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1
Hassett, Anne, Kuruvilla George, and Susan Harrigan. "Admissions of Elderly Patients from English-Speaking and Non-English-Speaking Backgrounds to an Inpatient Psychogeriatric Unit." Australian & New Zealand Journal of Psychiatry 33, no. 4 (August 1999): 576–82. http://dx.doi.org/10.1080/j.1440-1614.1999.00537.x.
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Objective: The aim of this study was to compare differences between elderly patients from non-English-speaking backgrounds (NESB) and English-speaking backgrounds (ESB) admitted to an acute psychogeriatric unit. Method: Sociodemographic and clinical variables were collated from inpatient files for a 12-month period and analysed according to NESB and ESB status. The 1996 Australian Census data were used for comparison of catchment area representation of different ethnic groups. Results: With a few exceptions, admission rates for elderly patients from NESB reflected the representation of that ethnic group in the catchment area population figures. No significant differences were found between the two groups for mean age, length of stay and previous admissions to the unit. Patients from NESB were less likely to be admitted voluntarily and less likely to be diagnosed with affective disorder. These differences were more marked for males, who were more likely to be diagnosed with dementia. Conclusions: These findings suggest that further investigation is required into the accessibility of psychiatric hospitalisation for elderly patients from NESB. Under recognition of disorders such as depression and reluctance to accept necessary inpatient management are two possible factors that should concern mental health service providers for the ethnic elderly. A subsequent analysis will examine if differences also exist between elderly patients from NESB and ESB who receive community-based psychiatric treatment. Implications for mental health service provision for the elderly from NESB are discussed.
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Trauer, Tom. "Ethnic Differences in the Utilisation of Public Psychiatric Services in An Area of Suburban Melbourne." Australian & New Zealand Journal of Psychiatry 29, no. 4 (December 1995): 615–23. http://dx.doi.org/10.3109/00048679509064976.
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Objective: The main aim of this study was to compare levels of service use by English and non-English speaking background people. Method: A comparison of service use in 1991/1992 between clients of English speaking (ESB) and non English-speaking (NESB) background was undertaken using hospital inpatient statistics, community mental health centre contact data, interpreter usage figures, and the 1991 Australian census. Results: The main findings indicated: (a) longer median lengths of stay of NESB than ESB inpatients; (b) roughly equal involuntary hospitalisation rates between ESB and NESB residents, but significantly lower rates of voluntary hospitalisation for NESB residents; (c) NESB face-to-face clinic contacts significantly shorter (by between five to ten minutes) than ESB; and (d) variable and generally low use of interpreters. No significant associations between ethnicity, legal status and gender were found. There were limitations in the available data and conclusions could be drawn only with caution. Conclusions: Recommendations include better routine collection of ethnically relevant information, and measures designed to improve the acceptability and accessibility of inpatient services.
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Lee, C. K., L. Browne, P. Bastick, and W. Liauw. "Women from non-English speaking backgrounds living in Australia present with later stage breast cancer: A population study." Journal of Clinical Oncology 25, no. 18_suppl (June 20, 2007): 17043. http://dx.doi.org/10.1200/jco.2007.25.18_suppl.17043.
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17043 Background: Ethnicity may influence both the incidence and prognosis of breast cancer. We have conducted an analysis to determine if women from non-English speaking backgrounds (NESB) living in New South Wales (NSW), Australia, present with later stage breast cancer compared to women from English speaking backgrounds (ESB); and to determine whether there is an impact on their survival. Methods: Data from the NSW Cancer Registry (1980 to 2004) was used to identify women with their first presentation of breast cancer. Stage of breast cancer was classified as early (insitu or localized) versus late (regional nodal or distant metastatic spread) according to registry definitions. Country of birth was used as a surrogate for language status. Stage at diagnosis was compared between ESB versus NESB women. Logistic regression was used to determine the odds of late stage disease and Cox regression to determine survival outcomes Results: 60,676 of 75,583 cases were considered suitable for analysis. Of these 16.64% were NESB. Accounting for potential confounding variables, NESB women were more likely to have late stage disease than ESB women (OR= 1.12; 95% CI, 1.07 to 1.17). Analysis by geographical region of birth revealed women born in Middle Eastern region were most likely to have late stage disease at presentation (OR 1.41; 95% CI, 1.25 to 1.60). In multivariable analysis of all-cause mortality NESB women had a superior overall survival (HR 0.90; 95% CI 0.87 to 0.94) compared to ESB women, however, there was no difference in breast cancer specific survival between these groups by univariate analysis (logrank p=0.46). Conclusions: In New South Wales, Australia, NESB women have a delayed presentation with breast cancer as indicted by more advanced stage. However, stage-adjusted, breast cancer specific survival in NESB women is similar to the ESB women. Further studies are required to determine the reasons for delayed detection for NESB women. No significant financial relationships to disclose.
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Mirza, Tanjina, Gabor T. Kovacs, and Peter McDonald. "The Use of Family Planning Services by Non-English Speaking Background (NESB) Women." Australian and New Zealand Journal of Obstetrics and Gynaecology 39, no. 3 (August 1999): 341–43. http://dx.doi.org/10.1111/j.1479-828x.1999.tb03410.x.
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Colic-Peisker, Val. "Croatians in Western Australia: migration, language and class." Journal of Sociology 38, no. 2 (June 2002): 149–66. http://dx.doi.org/10.1177/144078302128756552.
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This paper explores the migration experience of two cohorts of Croatian migrants in Australia focusing on the fact that they are non-English speaking background (NESB) migrants. Central attention is given to the intersection of class and ‘living in another language’ (being NESB in Australia). The first cohort migrated in the 1960s and is predominantly working class; the second migrated in the late 1980s and is predominantly professional. It is argued that living in an English speaking environment affects Croatian migrants in practical, cultural, identity and status terms. It determines their life chances, employment prospects and the feeling of belonging to the Australian community. However, the two groups of migrants, being from different socioeconomic backgrounds, are affected in different ways.
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Fan, Cynthia, and Anita S. Mak. "MEASURING SOCIAL SELF-EFFICACY IN A CULTURALLY DIVERSE STUDENT POPULATION." Social Behavior and Personality: an international journal 26, no. 2 (January 1, 1998): 131–44. http://dx.doi.org/10.2224/sbp.1998.26.2.131.
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This paper reports the construction and validation of a measure of social self-efficacy in a range of social interaction situations commonly experienced by tertiary students, including situations posing special concern to recent arrivals to the Australian educational setting. Participants in the first study were 228 undergraduate students. Among these, 91 were Australia-born with English-speaking-background parents (Anglo-Australians), 90 were also Australia-born but had parents from a non-English-speaking-background (NESB Australia-born), and 47 were overseas-born with NESB parents (NESB immigrants). Item and factor analyses yielded a 20-item, 4-factors Social Self-Efficacy Scale for Students (SSESS). The four factors were Absence of Social Difficulties, Social Confidence, Sharing Interests, and Friendship Initiatives. Evidence of the scale's satisfactory internal consistency reliability, and its concurrent and construct validity is presented. Indication of satisfactory test-retest reliability was obtained from a second sample of 16 university students. Applications and directions for further research are discussed.
