integration among adult migrants and refugees by focusing on both teachers’ and learners’ experiences in the context of an EU-funded project for good practice exchange. Reflections and assumptions of language teachers for migrants and refugees from four European countries (Spain, Germany, Italy and Poland) are set against the linguistic needs and expectations of their students through the case of a Pakistani migrant woman in Barcelona. Although language training for migrants’ labour integration and participatio

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Singla, Rashmi, Lydia Ejang Akora, Jasbir Panesar, and Kaisa Lindström. "CULTURAL INTEGRATION OF MIGRANT CITIZENS: A SOCIAL RESPONSIBILITY LEARNING PROJECT." Psyke & Logos 27, no. 2 (December 31, 2006): 24. http://dx.doi.org/10.7146/pl.v27i2.8320.

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Artiklen handler om prakisforskning baseret på et transnationalt EU-projekt, der sigter på at forbedre »adult migrant learners’ « kompetencer for aktiv deltagelse i samfundet. Projektets formål var forbedring af de voksnes forståelse af socialt ansvar på forskellige niveauer ved at gøre dem bevidst om deres rettigheder og pligter – både som medborgere, som forældre og som enkeltpersoner. Projektets grundlæggende begrundelse er et empowerment perspektiv, set som processer hvorigennem underprivilegerede individer og socialgrupper forbedrer deres evne til at skabe, overskue, kontrollere og håndte

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Arcuri, Adriana. "IL SISTEMA “PONTI DI PAROLE”." Italiano LinguaDue 14, no. 1 (July 21, 2022): 40–48. http://dx.doi.org/10.54103/2037-3597/18152.

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“Ponti di Parole” è un sistema integrato (manuali cartacei e sito di supporto) per l’apprendimento dell’Italiano destinato a migranti adulti del tutto o parzialmente analfabeti. Scopo di questo articolo è di spiegare la sua efficacia rispetto a questo particolare target. Alla base c’è un’idea di alfabetizzazione intesa non come semplice padronanza della lettoscrittura ma come competenza d’uso della lingua per la cittadinanza. L’articolo ripercorre la storia di “Ponti di Parole” e ne argomenta le scelte linguistiche e didattiche, in particolare fa riferimento all’importanza attribuita alla test

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Peköz, Bayram. "Beyond Questionnaires." ITL - International Journal of Applied Linguistics 143-144 (January 1, 2004): 89–107. http://dx.doi.org/10.2143/itl.143.0.504647.

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Abstract The aim of this study was to investigate language learning motivation within an educational approach. Within this framework, the present study investigated learners’ actual classroom motivation as opposed to GARDNER’s (1985) self-report motivation. Two AMES (Adult Migrant English Service) classes were observed for 11 weeks each, totalling 72 hours altogether. The observations were carried out through an observation scale designed to rate learners’ motivation. A questionnaire which was based on GARDNER’s (1985) ‘Attitude and Motivation Index’ was also administered to test Gardner’s soc

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Gkaintartzi, Anastasia, Anna Mouti, Eleni Skourtou, and Roula Tsokalidou. "Language teachers’ perceptions of multilingualism and language teaching: The case of the postgraduate programme “LRM”." Language Learning in Higher Education 9, no. 1 (July 26, 2019): 33–54. http://dx.doi.org/10.1515/cercles-2019-0002.

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Abstract This paper explores the language views and practices of postgraduate student-teachers attending a distance-learning Master’s Programme of a Greek University, entitled “Language Education for Refugees and Migrants” (LRM). Teachers and professionals working with language learners in linguistically diverse contexts make up an interesting research sample in order to explore their perceptions and practices concerning bi/multilingualism and language learning. The study was conducted through an open-ended questionnaire, delivered and completed electronically by the student-teachers of two mo

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Lindsay, Cora, and Renata Seredyńska-Abou-Eid. "Addressing the Need for Language Support for the Migrant and Refugee Community in the East Midlands, U.K." Andragoška spoznanja 25, no. 3 (October 8, 2019): 61–73. http://dx.doi.org/10.4312/as.25.3.61-73.

