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This article presents a scoping review of literacy research that employs multilingual and multimodal literacy narratives and discussions as tools for enabling immigrant youth to explore their intersectional identities and experiences of inequality. It encourages a re-examination of emerging educational/societal issues, incorporating these interventions as a catalyst for discussion. Utilizing a descriptive-analytic approach for data extraction, this scoping review has mapped out prevailing trends in the literature, research methodologies employed, and the types and objectives of multilingual and multimodal literacy interventions. The findings underscore a growing trend over the past decade in adopting multilingual and multimodal literacy interventions with immigrant youth, often employing collaborative research approaches such as participatory action research. The most frequently utilized multilingual and multimodal texts in such studies include digital storytelling materials (comprising images and video), spoken word poetry, photographs, and bilingual books. These interventions are typically designed to (a) encourage youth to express their knowledge, experiences, and identities; (b) examine and address educational and societal issues and opportunities; and (c) challenge dominant ideologies, practices, and discourses through the voices of immigrant youth. The review discusses the transformative possibilities for immigrant youth and encourages rethinking the language learning, literacy, and curriculum process. The data advocates for eclectic approaches and interventions to help newcomer youth understand their lived experiences and societal issues and encourages educators to respond in kind. Plain Language Summary This article is about a study that looked at how immigrant youth learn about their identities and the inequalities they may face through different kinds of literacy, like reading and writing, that use multiple languages and ways of expressing ideas, like images and videos. The study suggests that these kinds of literacy can help us think more deeply about important issues in education and society. The researchers used a scoping review method to study many different articles and reports to see what kinds of research have been done on this topic. They wanted to know what types of trends they could find, what methods researchers used, and what they hoped to achieve with these kinds of literacy activities. They found that over the past ten years, more and more researchers have been using different types of literacy that involve multiple languages and ways of expressing ideas to help immigrant youth. They often work together with the youth to do this kind of research. They also found that many of these literacy activities used digital stories, spoken word poetry, photos, and books that had more than one language. These literacy activities have three main goals: (a) helping young immigrants talk about what they know and who they are, (b) looking at and solving problems in education and society, and (c) challenging the ideas that are most common in society by giving young immigrants a voice.

Despite emergent research documenting the teaching and learning of English in early grades in Asian contexts, the policies and practices of preparing teachers for those early grades are hardly researched. Particularly in Nepal, the knowledge about primary (or even secondary) school English teacher preparation is scarce. To this end, this review paper analyzes existing educational policies and training models and programs for preparing primary school English teachers in Nepal, with a special focus on the ways, and the extent to which such policies and practices respond to teachers’ critical competency (i.e., knowledge, skills, and desire for addressing diversity and inclusion). The analysis demonstrates that regardless of legal provisions to prepare primary teachers for diversity and inclusion, pre-service university courses and in-service teacher training curriculum and programs do not seem to prepare teachers to deal with social justice concerns in their diverse classrooms. Contemporary primary teacher education programs rather limit their focus on general pedagogic skills, English language proficiency, teaching methodologies, and instructional material design.

In this age of rising animosity to newcomers in host societies, study abroad students are often reported to receive maltreatment and discrimination. To this end, I conducted a critical autoethnographic study that responds to the trajectory of my English language learning in the UK and explores my adjustment difficulties and factors such as racialized linguistic discrimination. It also reveals the types of agency that I employed in the process of academic discourse socialization and unpacks causes and processes of renegotiating and reconstructing my identity as a learner and user of the English language. The data for this study was gathered from Facebook posts, written assignment feedback, and my personal narratives and memory. The study reveals that upon finding myself in a community different from what I had imagined prior to my sojourn and with contested power dynamics between local peers and international students in classroom discourse socialization, I became disappointed and stressed and that, in turn, obstructed my learning process. However, my personal investment and agency later led me to develop my own community of practice with those who shared similar linguistic and cultural backgrounds. Meanwhile, I received what seemed to me to be racial discrimination based on my identity as a non-native speaker of English, which was the result of a scaler politics of English and perhaps blatant racism toward a student of a third-world country that saw my use of English as inferior. Therefore, the study invites institutions in host countries to reflect on their language orientation and how it is responsive (not responsive) to newcomers.