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Sawrikar, Pooja, and Caroline J. Hunt. "The Relationship Between Mental Health, Cultural Identity and Cultural Values in Non-English Speaking Background (NESB) Australian Adolescents." Behaviour Change 22, no. 2 (July 1, 2005): 97–113. http://dx.doi.org/10.1375/bech.2005.22.2.97.
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AbstractIn Australia, acculturating adolescents from a non-English speaking background (NESB) face two important challenges: developing a cultural identity and establishing a set of cultural values. These challenges are achieved by balancing a native and Australian orientation. It was expected that NESB adolescents who did not achieve these tasks would experience poor mental health. This study focused on adolescents because a significant relationship between cultural identity, cultural values and mental health in this group will highlight a need for sensitivity to such cultural and developmental issues. Two hundred and sixty-three NESB adolescents completed questionnaires that assessed cultural identity (Australian and native), cultural values (individualism and collectivism), state mental health (depression, anxiety and stress) and trait mental health (positive affectivity [PA] and negative affectivity [NA]). Results indicated that high Australian pride and high native pride are associated with lower depression, anxiety, stress and NA, and higher PA. Results also indicated that adolescents high on individualism and collectivism reported lower depression and stress, and higher PA. Furthermore, adolescents with a separated cultural identity (high native pride and low Australian pride) reported the highest levels of depression, but adolescents with separated cultural values (high collectivism and low individualism) reported the lowest levels of depression and anxiety. We concluded that cultural identity and cultural values are differentially related to mental health, and such relationships, albeit moderate, emerge during adolescence.
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Horvath, Barbara M. "Varbrul analysis in applied linguistics." Australian Review of Applied Linguistics 10, no. 2 (January 1, 1987): 59–67. http://dx.doi.org/10.1075/aral.10.2.05hor.
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Abstract VARBRUL analysis is a well known technique used in sociolinguistics for the analysis of variable linguistic phenomena and it is suggested that it would also be useful as a tool in Applied Linguistics. A VARBRUL analysis was undertaken of the placement of students of non-English speaking background (NESB) in high, average and low English and mathematics streams in N.S.W. high schools. The purpose of the study was to determine whether or not NESB students were over-represented in the low stream. The factor groups analyzed were ethnic background, school subject and country of birth.
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Goldsmith, Peggy W. "Second language learners in special education." Volume 3 3 (January 1, 1986): 92–107. http://dx.doi.org/10.1075/aralss.3.06gol.
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During 1984, New South Wales Department of Education conducted a survey of ethnic-specific needs of students of non-English speaking backgrounds (NESB) in schools for specific purposes (SSPs), which are special education schools. This paper indicates the results and outcomes of that survey. The percentage of students of NESBs in responding schools was 15.4%. The distribution of languages other than English spoken in homes of NESB students in SSPs is similar to that of the general population. The issues seen to be of greatest importance for schools with NESB pupils were assistance in communicating with non-English parents, and a knowledge of and contact with ethnic welfare/support agencies. A literature search revealed little in the way of studies on language provision for students of NESB in SSPs in the USA, Canada, Britain or in Australia. Assessment for placement in special education has always posed a difficulty in regard to students whose dominant language is not English. A move towards the use of Adaptive Behaviour Scales is a possible change in assessment procedures. where the level of language development will constitute just one factor among a number of others. The commencement of English as a second language programme and a bilingual programme are seen as innovatory in this field of education.
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Kifle, T., P. Kler, and S. Shankar. "Immigrant job satisfaction: the Australian experience." International Journal of Manpower 37, no. 1 (April 4, 2016): 99–114. http://dx.doi.org/10.1108/ijm-02-2014-0053.
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Purpose – The purpose of this paper is to study the level of job satisfaction among Australian immigrants relative to the native-born over time as a measure of their labour market assimilation. Design/methodology/approach – Using the Household, Income and Labour Dynamics in Australia panel data set, six measures of job satisfaction are tested using the random effects Generalised Least Squares method with a Mundlak correction. Labour market assimilation is defined by “years since arrival” and also via cohort effects. Findings – The authors find statistical evidence of general job dissatisfaction amongst immigrants in Australia relative to the native-born, driven mainly by non-English Speaking Background (NESB) immigrants, though this dissipates for long-term immigrants, irrespective of English Speaking Background (ESB) or NESB status. Econometric results strengthen these results though improvements over time are only strongly evident for NESB immigrants, whilst results for ESB immigrants remain mixed, and is dependent on the definition of “assimilation”. Originality/value – This paper extends the immigrant labour market assimilation literature by introducing job satisfaction as a measure of assimilation.
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Renzaho, André. "Ischaemic Heart Disease and Australian Immigrants: The Influence of Birthplace and Language Skills on Treatment and Use of Health Services." Health Information Management Journal 36, no. 2 (July 2007): 26–36. http://dx.doi.org/10.1177/183335830703600206.
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Admission rates for ischaemic heart disease (IHD), and the use of invasive cardiovascular procedures, separation mode and length of stay (LOS) were compared between Australians from non-English speaking background (NESB; n=8627) and English speaking background (ESB; n=13162) aged 20 years and over admitted to Victorian urban public hospitals. The study covered the period from 1993 to 1998. It was found that, compared with their ESB counterparts, the incidence of admission for acute myocardial infarction was significantly higher for NESB men and women before and after controlling for confounding factors. The age-adjusted ratios for NESB women compared with their ESB counterparts ranged from 1.23 to 1.89 for cardiac catheterisation, from 0.23 to 0.27 for percutaneous transluminal coronary angioplasty (PTCA), and from 1.04 to 1.80 for coronary artery bypass grafting (CABG). Procedure rates were comparable in men for cardiac catheterisation and CABG but higher for PTA rates in NESB men (OR: 1.29, 95%CI: 1.11–1.50) than their ESB counterparts. Both NESB men (β=0.04, 95%CI:0.01–0.07) and women (β=0.03, 95%CI: 0.02–0.08) experienced significantly longer hospital stays than their ESB counterparts. These findings indicate there may be systematic differences in patients' treatment and service utilisation in Victorian public hospitals. The extent to which physicians' bias and patients' choice could explain these differences requires further investigation.
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Riad Shams, S. M. "International education management." Journal for Multicultural Education 11, no. 3 (August 14, 2017): 206–23. http://dx.doi.org/10.1108/jme-11-2015-0034.
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Purpose International students, who have a non-English speaking background (NESB), encounter many difficulties, in comparison to their local fellows of an English-speaking country. Literature demonstrates that leveraging various relational perspectives in a multicultural teaching environment has favourable implications to manage the NESB international students’ academic experience. Based on the observation and introspection approaches and a relevant literature review in relationship management, an ethnographic analysis is conducted to realise how such relational perspectives can be nurtured, in a way that the NESB international students expect and accept in a foreign country. Design/methodology/approach A literature review in relationship management and an ethnographic analysis based on observation and introspection methods was conducted. Findings Findings show that universities could assist the NESB international students by designing, delivering and monitoring innovative teaching and learning approaches and taking care of the associated academic and non-academic issues of the students, while leveraging the social, psychological and academic relational perspective(s). Originality/value Leveraging relational perspectives offers global implications. The implications of relational perspectives can be used from any setting. However, the relational appeal should be focused on the presented circumstances of a targeted setting only (e.g. the issues of a particular multicultural classroom).