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For migrants and refugees, language is essential for dealing with officials, engaging with employment, receiving healthcare and feeling comfortable in a new environment. Despite this, there is no uniform approach to English language support for incoming migrants or refugees to the East Midlands. This paper discusses the situation regarding language provision for these communities and identifies the gaps in current language provision which derive from reductions in government funding over recent years. It looks at a mixed methods doctoral study that sought to identify the language needs of the

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Kawaguchi, Satomi, and Jenny Lu. "Development of English among Older Chinese Migrants in Australia: A Case of Tense and Aspect." International Journal of Applied Linguistics and English Literature 10, no. 5 (September 30, 2021): 18. http://dx.doi.org/10.7575/aiac.ijalel.v.10n.5p.18.

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Language barrier among older migrants affects various areas of their life such as physical and mental well-being and participation in the community. However, little is known about their actual language attainment. This study investigates the development of tense and aspect (TA) in English through focused instructions among older Chinese migrants in Australia. TA is expressed through morphological and syntactic means in English, while in Chinese, tense is expressed lexically, and aspect via contextual cues and aspect markers. These typological contrasts create learning difficulties among Chines

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Taylor-Leech, Kerry, and Lynda Yates. "Strategies for building social connection through English." Australian Review of Applied Linguistics 35, no. 2 (January 1, 2012): 138–55. http://dx.doi.org/10.1075/aral.35.2.01tay.

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This article draws on ethnographic data from a longitudinal study of newly-arrived immigrants of non English-speaking background in the Australian Adult Migrant English Program to investigate their opportunities for using English and the language learning strategies (LLS) they used to make the most of these opportunities. Analysis of their reports of spoken interactions in and beyond the classroom suggests that many participants had little awareness of the strategies they could use to increase their opportunities to interact with other English speakers. Most participants did not use any LLS an

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Ranta, Leila, and Alisa Zavialova. "The Challenges of Conducting Research in Diverse Classrooms: Reflections on a Pragmatics Teaching Experiment." Languages 7, no. 3 (August 24, 2022): 223. http://dx.doi.org/10.3390/languages7030223.

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For researchers, the typical way of determining whether a pedagogical innovation works is by conducting an experiment. In migrant settings, however, experiments are more challenging to carry out due to the diversity of the learner population. Unfortunately, how to deal with these challenges is not addressed in a practical way in research methods textbooks, which typically provide a normative view of the research process. This paper aims to draw attention to the realities of classroom research carried out in the Language Instruction for Newcomers to Canada (LINC) setting. These classes consist

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Palmieri, Cristiana. "Belonging, idealized self and wellbeing." Australian Review of Applied Linguistics 40, no. 2 (December 1, 2017): 176–93. http://dx.doi.org/10.1075/aral.40.2.06pal.

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Abstract This paper presents the findings from a study that examines the motivations of adult Australians of non-Italian origin to learn Italian in continuing education contexts in Sydney. The study embraces a view of motivation as a multifaceted phenomenon that is produced in a social environment through the interaction between the second language learners and the context in which they operate. The findings reveal that in the Australian multicultural context, the motivation to learn Italian is influenced by a process of negotiation of identity, triggered by both the presence of a well-establi

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Smith, Anne. "“You are contagious”: The Role of the Facilitator in Fostering Self-Efficacy in Learners." Scenario: A Journal of Performative Teaching, Learning, Research XI, no. 2 (July 1, 2017): 1–14. http://dx.doi.org/10.33178/scenario.11.2.1.

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This article argues that improvised role-play can raise learners’ levels of self-efficacy, which in turn increases their likelihood of using language learned beyond the workshop space. It argues that the physicality of the facilitator plays a key role in developing the self-efficacy of learners, using evidence drawn from the study of two Creative English groups with differing outcomes in terms of the use of English beyond the sessions.Creative English is a national, community-based applied theatre programme in the UK, which teaches adult migrants the English they need for everyday situations s

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McGillen, Gloria, Sriya Bhattacharyya, and M. Brinton Lykes. "Undocumented Migrants, Rights Literacy, and ESOL Classrooms: A Community-University Partnership to Enhance Psychopolitical Learning." LEARNing Landscapes 10, no. 1 (October 1, 2016): 183–98. http://dx.doi.org/10.36510/learnland.v10i1.728.