In our community, girls do not need this [English-medium education]. Interview with male teacher Nepal is classified as a low-middle income country (World Bank, 2023), and like other such countries, it is under international pressure to attain gender equality targets in order to receive international aid. However, Nepal is also permeated by widespread perceptions that girls are subordinate to boys, which influences girls’ access to education, information, health and the labour market (Upadhaya & Sah, 2019). Women face restrictions in terms of their basic ability to ‘independently venture outside the household, maintain the privacy of their bank accounts, use mobile phones, or become employed’ (Karki & Mix, 2022: 413). Illiteracy disproportionately affects females, with 58.95% of illiterates being women and girls (UNESCO, 2021). Notwithstanding this, recent years have seen some progress in enhancing gender equality in Nepal, and females currently enjoy higher enrolment rates than males across secondary education (UNESCO, 2023). This article, however, provides evidence that the recent trend to offer English-medium education risks setting back progress made by creating a gender-differentiated system that could yield different outcomes for boys and girls and potentially restrict girls’ future trajectories post school and contribute to broader gender inequality in society.

Background As the global under-five mortality rate declines, an increasing percentage is attributable to early neonatal mortality. A quarter of early neonatal deaths are due to perinatal asphyxia. However, neonatal resuscitation (NR) simulation training in low-resource settings, where the majority of neonatal deaths occur, has achieved variable success. In Bihar, India, the poorest region in South Asia, there is tremendous need for a new approach to reducing neonatal morality. Methods This analysis aims to assess the impact of a novel in-situ simulation training program, developed by PRONTO International and implemented in collaboration with CARE India, on NR skills of nurses in Bihar. Skills were evaluated by clinical complexity of the simulated scenario, which ranged from level 1, requiring NR without a maternal complication, to level 3, requiring simultaneous management of neonatal and maternal complications. A total of 658 nurses at 80 facilities received training 1 week per month for 8 months. Simulations were video-recorded and coded for pre-defined clinical skills using Studiocode™. Results A total of 298 NR simulations were analyzed. As simulation complexity increased, the percentage of simulations in which nurses completed key steps of NR did not change, even with only 1–2 providers in the simulation. This suggests that with PRONTO training, nurses were able to maintain key skills despite higher clinical demands. As simulation complexity increased from level 1 to 3, time to completion of key NR steps decreased non-significantly. Median time to infant drying decreased by 7.5 s ( p  = 0.12), time to placing the infant on the warmer decreased by 21.7 s ( p  = 0.27), and time to the initiation of positive pressure ventilation decreased by 20.8 s ( p  = 0.12). Nevertheless, there remains a need for improvement in absolute time elapsed between delivery and completion of key NR tasks. Conclusions PRONTO simulation training enabled nurses in Bihar to maintain core NR skills in simulation despite demands for higher-level triage and management. Although further evaluation of the PRONTO methodology is necessary to understand the full scope of its impact, this analysis highlights the importance of conducting and evaluating simulation training in low-resource settings based on simultaneous care of the mother-infant dyad.