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Gill, Robert Joseph. "Improving NESB Students’ Learning in Communication Through Simulating Social Media: An Australian Case Study." International Journal of Learning and Development 2, no. 6 (November 14, 2012): 93. http://dx.doi.org/10.5296/ijld.v2i6.2538.
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Australian universities are mindful of graduating students who are prepared for the workforce. A growing trend in organisational communication is the use of digital/electronic media to communicate with stakeholders, and many universities are now adopting pedagogy that simulates professional use of social media.International students who come from non-English speaking backgrounds (NESB) and are new to Australian university study can often struggle with understanding information that is delivered verbally, particularly when delivered under the traditional lecture/tutorial or didactic approach. The use of online communication in the curriculum can improve employability skills and heighten comprehension for NESB students.This paper examines results by NESB students mainly from Chinese universities studying through a collaborative articulated pathway program who have completed the core communication unit between 2010 and 2012. The majority of these students have come from limited English-speaking environments. The paper analyses their results and uses contemporary literature to form conclusions on cognitive capabilities for the NESB cohort when studying this introductory unit on-campus.The student results and the literature analysed demonstrates that NESB students perform better when comprehending and consolidating knowledge delivered through interactivity involving digital communication, primarily e-text-based content that simulates social media. It concludes that electronic communication based on social media model can heighten NESB student engagement and improve employability.
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Torr, Jane. "Classroom discourse." Australian Review of Applied Linguistics 16, no. 1 (January 1, 1993): 37–56. http://dx.doi.org/10.1075/aral.16.1.03tor.
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This paper discusses some of the results of a pilot study of spontaneous teacher/child discourse in two Year 1 Sydney classrooms (children aged 6 and 7 years). The two classrooms differed greatly in terms of their ethnic composition; in one class, the majority of children came from non-English speaking backgrounds, while in the other class, all the children were native English speakers. The teachers and students were taped during typical group lessons, and the resulting data were transcribed and analysed using a speech act framework (Hasan’s message semantics network). The results showed significant differences between the discourse in the two classrooms; for example, the teacher of the non-English speaking background class spoke more frequently than the teacher of native English speakers, and she asked different types of questions. The children from non-English speaking backgrounds rarely participated in the classroom conversation. These results suggest that further investigation in the area is justified, in order to determine how typical these differences are, and the extent to which the differences are educationally significant in terms of classroom practices currently followed with ESB and NESB children.
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Hammond, Jennifer. "The effect of modelling reports and narratives on the writing of year two children from a non-English speaking background." Australian Review of Applied Linguistics 9, no. 2 (January 1, 1986): 75–93. http://dx.doi.org/10.1075/aral.9.2.05ham.
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Abstract This paper presents data gathered from the third year of a project examining the literacy development of NESB children in their first three years at school. It focusses on the effects of modelling narratives and reports for the childrens’ development of these written genres within a process writing classroom. It suggests hat some genres can be successfully modelled.
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Gonzalez, Mirta. "NESB (Non English Speaking Background) Women and the Criminal Justice System: Justice or Just A Token?" Australian Feminist Law Journal 2, no. 1 (January 1994): 165–73. http://dx.doi.org/10.1080/13200968.1994.11077131.
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Houston, Claire. "English language development across the curriculum." Australian Review of Applied Linguistics 10, no. 1 (January 1, 1987): 20–39. http://dx.doi.org/10.1075/aral.10.1.02hou.
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Abstract The article provides information about the English Language Development Across the Curriculum (ELDAC) Project. The ELDAC Project was initiated to develop whole-school responsibility for the English language needs of students of non-English speaking background. The aim was to integrate appropriate language support for NESB learners within all subject areas. The project emphasizes the crucial role that language plays in learning; the relationship between meaning and form; and the need to focus on language development as an integral part of all subjects. The approach is based on a view of language which provides the theoretical framework for the analysis of language demands of high school subjects. A basic tenet of the approach is that the identification of language demands associated with teaching and learning objectives is an essential part of lesson and unit planning and should be reflected in the presentation of content, learning activities, preparation for writing tasks and assessment. Work done by teachers as a result of the project has not only provided necessary support for learning for NESB students but has also resulted in a significant enhancement of the language and learning abilities of many native-speaking students.
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Barrett, Paula M., Robi Sonderegger, and Noleen L. Sonderegger. "Evaluation of an Anxiety-prevention and Positive-coping Program (FRIENDS) for Children and Adolescents of Non-English-speaking Background." Behaviour Change 18, no. 2 (June 1, 2001): 78–91. http://dx.doi.org/10.1375/bech.18.2.78.
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AbstractThis study aimed to (a) appraise the efficacy of a well validated Anglo-Australian anxiety-prevention and stress-resiliency program (FRIENDS) for use with culturally diverse migrant groups residing in Australia, (b) examine the social validity of FRIENDS, and (c) obtain information from both participants and facilitators regarding how the program can best be modified for specific use with non-English-speaking background (NESB) clients. To test the efficacy of the intervention, pre- and post-intervention evaluation of internalising symptoms and coping ability were compared with waiting-list control groups (matched according to ethnic group, gender, and school level). One hundred and six primary and ninety-eight high school students differentiated by cultural origin (former-Yugoslavian, Chinese, and mixed-ethnic) and school level (primary and high school), completed standardised measures of internalising symptoms and were allocated to either an intervention (n = 121) or a waiting-list (n = 83) condition. Both groups were readministered the assessment package for comparison following a 10-week treatment or waiting period. Consistent with a recent pilot study, pre/post-assessment indicated that participants in the intervention condition exhibited lower anxiety and a more positive future outlook than waiting-list participants. Participating students reported to be highly satisfied with the intervention. Despite the overall success of FRIENDS, the program may be enhanced by culturally sensitive supplements so that the program is more applicable for use with NESB participants. Suggestions for treatment program modifications of FRIENDS are discussed.
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Runci, Susannah, Colleen Doyle, and Jenny Redman. "An Empirical Test of Language-Relevant Interventions for Dementia." International Psychogeriatrics 11, no. 3 (September 1999): 301–11. http://dx.doi.org/10.1017/s1041610299005864.
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The focus of this report is the treatment of persons with dementia who are of a non-English-speaking background (NESB). Noisemaking is one behavioral manifestation associated with severe dementia. It can have devastating effects on persons with dementia by limiting their access to activity programs and social interaction, and is also very distressing for professionals and family carers. It can be especially difficult for carers when they do not speak the first (non-English) language of the person with the noisemaking problem, when the person has lost his or her ability to speak English as the dementia progresses. Behavioral interventions have been found to be successful in decreasing the occurrence of noisemaking in some people with severe dementia. This article reports on a study of an elderly Italian woman with dementia. The study used a randomized, alternating-treatments design in order to determine whether an Italian-language intervention would be more effective in reducing her noisemaking than the same intervention given in English. The main result of the study was that the Italian intervention was found to be significantly more effective in reducing noisemaking than the English intervention. Therefore, this exploratory study provides empirical evidence for the increased effectiveness of an intervention program in the patient's original language. The study also demonstrates the need for individualized intervention programs, particularly for NESB patients living in predominantly English-speaking institutions.