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This article presents the English for Speakers of Other Languages (ESOL) Know Your Rights Tool Kit, a popular education resource developed collaboratively by action researchers, ESOL instructors, and undocumented migrant adults. The tool kit draws on migrant learners’ commitments to learning English while facilitating their developing knowledge of human and legal rights literacy information. The article situates resources engaged in ESOL classrooms within a psychopolitical educational framework (Prilleltensky, 2008) and discusses the tool kit’s contributions towards bolstering these resources.

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Smith, Anne. "Creative English: balancing creative and functional language needs for adult refugees, asylum seekers and migrants." Scenario: A Journal of Performative Teaching, Learning, Research X, no. 1 (January 1, 2016): 1–17. http://dx.doi.org/10.33178/scenario.10.1.1.

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This article argues that play and creativity are cornerstones of a person-centred approach to adult second language education. However, when learners are refugees, asylum seekers or migrants already living in the country where the language is spoken, it is important that language learning also addresses their functional needs. Creative English is an applied theatre programme for adults in the UK that balances these functional and creative needs while developing confidence in English language communication skills. Drawing on participant-led, practice-based research which resulted in the develop

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Alonso González, Vanesa. "Teaching Adult Immigrants with Limited Formal Education: Theory, Research, and Practice. 2020. Edited by Peyton, Joy K. and Young-Scholten Martha. Bristol: Multilingual Matters, 208p; ISBN: 978-1-78309-996-2." Languages 6, no. 1 (January 8, 2021): 11. http://dx.doi.org/10.3390/languages6010011.

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Teaching Adult Immigrants with Limited Formal Education: Theory, Research, and Practice is a compendium of the six modules that were the result of the third phase of the EU-Speak Project, European Speakers of Other Languages: Teaching Adult Migrants and Training Their Teachers, an ambitious collaborative research project carried out by several European and American universities with the purpose of orienting second language educators whose target pupils are immigrant second language learners with limited education and literacy. Each chapter covers different linguistic, psycholinguistic, socioli

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Alonso González, Vanesa. "Teaching Adult Immigrants with Limited Formal Education: Theory, Research, and Practice. 2020. Edited by Peyton, Joy K. and Young-Scholten Martha. Bristol: Multilingual Matters, 208p; ISBN: 978-1-78309-996-2." Languages 6, no. 1 (January 8, 2021): 11. http://dx.doi.org/10.3390/languages6010011.

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Teaching Adult Immigrants with Limited Formal Education: Theory, Research, and Practice is a compendium of the six modules that were the result of the third phase of the EU-Speak Project, European Speakers of Other Languages: Teaching Adult Migrants and Training Their Teachers, an ambitious collaborative research project carried out by several European and American universities with the purpose of orienting second language educators whose target pupils are immigrant second language learners with limited education and literacy. Each chapter covers different linguistic, psycholinguistic, socioli

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Atkinson, Michael. "Finding spaces for transformational learning in a neo-liberal world." Education + Training 60, no. 6 (July 9, 2018): 505–15. http://dx.doi.org/10.1108/et-02-2018-0046.

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Purpose The purpose of this paper is to identify the factors which enhance transformational learning in adult learning spaces for people experiencing cultural marginalisation. Design/methodology/approach This paper reports on a study which compared the transformational experiences of long-term unemployed migrants within two very different programs in Melbourne, Australia. One was an adult refugee mentoring programme run by a non-government organisation, the other was set in the social space of the contemporary adult learning classroom. A theoretical framework constructed around understandings

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Bigal, Luisa, Renato Arruda, Marco Arruda, and Marcelo E. Bigal. "Chronic Migraine in the Pediatric Population – Lessons Learned." Archives of Pediatric Neurosurgery 5, no. 1 (November 1, 2022): e1652022. http://dx.doi.org/10.46900/apn.v5i1(january-april).165.