BackgroundCountries with resource-poor health systems have struggled to improve access to and the quality of caesarean section (C-section; CS) for women seeking care in public health facilities. Access to C-section in Bihar State remains very low, while access has increased in many other contexts.MethodsWe used quality improvement (QI) combined with targeted resource management to test and implement changes that were designed to increase C-section delivery. We compared C-section delivery percentages after the interventions across eight intervened (QI) hospitals and between QI hospitals and the remaining 22 non-intervened (non-QI) hospitals with baseline CS <10%. We linked patterns of improvement and sustainability to theoretical drivers of improvement and timing of interventions.ResultsIn QI hospitals, C-section percentage increased from 2.9% at baseline to 5.9% in the intervention phase and 4.6% in the post intervention phase. In non-QI hospitals, we observed a small change (2.6–3.3%) during the same time period of the interventions in the QI hospitals. Addition of skilled personnel resulted in increased C-section percentage in QI hospitals (3.6–5.9%) but not non-QI hospitals (3.4–3.2%).ConclusionsC-section availability increased for a population of women giving birth following initiation of QI BTS collaborative in a low-income country public sector setting that has historically struggled to provide this service. Addition of obstetric and operating room resources alone, without interventions to support system changes, may not result in additional increase in C-section delivery. The adaptive implementation model may contribute to efforts to provide more access to C-sections in other very resource-limited settings.

In our community, girls do not need this [English-medium education].Interview with male teacher Nepal is classified as a low-middle income country (World Bank, 2023), and like other such countries, it is under international pressure to attain gender equality targets in order to receive international aid. However, Nepal is also permeated by widespread perceptions that girls are subordinate to boys, which influences girls’ access to education, information, health and the labour market (Upadhaya & Sah, 2019). Women face restrictions in terms of their basic ability to ‘independently venture outside the household, maintain the privacy of their bank accounts, use mobile phones, or become employed’ (Karki & Mix, 2022: 413). Illiteracy disproportionately affects females, with 58.95% of illiterates being women and girls (UNESCO, 2021). Notwithstanding this, recent years have seen some progress in enhancing gender equality in Nepal, and females currently enjoy higher enrolment rates than males across secondary education (UNESCO, 2023). This article, however, provides evidence that the recent trend to offer English-medium education risks setting back progress made by creating a gender-differentiated system that could yield different outcomes for boys and girls and potentially restrict girls’ future trajectories post school and contribute to broader gender inequality in society.

Elisabeth Barakos and Johann W. Unger (eds.). (2016). Discursive Approaches to Language Policy. Palgrave Macmillan, London, xiii + 299 pp, Hb €93.59, ISBN 978-1-137-53133-9.

The prevalence of fungal secondary infections among COVID-19 patients and efficacy of antifungal therapy used in such patients is still unknown. Hence, we conducted this study to find the prevalence of fungal secondary infections among COVID-19 patients and patient outcomes in terms of recovery or all-cause mortality following antifungal therapy (AFT) in such patients. We performed a comprehensive literature search in PubMed.sup.®, Scopus.sup.®, Web of Sciences.sup.[TM], The Cochrane Library, ClinicalTrial.gov, MedRxiv.org, bioRxiv.org, and Google scholar to identify the literature that used antifungal therapy for the management fungal secondary infections in COVID-19 patients. We included case reports, case series, prospective & retrospective studies, and clinical trials. Mantel Haenszel random-effect model was used for estimating pooled risk ratio for required outcomes. A total of 33 case reports, 3 case series, and 21 cohort studies were selected for final data extraction and analysis. The prevalence of fungal secondary infections among COVID-19 patients was 28.2%. Azoles were the most commonly (65.1%) prescribed AFT. Study shows that high survival frequency among patients using AFT, received combination AFT and AFT used for >28 days. The meta-analysis showed, no significant difference in all-cause mortality between patients who received AFT and without AFT (p = 0.17), between types of AFT (p = 0.85) and the duration of AFT (p = 0.67). The prevalence of fungal secondary infections among COVID-19 patients was 28.2%. The survival frequency was high among patients who used AFT for fungal secondary infections, received combination AFT and AFT used for >28 days. However, meta-analysis results found that all-cause mortality in COVID-19 patients with fungal secondary infections is not significantly associated with type and duration of AFT, mostly due to presence of confounding factors such as small number of events, delay in diagnosis of fungal secondary infections, presence of other co-infections and multiple comorbidities.