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Stolk, Yvonne, Stephen Ziguras, Trish Saunders, Robyn Garlick, Geoffrey Stuart, and Guy Coffey. "Lowering the Language Barrier in an Acute Psychiatric Setting." Australian & New Zealand Journal of Psychiatry 32, no. 3 (June 1998): 434–40. http://dx.doi.org/10.3109/00048679809065538.
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Objectives: The aim of this paper is to investigate the effectiveness of a training and policy strategy to improve communication opportunities in an acute inpatient unit for patients of non-English-speaking background (NESB) with low English proficiency. Method: A pre- and post-intervention design involved: (i) a survey of the multilingual skills of 80 clinical staff: (ii) recording of patients' ethnic background and proficiency; (iii) pre- and post-intervention data collection of the main outcome measure (communications with patients in a language other than English [LOTE]); and (iv) staff training, and active encouragement, in interpreter use. English proficiency was assessed using the population census proficiency question. Results: Of 257 admissions, 33% were of NESB and 19% preferred to speak a LOTE. The staff survey yielded a 49% return rate and showed that, of 11 LOTEs spoken by patients, seven were also spoken by 17 of the staff. Twenty-nine percent of staff were not clinically proficient in these languages. Compared to the NESB population, a higher proportion of NESB patients rated low on proficiency. Following the intervention, interpreter bookings and booking duration increased significantly. Conclusions: A standard training package and a policy promoting interpreter use improved communication opportunities in an acute setting where language needs are typically poorly met. Failure to ensure effective communicate raises risks of mis-diagnosis and inappropriate treatment. By measuring patients' proficiency directly, the present study identified a higher level of need for interpreter services than estimated by past reports.
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Faaliyat, Rosa, Keith Townsend, David Peetz, and Susan Ressia. "Skilled migrant employees' perceptions of support from line managers." Equality, Diversity and Inclusion: An International Journal 39, no. 8 (May 12, 2020): 931–47. http://dx.doi.org/10.1108/edi-09-2019-0246.
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PurposeThis paper explores the experiences of non-English-speaking background (NESB) skilled employees working in Australian workplaces, their perceptions of managers' actions and how a lack of employee involvement and participation (EIP) practices and performance appraisal (PA) is perceived regarding career progression.Design/methodology/approachThis exploratory research project is based on 26 semi-structured interviews with skilled migrant NESB employees based in Australia. Social exchange theory (SET) and labour market segmentation theory (LMST) are applied to help explain macro- and micro-level influences on NESB employees and their relationships with their line managers and the workforce.FindingsParticipants perceived line managers to be highly communicative and approachable; however, they indicated how a lack of EIP in decision-making and in their PA affected career progression opportunities for NESB employees. While they were satisfied overall with their jobs, the research indicated a need for improved practices and support from the broader organisation in these two identified areas.Originality/valueThere is relatively little research on how the challenges of an increasingly diverse workforce are managed, particularly from NESB employees' perspective. Therefore, this research fills a gap concerning NESB employees' experience in Australian organisations.
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Kakar, Sheena Rajesh, Karen Biggs, Charles Chung, Shailendra Sawleshwarkar, Adrian Mindel, Katerina Lagios, and Richard J. Hillman. "A retrospective case note review of sex worker attendees at sexual health clinics in the western suburbs of Sydney." Sexual Health 7, no. 1 (2010): 3. http://dx.doi.org/10.1071/sh09031.
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Background: Sex workers (SWs) are globally recognised to be at high risk for the acquisition and transmission of sexually transmissible infections (STIs). There is a paucity of published data concerning SWs from the western suburbs of Sydney, with the last published study conducted in 1988. Therefore, we conducted a study to determine the demographics, sexual practices and health care needs of SWs attending Sexual Health Clinics (SHCs) in the region. Methods: Self-identified SWs presenting to SHCs in western Sydney between April 2007 and March 2008 were identified using clinic databases. A case note review was then undertaken. Results: One hundred and eighty-five female SWs were included in the analysis. Ninety-eight (54.5%) were born overseas (predominantly China) and 82 (45.6%) were born in Australia. One hundred and seventeen (68%) were English speaking backgrounds (ESB), while 55 (32%) were from non-English speaking backgrounds (NESB). Seventy-two (38.9%) were symptomatic on attendance, with vaginal discharge the most common symptom. Chlamydia was the most commonly reported STI in the previous 12 months with 28 cases (15.1%). SWs from NESB were significantly more likely to be older, symptomatic, have a hepatitis B diagnosis in the previous year and work more shifts per week, compared with SWs from ESB. SWs born overseas were more likely to be symptomatic than Australian born SWs who, in turn, were more likely to have a hepatitis C diagnosis in the previous year. Conclusion: SWs from NESB would potentially benefit from evidenced-based, culturally and linguistically appropriate interventions and targeted health promotion.
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Li, Mingsheng. "Developing Skills and Disposition for Lifelong Learning: Acculturative Issues Surrounding Supervising International Doctoral Students in New Zealand Universities." Journal of International Students 6, no. 3 (July 1, 2016): 740–61. http://dx.doi.org/10.32674/jis.v6i3.354.
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This study examines the acculturative challenges facing non-English speaking background (NESB) international doctoral students in the process of discipline enculturation. Twenty NESB doctoral students at three New Zealand universities from eleven countries participated in the semistructured interviews. The study has found that their transformative learning was the result of happiness, joy, success, and transformative disposition for lifelong learning as well as various challenges, plights and hardships. The dynamic interplay of the dichotomy fosters their intercultural competence, critical thinking, research skills, independence, and academic scholarships, and prepares them for new challenges and multiple academic demands. It is argued that developing capacities and disposition for lifelong learning should be facilitated through disciplinary enculturation, skills development, familiarity with academic conventions, and effective mentoring and healthy supervisor-supervisee relationships.
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Worley, Leticia, and Catherine Elder. "Miscommunication in the medical encounter." Australian Review of Applied Linguistics 14, no. 1 (January 1, 1991): 17–34. http://dx.doi.org/10.1075/aral.14.1.02wor.
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Abstract The paper draws upon a study of interaction between staff and non-native speakers of English in the Outpatients Department carried out at the request of a large public hospital. It discusses the nature of communication in the medical setting and the effects of institutionalized models of interaction on patients of both non-English speaking and English-speaking background. An attempt is made to characterize typical language exchanges at various points in patients’ passage through the system and to offer explanations for communication problems arising from selected interactions between patients and hospital staff. Outcomes of these interactions as evidenced by patients’ ability to demonstrate understanding of their medication regimes are also considered. While according cross-cultural factors an important role in communication with non-English speakers, and accepting that NESB patients on account of their limited English may be disadvantaged in the medical encounter, it was concluded that communication difficulties can arise intraculturally as well as cross-culturally and that the differentiated roles of staff and patients constitute the overriding constraint on effective communication. Implications are drawn for the ways in which social interaction between unequal parties is mediated through language.
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Mohammad, Mohammad, and Yi-Chen Lan. "Overcoming the Barriers to Accessing Government Online Services in Australia." International Journal of E-Services and Mobile Applications 5, no. 3 (July 2013): 1–24. http://dx.doi.org/10.4018/jesma.2013070101.