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In predisposed individuals, migraine evolves into a stage of daily or nearly daily headaches, known as chronic migraine. Although relatively prevalent and debilitating at all ages, chronic migraine is particularly aggressive in the pediatric population. Several risk factors for chronic migraine have been identified, largely due to two very large longitudinal studies, the American Migraine Prevalence and Prevention Study (AMPP) and the Attention Brazil Project (ABP). This review summarizes lessons learned from these studies that included children from 5 to 19 years of age. We start by contextua

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Piccinin, Sabrina, and Serena Dal Maso. "Promoting Literacy in Adult Second Language Learners: A Systematic Review of Effective Practices." Languages 6, no. 3 (July 27, 2021): 127. http://dx.doi.org/10.3390/languages6030127.

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Literacy is an essential tool for functioning in a modern society and, as such, it is often taken for granted when developing second language learning curricula for people who need to learn another language. However, almost 750 million people around the world cannot read and write, because of limited or absent formal education. Among them, migrants face the additional challenge of having to learn a second language as they settle in a new country. Second language research has only recently started focusing on this population, whose needs have long been neglected. This contribution presents a sy

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Roh, Kyungran, and Sunjoo Hur. "A Qualitative Study on the Efforts of Adult North Korean Defectors to Maintain Education in Atypical Higher Education Institutions." Korean Society of Culture and Convergence 44, no. 12 (December 31, 2022): 843–55. http://dx.doi.org/10.33645/cnc.2022.12.44.12.843.

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This study aims to qualitatively explore the efforts of adult North Korean defectors to maintain their studies at atypical higher education institutions. Results showed, first, they face barriers that reflect both the characteristics of general adult learners and the characteristics of migrants at university. Second, they experience barriers similar to those of North Korean defectors who entered school age at university. Third, they perceive themselves as subjects of learning and use various strategies to resolve the barriers they experience in atypical higher education institutions on their o

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Burton, Jill. "Participative research." Australian Review of Applied Linguistics 10, no. 2 (January 1, 1987): 114–27. http://dx.doi.org/10.1075/aral.10.2.08bur.

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Abstract This article describes the methodology underlying the National Curriculum Project. This project, established in response to recommendations of the Committee of Review of the Adult Migrant Education Program (AMEP), is expected to generate curriculum guidelines and teacher support resources for AMEP teachers in Australia by mid-1988. The participation of all levels of the AMEP workforce – professional, administrative and support – is advocated for a project involving research and resources provision for teachers who are responsible for all aspects of the learner-centred, needs-based cur

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Ring, Lauren, Allen Glicksman, Michael Liebman, and Misha Rodriguez. "Trust and Language as Predictors of Service Use." Innovation in Aging 4, Supplement_1 (December 1, 2020): 561. http://dx.doi.org/10.1093/geroni/igaa057.1848.

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Abstract Research on older migrants often starts with a set of assumptions- including the importance of language as a barrier to care. A comparative approach allows us to examine these assumptions as they impact access to services for older migrants. Our study compared two groups of older migrants – Mandarin speaking Chinese and Spanish speakers from Puerto Rico. Through a series of focus groups we learned that although language can be a barrier to service access, the more important element in reducing disparities for older migrants is the level of trust between older adult and provider. For t

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Rojas, Valeria Sumonte, Lidia Fuentealba Fuentealba, and Ranjeeva Ranjan. "Game-Based Didactic Resources as a Strategy in Foreign Language Pedagogy." International Journal of Learning, Teaching and Educational Research 20, no. 12 (December 30, 2021): 195–211. http://dx.doi.org/10.26803/ijlter.20.12.12.

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Gamification is a method widely used in recent years in the educational field to facilitate the teaching and learning process using different game elements and mechanics. The objective of this study was to analyze the use of non-digital game-based (NDGB) didactic resources as a strategy to facilitate the learning of Haitian Creole and its culture by native Chilean adult professionals. The study followed a qualitative approach, the design of which was a case study corresponding to the implementation of a Haitian Creole language learning program. Sixty Chilean adult professionals participated, o

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Choi, Julie, and Ulrike Najar. "Immigrant and Refugee Women’s Resourcefulness in English Language Classrooms: Emerging possibilities through plurilingualism." Literacy and Numeracy Studies 25, no. 1 (December 27, 2017): 20–37. http://dx.doi.org/10.5130/lns.v25i1.5789.