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Australia has an inherent desire to afford migrants with a wide range of opportunities, so it naturally follows that government online services should also be available to migrants with a non-English speaking background (NESB). Despite the admirable efforts of governments and local agencies in Australia to provide such services, the reality is that many NESB migrants are not taking advantage of these available services. This case study investigates possible reasons for this issue, as well as suggestions for improvement. In addition, this study, involving interviews with 30 selected Arab residents, identifies language and low computer skills as among the primary reasons why many NESB migrants are discouraged from using government online services in Australia. The results of this case study, in combination with the extensive literature on the topic, show that Australia should implement ICT-based or e-government policies, programs, and services that more accurately reflect migrant cultures and languages so that migrant integration can be more fully accomplished. Specifically, this article presents a NESB model that adopts the value of user-centricity or a more individual-focused approach to government online services in Australia.
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Samarawickrema, Gayani, and Kaye Cleary. "Block Mode Study: Opportunities and Challenges for a New Generation of Learners in an Australian University." Student Success 12, no. 1 (March 15, 2021): 13–23. http://dx.doi.org/10.5204/ssj.1579.
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This article is an update on a university-wide overhaul of its pedagogy, curriculum and delivery to support the expanding non-traditional, new generation learners while enhancing opportunity and success for traditional learners. The Block Model developed by Victoria University (VU), Australia for its undergraduate cohort, was a bold response to support all students including its high proportion of First-in-family (FiF), low socio-economic status (LSES), and non-English-speaking background (NESB) students. In this radical new hybrid Block model, students study one unit/subject at a time over four weeks. The article reports on preliminary results after two years of implementing the VU Block Model. While both traditional and new-generation cohorts significantly improved their performance, there was a higher improvement in the pass rates of LSES, NESB and FiF students, compared to the improvements in the traditional cohorts of students. These initial results confirm the value of the institution-wide strategy to expand opportunity and enhance success for all.
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McKinley, D. "Nursing care for non-English-speaking background (NESB) families who have a child die in the paediatric intensive care unit." Australian Critical Care 11, no. 2 (June 1998): 54–55. http://dx.doi.org/10.1016/s1036-7314(98)70445-x.
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A. Morse, Carol, and Voula Messimeri-Kianidis. "Issues of Women Carers in Australian-Greek Families." Australian Journal of Primary Health 4, no. 3 (1998): 203. http://dx.doi.org/10.1071/py98050.
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Several myths prevail regarding family-based caregiving in migrant groups from non-English-speaking backgrounds (NESB): i) a low need for formal services because of extensive family networks (i.e. informal assistance); ii) NESB groups prefer to 'look after their own' to a greater extent than do Anglo-Australian communities; and iii) caregiving is a 'natural' role for women in migrant families. In 1995 a survey was undertaken of 150 care-giving families in the Australian Greek community in Melbourne, identified from the register of the Australian Greek Welfare Society (AGWS), matched by age and gender with 150 Australian Greeks with no caregiving roles. Health status and social experiences were examined of providing family-based caregiving for a co-resident member with developmental delay, physical and/or mental disorder or frail age.
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Ziguras, Stephen, Tim J. R. Lambert, Dean P. McKenzie, and Jo Pennella. "The Influence of Client's Ethnicity on Psychotropic Medication Management in Community Mental Health Services." Australian & New Zealand Journal of Psychiatry 33, no. 6 (December 1999): 882–88. http://dx.doi.org/10.1046/j.1440-1614.1999.00612.x.
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Objectives: The aim of this study was to investigate whether people born in non-English-speaking countries differed from clients born in Australia on quality of medication management, measured by mean neuroleptic dose, method of administration, use of atypical antipsychotics and perceived compliance with medication, and to investigate the influence of matching the client with a case manager from the same ethnic background on these measures. Method: Information about medication and perceived compliance was provided for 168 clients of five community mental health services in Melbourne. Chlorpromazine equivalent doses (CPZe) were calculated, and average dose, route of administration, percentage receiving atypical antipsychotics and perceived compliance with medication were analysed by country of birth and preferred language. Each analysis was repeated for clients matched to a case manager from the same ethno-linguistic background compared to those with ‘unmatched’ case managers. Results: While non-English-speaking background (NESB) clients generally did not receive different dose sizes, those born in Vietnam had a lower mean dose. People born in a non-English-speaking country tended to be more likely than the Australian born to receive a depot injection, although this was not quite statistically significant. Twenty-seven percent of clients received an atypical neuroleptic; age was a significant factor, with older clients less likely to receive an atypical. There was no difference in receipt of atypicals or perceived compliance by country of birth, language or gender. Matching for a case manager of the same background had no effect except for route of administration, with matched clients less likely to receive depot medication than unmatched. Conclusions: Generally, the ethnic background of clients had little influence on the quality of medication management they received from community mental health services.
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Ariani, Nova. "CHALLENGES IN PRESENTING ACADEMIC CRITICISM: CASE STUDY OF INDONESIAN STUDENTS." J-ELLiT (Journal of English Language, Literature, and Teaching) 3, no. 2 (December 31, 2019): 27. http://dx.doi.org/10.17977/um046v3i2p27-33.
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Presenting academic criticism in academic papers is one of the most challenging study tasks for students from Non-English-Speaking Background (NESB) countries studying in Australia. Most lecturers in Australian university expect students to engage in critical discussion and put their adversarial position in academic writing. This study investigates the challenges experienced by Indonesian students studying in Australia in presenting academic criticism. Data were collected through questionnaires along with two focus group interviews of Indonesian graduate students in Australia. The study has found that cultural values, socio-political situations, and previous educational experience in Indonesia have contributed to participants’ limited writing experience and limited critical literacy practice. All of these have manifested to their struggle of presenting academic criticism and writing according to the expected dominant discourse in Australia.
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Sedarous, M., Q. Alayo, K. Subramanian, O. Nwaiwu, and P. N. Okafor. "A90 A PROPENSITY SCORE-MATCHED, STATE-LEVEL COMPARISON OF INPATIENT CIRRHOSIS OUTCOMES IN ENGLISH VS NON-ENGLISH SPEAKING PATIENTS." Journal of the Canadian Association of Gastroenterology 4, Supplement_1 (March 1, 2021): 62–63. http://dx.doi.org/10.1093/jcag/gwab002.088.
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Abstract Background United States (US) citizens speaking a foreign language at home has increased by 192% from 1980 to 2018. Aims With the increase in multiculturalism and ongoing concerns for health disparities in the US, we sought to compare inpatient outcomes between non-English speaking and English-speaking patients with cirrhosis. Methods The 2013–14 Maryland State inpatient databases were used to compare inpatient outcomes in adult patients with cirrhosis. The analysis cohort was identified using a validated algorithm of ICD-9 codes. Cirrhosis patients were stratified based on primary language into non-English-speaking patients [NESP] vs English-speaking patients [ESP]. A 1:3 propensity score matching analysis based on possible confounders was used to finalize the analysis cohort. The primary outcome (all-cause in-hospital mortality) and secondary outcomes including 30-day all-cause readmission rates, length of stay, total hospitalization charges were then compared between groups. Results In the study period, 3,035 NESP vs 21,212 ESP discharges were identified. We matched 1,659 NESP with 4,928 ESP using a 1:3 algorithm. Table 1 highlights demographic data. In the unmatched analysis, all-cause mortality was higher in the ESP cohort compared to NESP (6.71% vs 5.73%, p=0.046). However, after propensity-matching, inpatient mortality rate became comparable between both groups (6.45% vs 6.51%, p=0.9). Thirty day all-cause readmission rates were also similar between ESP vs NESP (4.87% vs 4.28%, p=0.18). Median length of stay in the ESP group was 4 days (IQR 3–8) vs 5 days (IQR 3–7) in the NESP group, while median total charges in ESP were $55,984 (IQR $33,897-$98,679) compared to $61,262 (IQR $36,228-$$108,369) in NESP. Conclusions While significant differences in socioeconomic status and payer type exist between non-English and English speaking cirrhosis patients, these do not appear to negatively impact inpatient outcomes including all-cause inpatient mortality, 30-day readmission rates, length of stay, total hospital charges. Funding Agencies None
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Borland, Helen, and Amanda Pearce. "Identifying key dimensions of language and cultural disadvantage at University." Australian Review of Applied Linguistics 25, no. 2 (January 1, 2002): 101–27. http://dx.doi.org/10.1075/aral.25.2.08bor.
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Abstract One of the challenges for English language medium universities today is their increasingly globalised student population, as students from around the globe join the members of existing resident ethnic and linguistic groups who have been accessing tertiary education in increasing numbers. In this context it is of growing importance for university policy makers and program developers to be able to identify and assist students who may be experiencing educational disadvantage associated with language and/or cultural factors. In identifying such students and reporting on their educational outcomes a range of terms are used. In the Australian context the term NESB (Non English Speaking Background) has had wide currency. In North America and the UK terms such students have been referred to more commonly as ethnic minority or ESL/EFL students. These broad categorisations are characterised by either partial or indirect focus on the underlying factors that affect students’ success. In this paper we will argue that such students’ academic needs and potential difficulties are best understood by focusing on particular parameters of two key dimensions of their life experience: English language acquisition history and cultural experience. Using some contrasting case studies from among the current student population at one university in Australia, we will illustrate how these dimensions enable us to conceptualise the broad range of experiences of university of these NESB students. We will demonstrate that designing support which effectively targets disadvantage of very different kinds entails a more sophisticated analysis of the sources of student difficulty than categorisations based only on years of schooling or length of residence in the country concerned.
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Chambers, Sarah. "Standing Together: A Cross-Cultural Approach to Working with Victim/Survivors of Sexual Assault." Australian Journal of Primary Health 4, no. 3 (1998): 192. http://dx.doi.org/10.1071/py98048.
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The Western Region Centre Against Sexual Assault (WestCASA) is located in a culturally rich and diverse Melbourne community. As a small agency, with limited resources, we wondered how we could respond to the often silent and unmet needs of victim/survivors of sexual assault from non-English speaking backgrounds (NESB) communities. The Cultural Equity Program (CEP), based on principles of respect and empowerment, strongly advocates a collaborative approach and also recognises the importance of identifying structural, organisational and individual barriers preventing NESB victim/survivors from accessing support and/or counselling. Vietnamese and Filipino workers were invited to be cultural consultants to WestCASA and met regularly during 1996/1997. These meetings enabled the exchange of cultural knowledge/expertise and an opportunity to discuss sensitive cultural issues. Together we also developed a culturally and linguistically respectful community education and training strategy. WestCASA also introduced initiatives for developing a more culturally sensitive practice. The paper presents the CEP as a model of best practice. The ideas and concepts are outlined which have guided us in the design of the developmental framework. We also reflect on our learning which has been rich and inspiring, and comment on the implications for Women's Health Policy.
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Bamford, Vicki A. "Estranged but not strangers: Challenging organisational norms of access for people with disability and people from a NESB." Cosmopolitan Civil Societies: An Interdisciplinary Journal 10, no. 2 (July 27, 2018): 13–31. http://dx.doi.org/10.5130/ccs.v10i2.5938.
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This research investigates organisations' ability to be inclusive. It seeks to isolate the conditions necessary for inclusion of the organisation's publics who identify with disability and who come from a non-English speaking background given they can be estranged. This is achieved through a case study of a service organisation that is obliged to engage with its publics and has a strategy to do so. Data were gathered from the organisation's documentation and interviews with instigators of policies and processes. Feedback from the organisation's clients was collected, focusing on their experience of being engaged and included given norms of inclusion may not be shared. A thematic analysis was undertaken of the data to isolate themes on inclusion. Themes revealed: a culture of inclusion; a policy that encouraged an exchange; and processes established by professionals with expertise to design and promote inclusion beyond their usual publics.
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Benson, Phil. "Learning to teach across borders: Mainland Chinese student English teachers in Hong Kong schools." Language Teaching Research 16, no. 4 (October 2012): 483–99. http://dx.doi.org/10.1177/1362168812455589.
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The literature on non-native English-speaking teachers (NNESTs) and native English-speaking teachers (NESTs) tends to focus on their respective strengths, the main strengths of NNESTs being their experience of learning English as a second language and their familiarity with their students’ language and educational background. This article proposes a further distinction between NNESTs who are local to their teaching settings, and ‘non-local NNESTS’, who are at risk of falling between the cracks of the NNEST–NEST distinction if they do not share their students’ first language and educational background. It also argues that the strengths of NNESTs and NESTs (local or non-local) are not intrinsic to these categories, but instead serve as contexts of discourse in which teachers construct their ‘authority’ to teach English in particular settings. A case study of two non-local NNESTs in their final year of a pre-service teacher education degree in Hong Kong explores how they struggled to construct authoritative identities as English teachers in the context of discourses that primarily validate the status of NESTs and local NNESTs. It concludes by calling for a more nuanced view of the NNEST–NEST distinction and for further fine-grained studies of the experiences of local and non-local NNESTs elsewhere in the world.
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Larcombe, W., A. McCosker, and K. O'Loughlin. "Supporting Education PhD and DEd Students to Become Confident Academic Writers: an Evaluation of Thesis Writers’ Circles." Journal of University Teaching and Learning Practice 4, no. 1 (January 1, 2007): 61–71. http://dx.doi.org/10.53761/1.4.1.6.
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This paper critically evaluates the pilot of a Thesis Writers’ Circles program offered to Education PhD and DEd students at the University of Melbourne in semester 2, 2005. The analysis focuses on the needs of those students that were felt to be well-met by this model of support. Broadly, the paper identifies two distinct but inter-related themes: firstly, the challenge of developing writing skills to a level sufficient to meet the demands of preparing a research thesis; secondly, the importance for research higher degree students of building confidence as apprentice academic writers. In relation to the latter theme, the paper identifies the benefits of community participation and peer-collaboration in working towards the aim of consolidating a thesis-writing identity. It is in this capacity, we argue, that thesis writers’ circles have distinct advantages compared with other forms of candidature support, making them a valuable supplement to both conventional supervision practices and generic English language and thesis writing programs. The paper affirms the importance not only of equipping international and non-English speaking background (NESB) students with writing tools and strategies, but also of creating opportunities for all postgraduate research students to receive (and offer) non-judgmental feedback on work-in-progress within a discipline-specific learning and discourse community.