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Reports on refugee and migrant women in Australia show these women have low literacy in their first language, limited English language abilities, and minimal formal schooling. With major funding cuts to the adult migrant education sector and persistent public ‘deficit views’ of immigrant and refugee’s levels of literacy, approaches to teaching and learning in this sector require flexible views of language that embrace plurilingualism as a valuable resource within and outside of the socially-orientated ESL classroom. In this article, we present and discuss our findings from a study in which we

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Rivière, Marie. "Plurilingual reading practices in a global context: Circulation of books and linguistic inequalities." Studies in Second Language Learning and Teaching 7, no. 2 (June 30, 2017): 335–54. http://dx.doi.org/10.14746/ssllt.2017.7.2.9.

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Media consumption is commonly seen as a major way of appropriating languages and cultures. Availability and accessibility of material are essential conditions for developing plurilingual cultural practices. Transnational circulation of cultural goods has reached a particular intensity in today’s world but is still marked by deep language inequalities. Combining sociolinguistic, language education, cultural sociology, and multiliteracy approaches, this study examines how plurilingual readers access books in their different languages. This qualitative analysis is based on 24 in-depth interviews

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Dalziel, Fiona, and Erika Piazzoli. "“It comes from you”: Agency in adult asylum seekers’ language learning through Process Drama." Language Learning in Higher Education 9, no. 1 (July 26, 2019): 7–32. http://dx.doi.org/10.1515/cercles-2019-0001.

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Abstract In this paper, we present a study of adult asylum seekers learning Italian as a Second Language through Process Drama. Adopting an ecology of language approach, we first set the scene by examining some of the most salient issues regarding the language learning needs of asylum seekers and refugees, including the challenge of fostering both language proficiency and a sense of autonomy and agency. We then introduce the topic of performative, or drama-based pedagogy, focussing on how this has been adopted for second-language learning, presenting the main features of Process Drama. We go o

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Manosuthikit, Aree, and Peter I. De Costa. "Ideologizing age in an era of superdiversity: A heritage language learner practice perspective." Applied Linguistics Review 7, no. 1 (March 1, 2016): 1–25. http://dx.doi.org/10.1515/applirev-2016-0001.

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AbstractSLA research on age in naturalistic contexts has examined learners’ ultimate attainment, while instructed research has emphasized the rate of learning (Birdsong 2014. Dominance and age in bilingualism. Applied Linguistics 35(4). 374–392; Muñoz 2008. Symmetries and asymmetries of age effects in naturalistic and instructed L2 learning. Applied Linguistics 29(4). 578–596). However, both streams of research, which view age as a biological construct, have overlooked this construct through an ideological lens. To address this gap, and in keeping with Blommaert’s (2005. Discourse. Cambridge:

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Guthman, Julie. "Willing (White) Workers on Organic Farms? Reflections on Volunteer Farm Labor and the Politics of Precarity." Gastronomica 17, no. 1 (2017): 15–19. http://dx.doi.org/10.1525/gfc.2017.17.1.15.

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Many young, university-educated adults these days go to work on organic farms as volunteers and interns, despite that this work is extremely demanding, painful, and has been historically demeaning. Through interviews and discussions with students, I have learned that many who participate in these ventures do so to travel, gain experience, and support organic farms yet rarely consider the impact of their voluntary labor on waged labor. I suggest that their interest in DIY experimentation more generally reflects different relationships to work than their middle-class parents enjoyed, as middle-c

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Ebinger, F., M. Kruse, U. Just, and D. Rating. "Cardiorespiratory Regulation in Migraine. Results in Children and Adolescents and Review of the Literature." Cephalalgia 26, no. 3 (March 2006): 295–309. http://dx.doi.org/10.1111/j.1468-2982.2005.01039.x.

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To investigate autonomic regulation in juvenile migraine we studied 70 children and adolescents with migraine during the headache-free period and 81 healthy controls by cardiorespiratory function tests. Heart rate variability was analysed with time and frequency domain indices during spontaneous breathing at rest and during metronomic breathing. Changes of heart rate and blood pressure were studied during tilt-table test, active standing, Valsalva manoeuvre and sustained handgrip. We found significant differences in metronomic breathing, tilt-table test and Valsalva manoeuvre. We interpret our

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Nichols, Rina K., Jessica Steiner, Lance G. Woolaver, Elaine Williams, Amy A. Chabot, and Ken Tuininga. "Conservation initiatives for an endangered migratory passerine: field propagation and release." Oryx 44, no. 2 (April 2010): 171–77. http://dx.doi.org/10.1017/s0030605309990913.