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Mitchell, Penny, Abd Malak, and David Small. "Bilingual Professionals in Community Mental Health Services." Australian & New Zealand Journal of Psychiatry 32, no. 3 (June 1998): 424–33. http://dx.doi.org/10.3109/00048679809065537.
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Objective: This paper presents results from research that explored the roles of bilingual professionals in community mental health services in the Sydney metropolitan area of New South Wales. There were two main objectives to the research: (i) to identify and describe the roles of bilingual professionals that are important in improving the quality of community mental health services for clients from non-English-speaking backgrounds (NESB); and (ii) to identify and describe the factors that facilitate and inhibit the conduct of these roles. Method: Data collection involved indepth interviews with bilingual professionals and team leaders in community mental health services and various other community health services; and various staff responsible for policy and service development with regard to cultural diversity. Results: Bilingual mental health workers were found to have at least four critical roles. These were (i) direct clinical service provision to NESB clients; (ii) mental health promotion and community development; (iii) cultural consultancy; and (iv) service development. Respondents reported that the latter three roles were seriously underdeveloped compared to the clinical service provision role. Conclusions: It is critical that service managers implement strategies to make better use of the linguistic and cultural skills of bilingual professionals. In addition to their role in clinical service provision ways must be found to facilitate the community-focused, cultural consultancy and service development roles of bilingual professionals employed in mental health services.
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Green, D., I. Lindemann, K. Marshall, and G. Wilkinson. "Student Perceptions of a Trial of Electronic Text Matching Software: A Preliminary Investigation." Journal of University Teaching and Learning Practice 2, no. 3 (July 1, 2005): 31–43. http://dx.doi.org/10.53761/1.2.3.4.
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It is accepted that using electronic detection methods has benefits within an overall strategy to promote academic integrity in an institution. Little attention has been paid to obtaining student perceptions to evaluate the cost/benefit of using such methods. This study reports on the evaluation of a trial of Turnitin software. 728 students responded to a survey about their thoughts on plagiarism and being involved in the trial. This study found that students were generally unsure about the benefits and whether the university should use the software. In particular, two groups of students showed significant differences to the rest of the students sampled. While Non English Speaking Background (NESB) students reported higher levels of perceived usefulness of the software, they also reported higher levels of anxiety about the impact on them. Law students reported lower levels of perceived usefulness of the software and higher levels of concern and mistrust. The impact of such perceptions on the learning environment needs to be investigated. Special attention may be needed in introducing such software to different groups of students in order to limit possible deleterious effects and enhance potential benefits.
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Barrett, Paula M., Robi Sonderegger, and Noleen L. Sonderegger. "Assessment of Child and Adolescent Migrants to Australia: A Crosscultural Comparison." Behaviour Change 19, no. 4 (December 1, 2002): 220–35. http://dx.doi.org/10.1375/bech.19.4.220.
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AbstractThis study examines whether young migrants, differentiated by cultural background, (a) vary in their experience of cultural adjustment, emotional distress, levels of self-esteem, and coping ability, and (b) how they compare with Australian students on measures of self-esteem and coping ability. One hundred and seventy-three students differentiated by cultural origin (former-Yugoslavian, Chinese, Mixed-culture, and Australian) and school level (primary and high school) were recruited at random from public schools in South East Queensland. Students completed measures of cultural adjustment (Bicultural Involvement Questionnaire), anxiety and trauma (Revised Children's Manifest Anxiety Scale, Trauma Symptom Checklist), self-esteem (Coopersmith Self-Esteem Inventory, Rosenberg Self-Esteem Scale), and coping ability (Coping Scale for Children and Adolescents). The main findings from this study indicate that culturally diverse groups residing in Australia vary in their experience of cultural adaptation, level of self-esteem, and symptoms of emotional distress, illustrating culture-specific strengths and weaknesses among young non-English speaking (NESB) students. This study reveals information on how culturally diverse migrants acculturate, the type and severity of symptoms they experience, and their capacity to cope in stressful situations. The need for culture-specific early intervention and prevention programs is discussed.
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Clark, Georgina, Shona Sadeghi, Rachel Lazarov, Vicky Manolakis, Eunise Undag, and Robina Saddozai. "More than just Ramps and Multilingual Posters: Improving Access to Services for Women from Non-english Speaking Backgrounds (NESB) with Disability/Carers who Experience Violence." International Journal of Diversity in Organizations, Communities, and Nations: Annual Review 5, no. 6 (2006): 189–96. http://dx.doi.org/10.18848/1447-9532/cgp/v05i06/39162.
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Sawrikar, Pooja. "How effective do families of non-English-speaking background (NESB) and child protection caseworkers in Australia see the use of interpreters? A qualitative study to help inform good practice principles." Child & Family Social Work 20, no. 4 (August 5, 2013): 396–406. http://dx.doi.org/10.1111/cfs.12088.
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O’Neill, Shirley, and Anikó Hatoss. "Harnessing a Nation’s linguistic competence." Australian Review of Applied Linguistics 26, no. 2 (January 1, 2003): 31–45. http://dx.doi.org/10.1075/aral.26.2.03one.
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This paper reports the findings of a research project aimed to (a) identify the foreign language and cross-cultural skill needs of workers in the tourism and hospitality industry in Australia, and to (b) develop foreign language competencies for use in industry training packages. A representative sample of work sites was visited to develop a detailed profile of the language and cross-cultural skills/levels and job requirements. The resulting competency standards were subsequently included in the industry training packages (Tourism Training Australia, 2002). This paper gives empirical evidence for the need for foreign language skills in the industry and gives account of the methodology used for identifying these needs and translating them into foreign language competencies. The outcomes of this research, the competency standards, bear twofold significance. On the one hand, they provide a tool for recognising the existing linguistic and cultural skills of those Australians who work in the industry (these are mainly Australians from non-English speaking background, NESB), on the other hand they provide a tool for motivating foreign language learning by those who seek a career in the industry, by giving recognition for their foreign language skills as part of the wider training program. This research was commissioned by Tourism Training Australia, Sydney and funded by the Department of Industry, Science & Resources.
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Fuller, Jeff. "Community Expectations of Ethnic Health Workers: Implications for Best Practice." Australian Journal of Primary Health 2, no. 1 (1996): 61. http://dx.doi.org/10.1071/py96008.
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The manner in which people from non-English speaking background (NESB) communities seek health services in Australia is not well understood. Hence, best practices in immigrant health service delivery are not well articulated. This paper is a report of a study that explored what members of ethnic communities want from ethnic health workers. Interviews and focus group discussions were held with key informants and members of the Cambodian, Greek, Italian, Vietnamese and Chinese communities in Adelaide. The main themes identified from the research data were: the understanding of the role of the ethnic health worker; important attributes of an ethnic health worker; and the length of time an ethnic health worker is needed in a community. Participants reported that ethnic health workers were expected to help out with a broad range of problems, but were needed principally to mediate between clients and the bureaucracy for health and other matters. A client's ability to communicate with the ethnic health worker and to develop a trusting relationship determined how the ethnic health worker was used. Practical matters related to settlement in Australia set the priority for assistance in the early stages of residence. although ongoing language differences created a demand for special assistance even after 20-40 years. Implications for best practice are discussed, and the paper concludes with suggestions for changes to improve how health services are provided.
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Turnock, Allison, Simon Morgan, Kim Henderson, Amanda Tapley, Mieke van Driel, Chris Oldmeadow, Jean Ball, et al. "Prevalence and associations of general practice nurses’ involvement in consultations of general practitioner registrars: a cross-sectional analysis." Australian Health Review 40, no. 1 (2016): 92. http://dx.doi.org/10.1071/ah15010.
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Objective To establish prevalence and associations of general practice nurses’ (GPNs) involvement in general practitioner (GP) registrars’ consultations. Methods A cross-sectional analysis from an ongoing cohort study of registrars’ clinical consultations in five Australian states. Registrars recorded detailed data from 60 consecutive consultations per 6-month training term. Problems and diagnoses encountered, including chronic disease classification, were coded using the International Classification of Primary Care, second edition duplication system (ICPC-2plus) classification system. The outcome factor in our analysis was GPN involvement in management of individual problems and diagnoses. Independent variables were a range of patient, registrar, practice, consultation and educational factors. Results We analysed 108759 consultations of 856 registrars including 169307 problems or diagnoses. Of the problems/diagnoses, 5.1% (95% confidence interval (CI) 5.0–5.2) involved a GPN. Follow-up with a GPN was organised for 1.5% (95% CI 1.4–1.5) of all problems/diagnoses. Significant associations of GPN involvement included patient age, male sex, Aboriginal or Torres Strait Islander status, non-English-speaking background (NESB) and the patient being new to the practice. Larger practice size, the particular training organisation, and the problem/diagnosis being new and not a chronic disease were other associations. Conclusions Associations with Aboriginal or Torres Strait Islander status and NESB status suggest GPNs are addressing healthcare needs of these under-serviced groups. But GPNs may be underutilised in chronic disease care. What is known about this topic? GPNs are increasingly involved in team-based care in Australian general practice. The potential positive contribution of GPNs to general practice teams is acknowledged, but the role of the GPN is still being refined. What does this paper add? GPNs contribute to the care of a modest proportion of patients seen by GP registrars. Aboriginal or Torres Strait Islander status and NESB of patients are positively associated with being seen by a GPN; chronic disease is negatively associated with being seen by a GPN. There is geographic variability in prevalence of GPN consultations, not explained by other factors. What are the implications for practitioners? Given the match of GPN skills and attributes to the needs of patients with chronic diseases, GPNs currently may be underutilised in chronic disease care in Australian general practice. The marked geographic variation in uptake of GPNs also suggests scope for greater utilisation of GPNs Australia-wide.
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Alghofaili, Noor Motlaq, and Tariq Elyas. "Decoding the Myths of the Native and Non-Native English Speakers Teachers (NESTs & NNESTs) on Saudi EFL Tertiary Students." English Language Teaching 10, no. 6 (April 5, 2017): 1. http://dx.doi.org/10.5539/elt.v10n6p1.
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Many people believe the myth that being taught by a native speaker is the best way to learn a language. This belief has influenced many Saudi schools, language institutes, and universities to include the nativeness factor as part of a language instructor’s job requirements. Using an open ended questionnaire, this study aims to investigate the impact of native English speaking teachers (NESTs) and non-native English speaking teachers (NNESTs) on EFL university Saudi students. It also explores how the teachers’ background and accents influence the students’ achievement in terms of the development of their language skills. The participants are students who are in their preparatory year program at King Abdulaziz University in Jeddah taught by NEST and NNEST. The findings of the study indicate that teachers’ nativeness and backgrounds have no significant effects on the EFL Saudi students’ learning processes. However, a few factors have been detected that play roles in supporting EFL learning, which can be summarized as follows: 1) Teachers’ competence and experience are what make the teachers qualified, regardless of their nationalities. 2) Teachers sharing the students’ L1 play positive roles in the EFL learning process. 3) The teacher’s accent has an effect on students, which might hinder the learning process in the case of an unfamiliar accent. 4) The teacher’s personality is more involved in the classroom communications and interactions than is the teacher’s nativeness. Based on the findings of this study, implications are made on the topic of the effect of NEST and NNEST on EFL learning.
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Elyas, Tariq, and Noor Motlaq Alghofaili. "NATIVE ENGLISH SPEAKERS VERSUS NON-NATIVE ENGLISH SPEAKERS: THE IMPACT OF LANGUAGE TEACHERS ON EFL LEARNER'S ENGLISH PROFICIENCY." English Review: Journal of English Education 7, no. 2 (June 2, 2019): 27. http://dx.doi.org/10.25134/erjee.v7i2.1773.
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In the field of TESOL, the perception that Native English Speaking Teachers (NESTs) are better than Non-Native English Speaking Teachers (NNESTs) has influenced language schools, recruitment policies and institutional leadership practices. The tendency to recruit more NESTs and achieve improved learning outcomes can be seen in English as a Foreign Language (EFL) and English as a Second Language (ESL) contexts. This paper aims to investigate whether NESTs or NNESTs have any impact on the EFL learners� language proficiency in Saudi EFL context. This quantitative study adopts pretest-posttest experimental and ex post facto designs to determine students� achievement in two language skills, namely speaking and listening. The two groups of participants are EFL students in a foundation year program at a Saudi Arabian University. One group was taught by a NEST and the other by a NNEST. The quantitative data were analyzed by using SPSS. The findings indicated that teachers� nativeness and backgrounds have no significant effects on the Saudi EFL learners� speaking and listening skills. Here, Saudi EFL learners can equally perform in classes taught by NESTs or NNESTs. In the light of the findings, the study suggests that recruitment policy should not be influenced by the employers� belief that NESTs possess better teaching skills than NNESTs.��
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Golebiowski, Zofia. "Scientific and technical English for non-English speaking background graduates." Australian Review of Applied Linguistics 16, no. 1 (January 1, 1993): 19–36. http://dx.doi.org/10.1075/aral.16.1.02gol.
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Linguistic and cultural needs of non-English Speaking background graduates in science and technology fields are currently not being met due to the lack of specific language and communication programs. This paper discusses the development of an innovative Scientific and Technical English curriculum to be offered in university as well as industrial settings, with the aim of providing language and acculturation bridging programs for the overseas qualified professionals, to satisfy Australia’s educational and industry requirements. It describes the aims, design and outcomes of a modular, socio-cultural, negotiated curriculum, written from a perspective of training in its broad sense with education playing an integral part. The acquisition of communicative skills in English which will enable the learners to access and function in positions commensurate with their overseas qualifications and experience is seen as the ultimate objective of the program.
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Shen, Qing, Dennis J. Cordato, Daniel K. Y. Chan, and James Kokkinos. "Comparison of Stroke Risk Factors and Outcomes in Patients with English-Speaking Background versus Non-English-Speaking Background." Neuroepidemiology 24, no. 1-2 (December 6, 2004): 79–86. http://dx.doi.org/10.1159/000081054.
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Elliott, Marietta. "Non-English-Speaking-Background Children in Wagga Wagga Schools." Rural Society 2, no. 3 (October 1992): 21–22. http://dx.doi.org/10.1080/10371656.1992.11005062.
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Neumann, Ruth. "English Language Problems and University Students from a Non‐English Speaking Background." Higher Education Research & Development 4, no. 2 (January 1985): 193–202. http://dx.doi.org/10.1080/0729436850040207.
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