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AbstractThe term ‘field propagation and release’ refers to the breeding of captive adults in large field enclosures, allowing them to raise their young, and then releasing those young from that location. This technique is currently being implemented in Canada as one of several recovery tools for the endangered eastern loggerhead shrike Lanius ludovicianus migrans. During 2001–2007 a total of 360 shrike fledglings were produced in field propagation enclosures and 301 were released from these enclosures. Annual return rates of birds released since 2004 are 2–6.6%. Seventeen released birds have b

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de Bruin, Simone, and Simone de Bruin. "IMPROVING DEMENTIA CARE IN CO-CREATION BETWEEN SCIENCE, PRACTICE, AND EDUCATION." Innovation in Aging 6, Supplement_1 (November 1, 2022): 360. http://dx.doi.org/10.1093/geroni/igac059.1423.

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Abstract Long-term care is transitioning from a medical-somatic model of care to a psychosocial model of care. This transition requires new ways of working, and thus different competences of health and social care professionals. Innovative learning environments of multiple stakeholders in long-term care are increasingly being created in the Netherlands to foster co-creation between science, practice (including persons with dementia) and education of current and future health and social care professionals. In this symposium, we will share experiences from the Netherlands. The first presentation

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Bhandari, Sudhir, Ajit Singh Shaktawat, Bhoopendra Patel, Amitabh Dube, Shivankan Kakkar, Amit Tak, Jitendra Gupta, and Govind Rankawat. "The sequel to COVID-19: the antithesis to life." Journal of Ideas in Health 3, Special1 (October 1, 2020): 205–12. http://dx.doi.org/10.47108/jidhealth.vol3.issspecial1.69.

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The pandemic of COVID-19 has afflicted every individual and has initiated a cascade of directly or indirectly involved events in precipitating mental health issues. The human species is a wanderer and hunter-gatherer by nature, and physical social distancing and nationwide lockdown have confined an individual to physical isolation. The present review article was conceived to address psychosocial and other issues and their aetiology related to the current pandemic of COVID-19. The elderly age group has most suffered the wrath of SARS-CoV-2, and social isolation as a preventive measure may furth

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Cognigni, Edith. "Plurilinguismo e intercomprensione nella classe di italiano L2 a migranti adulti." 8 | 1 | 2019, no. 1 (December 16, 2019). http://dx.doi.org/10.30687/elle/2280-6792/2019/01/007.

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This article reflects on how to activate and capitalise on adult migrant learners’ plurilingual repertoires through intercomprehension in the Italian L2 classroom. Firstly, two survey results with adult migrant learners and teachers of Italian as L2 are discussed so as to show how plurilingual practices are perceived and activated by both parties. Secondly the article discusses how studies on the intercomprehension between related languages and on the role of English as a bridge language towards Romance languages can be usefully applied in the given learning context in order to enhance the met

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Maahs, Ina-Maria, Andrea DeCapua, and Marco Triulzi. "Incorporating multilingualism in German as a Second Language classes for adult Students with Limited or Interrupted Formal Education." European Journal of Applied Linguistics, November 18, 2022. http://dx.doi.org/10.1515/eujal-2022-0019.

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Abstract Instructional strategies for promoting the potential of learners are critical for effective language education. Especially in the case of migrant students with limited or interrupted formal education (SLIFE), teachers need to leverage existing assets to build learners’ literacy skills and to foster successful second language learning. In this paper, we argue that pedagogical translanguaging can be beneficial for reaching this goal. We present the results of a qualitative study of teachers of German as a Second Language courses for adult migrants in Germany (n=11). We examine how while

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Planelles Almeida, Margarita, Jon Andoni Duñabeitia, and Anna Doquin de Saint Preux. "The VIDAS Data Set: A Spoken Corpus of Migrant and Refugee Spanish Learners." Frontiers in Psychology 12 (January 20, 2022). http://dx.doi.org/10.3389/fpsyg.2021.798614.

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The VIDAS data set (Verbal Interaction Dataset of Acquired Spanish) presents data from 200 participants from different countries and language backgrounds (50 Philippines with L1 Tagalog; 50 Ukrainians with L1 Ukrainian; 50 Moroccans with L1Arabic; 50 Romanians with L1 Romanian). They completed an oral expression and interaction test in the context of a Spanish certification exam for adult migrants. The aim of the VIDAS data set is to provide researchers in psycholinguistics and second language acquisition with a Spanish spoken corpus of traditionally marginalized and underrepresented learners,

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Aberdeen, Trudie. "Making Our Voices Heard: Critical Literacy Through Song." Multilingual Discourses 1, no. 1 (November 14, 2012). http://dx.doi.org/10.29173/md16964.

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Scholars have demonstrated that Freire’s critical pedagogy is an influential and powerful educational philosophy for those working with migrant workers, refugees, and marginalized high school students. The purpose of this article is to show how adult ESL learners who are immigrants to Canada, in addition to these other groups, have benefited from a critical pedagogy approach to learning through participation in a weekly choir, Global Voices, despite the fact that they are not traditionally considered disempowered. The participants’ insights can hopefully inform choir directors, classroom instr

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"5.H. Workshop: Developing more responsive systems to deliver catch-up vaccination to migrants arriving in Europe." European Journal of Public Health 30, Supplement_5 (September 1, 2020). http://dx.doi.org/10.1093/eurpub/ckaa165.255.

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Abstract Background and Objectives Migrants are thought to be one of several under-immunised groups in Europe, and involved in outbreaks of vaccine preventable diseases - including the recent large pan-European outbreak of measles. They may be under-immunised because of poor functioning of the health systems in countries they come from, because of barriers to catch-up vaccination and health services on arrival to Europe, and vaccine hesitancy may play a role. Amid substantial migration to Europe in recent years, ECDC public health guidelines for newly arrived migrants to EU/EEA countries have

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Jang, Kyoungjin, Battuya Lkhagvadulam, and Wonsup Chang. "Low-Skilled Return Migrants as Adult Learners: A Case of Mongolian Migrants Returning From South Korea." Adult Learning, April 24, 2021, 104515952110079. http://dx.doi.org/10.1177/10451595211007939.

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This is an exploratory study on returning migrants as adult learners preparing to return to their home countries. We examined the educational needs and learning experiences of nine Mongolian migrants returning from South Korea who participated in vocational education programs for imminent returnees. Our qualitative analysis found that returning migrants have (a) the need to bring viable skills back to their home countries, (b) the need to learn how to start a business, and (c) the need to prove their experience and skills acquired in South Korea. Participants’ vocational education experiences

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Harsch, S. "Promoting migrant HL, good practice in adult education and lessons learned for other interventions." European Journal of Public Health 32, Supplement_3 (October 1, 2022). http://dx.doi.org/10.1093/eurpub/ckac131.357.

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Abstract Problem Migration is a global phenomenon, and migrants face myriad challenges, e.g., building context-specific health literacy (HL). To sustainably promote HL, translations, interpreters, or programs in other languages are insufficient. Courses that promote HL holistically are needed, e.g., second language courses. In the SCURA research project, part of the HLCA Consortium, we ethnographically studied language courses and developed interventions. The insights gained are relevant not only for courses promoting HL of migrants or in Germany but also for other target groups and countries.

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Norlund Shaswar, Annika. "Language norms in L2 education for adult migrants – translanguaging pedagogy in the age of mobility." Multilingua, November 29, 2021. http://dx.doi.org/10.1515/multi-2021-0123.

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Abstract International mobility has caused a need for language education where adults can learn the language(s) used in their new country. In Sweden, the language programme SFI (Swedish for immigrants) provides basic second language education for adult immigrants. For those learners who are not yet functionally literate, basic literacy education is included. This article aims to explore the concept translanguaging pedagogy in relation to the articulated and embodied language norms of one SFI teacher. The empirical data, produced by ethnographic methodology, consists of classroom observations a

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Rosiak, Karolina, and Paulina Zydorowicz. "“It sounds like elves talking” – Polish migrants in Aberystwyth (Wales) and their impressions of the Welsh language." Applied Linguistics Review, July 12, 2021. http://dx.doi.org/10.1515/applirev-2020-0027.

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Abstract The purpose of this paper was to gain a better understanding of the perceptions of the Welsh language held by the Polish adult migrants in Aberystwyth, Wales. Using qualitative research methods, we collected data from participants concerning their perceptions of the sound and spelling system of Welsh. Data obtained showed that adult Poles in Aberystwyth perceive the phonetics and phonotactics of Welsh to be markedly different from that of their native Polish. The participants believed Welsh to have small number of vowels and large number of consonantal clusters. By comparing consonant

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Rosiak, Karolina. "The role of language attitudes and ideologies in minority language learning motivation." European Journal of Applied Linguistics, August 10, 2022. http://dx.doi.org/10.1515/eujal-2021-0018.

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Abstract The present article examines the importance of language attitudes and ideologies for studying motivation to learn minority languages by adults. In the contemporary globalised world, proficiency not only in English, but also in other languages, is necessary in order to communicate internationally and find employment. These may be other ‘major’ state languages, such as French or Spanish. However, in many linguistically diverse or multilingual regions, the local languages are important for increasing one’s own social and cultural capital, social cohesion and occasionally also for their e

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Declich, S., G. DePonte, M. L. Russo, G. Marchetti, M. G. Dente, O. Punzo, and M. Marceca. "Turning constraints into resources: the experience of TRAIN4M&H training program on migrants’ health." European Journal of Public Health 30, Supplement_5 (September 1, 2020). http://dx.doi.org/10.1093/eurpub/ckaa165.164.

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Abstract Background The tender TRAIN4M&H (Provision of training for first-line health professionals and law enforcement officers working at local level with migrants and refugees, and training of trainers- contract 20167204), funded by the EC-DG SANTE under the 3rd EU HP, intended to conduct training programme in all EU/EEA countries for health professionals, law enforcement officers an social workers in front-line countries and coach trainers in the others. Objectives Training was aimed at reinforcing skills, improving understanding and positive attitudes, and promoting a holistic approac

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Papetti, Laura, Samuela Tarantino, Fabiana Ursitti, Romina Moavero, Martina Checchi Proietti, Giorgia Sforza, Gabriele Monte, et al. "From the New Diagnostic Criteria to COVID-19 Pandemic Passing Through the Placebo Effect. What Have We Learned in the Management of Pediatric Migrane Over the Past 5 Years?" Frontiers in Neurology 13 (July 13, 2022). http://dx.doi.org/10.3389/fneur.2022.935803.

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In 2018, the Food and Drug Administration (FDA) approval of anti-calcitonin gene-related peptide (CGRP) therapies for the treatment of migraine represented a milestone for the management of the disease in adults. On the contrary, the novelties in the field of pediatric migraine are inserted in a different scenario and still concern: (1) diagnostic criteria of the international classification of headache disorders-3 (ICHD-3) that show numerous limits of applicability in the developmental age; (2) the release of the results of the Childhood and Adolescent Migraine Prevention (CHAMP) study that r

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Mellou, K., A. Chrysostomou, T. Sideroglou, M. Kyritsi, T. Georgakopoulou, S. Tsiodras, and C. Hadjichristodoulou. "Epidemiology of hepatitis A in Greece in the last decade: management of reported cases and outbreaks and lessons learned." Epidemiology and Infection 148 (2020). http://dx.doi.org/10.1017/s0950268820000382.

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Abstract Hepatitis A is a mandatory notifiable disease in Greece. Here, we present the epidemiological data for 2009–2018 and the results of outbreak investigations performed, and discuss future public health priorities. Overall, 1193 cases were reported; 320 migrants/refugees, 240 Roma, 112 travellers and 521 from the general population. The median age of the affected general population (37 years) had an increasing trend (from 30.8 years in 2009 to 40.5 in 2018, P < 0.001) and was significantly higher than that among Roma and migrants (7 and 8 years, respectively, P < 0.001). Twenty-two

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