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Using data from a recent survey of Australian secondary students, we find that those from higher socio-economic backgrounds are more likely to aspire to attend university. The same can be said for students who do not speak English at home. We find that students with an ethnic minority background are more likely to perceive higher levels of support from parents. However, we find that all students believe they receive encouragement from their parents to do well at school (rather than discouragement or disinterest), and that there is little difference in the level of importance placed on the views of parents between students from English and non-English speaking background. While interest in university education is strong across all socio-economic groups, particularly for students who do not speak English at home, there is a considerable gap between aspirations and enrolment levels. We suggest that this 'aspirations gap' is larger for students from low socio-economic backgrounds. This analysis also supports growing evidence that the postcode methodology for allocating socio-economic status to individuals is unreliable. (HRK / Abstract übernommen).

Since EAL (English as an Additional Language) students in higher education are not always considered 'equity' in current Australian government policy, the assumption might be that they are no longer 'at risk'. This paper explores the ongoing challenges faced by these students as they commence university, our focus being a group transitioning to a regional university via a preparatory program. We report on a small-scale Participatory Action Research study, based on interviews with students and lecturers, to understand how educators can better respond to these needs from a 'whole-of-student' perspective. Findings suggest that EAL students remain a vulnerable group whose insecurities extend well beyond academic writing. These adult learners experience many of the same disadvantages as other equity students, but with additional linguistic, cultural and social challenges. Therefore, creating inclusive, personable learning environments, and adopting clear, responsive modes of communication should be prioritised in online and face-to-face settings. Giving students autonomy over their learning through flexible modes of delivery and diverse media formats is another key recommendation. Not all teaching staff have specialist expertise in teaching English, but all can be proactive in supporting EAL students so that fewer \"slip through the cracks\" at the commencement of their university studies. Keywords: English as an additional language (EAL), Whole-of-student'; participatory action research (PAR), non-English-speaking backgrounds (NESB), culturally and linguistically diverse (CALD)

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. [Author abstract]

This article examines factors influencing English language education, participation and achievement among Karen refugee women in Australia. Data were drawn from ethnographic observations and interviews with 67 participants between 2009 and 2011, collected as part of a larger qualitative study exploring the well-being of Karen refugee women in Sydney. Participants unanimously described difficulty with English language proficiency and communication as the 'number one' problem affecting their well-being. Gendered, cultural and socio-political factors act as barriers to education. The authors argue that greater sensitivity to refugees' backgrounds, culture and gender is necessary in education. Research is needed into the combined relationships between culture and gender across pre-displacement, displacement and resettlement and the impact of these factors on post-immigration educational opportunities. Training is needed to sensitise educators to the complex issues of refugee resettlement. The paper concludes with recommendations for service provision and policy. [Author abstract]

Background Many patients who require an interpreter have difficulty remembering information from their medical consultations. Memory aids such as consultation audio‐recordings may be of benefit to these patients. However, there is no established means of measuring patients’ memory of medical information. Objectives This study aimed to develop a method for eliciting and coding recall of medical information in non‐English‐speaking patients. Design This method, called Patient‐Interpreter‐Clinician coding (PICcode), was developed in the context of a phase II trial conducted in two outpatient oncology clinics in Melbourne, Australia, and was refined iteratively through consultation with an expert panel and piloting. Between‐coder differences in early versions of the coding system were resolved through discussion and consensus resulting in refinements to PICcode. Results The final version of PICcode involved transcribing, translating and coding of audio‐recorded consultations and semi‐structured interviews (SSI). The SSIs were designed to elicit patients’ free‐recall of medical information. Every unit of medical information in the consultation was identified and categorized in a coding tree. SSIs were coded to identify the extent to which information was recalled from the consultation. Discussion The iterative changes involved in developing PICcode assisted in clarifying precise details of the process and produced a widely applicable coding system. PICcode is the most comprehensively described method of determining the amount of information that patients who use an interpreter recall from their medical consultations. PICcode can be adapted for English‐speaking patients and other healthcare populations.

For the many categories of EFL teachers throughout the world, this book examines the main principles which concern them. By drawing upon their experience the authors have indicated a modern and practical approach.

ABSTRACT United States regulations for the protection of human research subjects prescribe parameters for documentation of valid informed consent, which include the stipulation that the process be in a “language understandable to the subject.” While significant energy has been devoted to improving the readability of consent documents, supplemental educational tools, and nuanced measurements of individual decisional capacity, there is little guidance about how to best meet the informational needs of adults with decisional capacity who do not speak English. This article reviews the institutional review board policies from the twenty‐one research centers that received the most funding from the National Institutes of Health in 2018 and compares their guidelines for obtaining informed consent from non‐English speakers. Inconsistent practices suggest the need for more assertive federal direction on what parameters constitute valid consent for this population. These practices also indicate a reluctance to directly engage the ethical underpinnings of consent policies for non‐English speakers.

Despite the growing number of language minorities, foreign-born individuals with limited English proficiency, this population has been largely left out of social work research, often due to methodological challenges involved in conducting research with this population. Whereas the professional standard calls for cultural competence, a discussion of how to implement strategies for culturally competent research with language minorities is regrettably limited in the social work literature. This article is, to the authors' knowledge, one of the first within the field of social work to tie together unique methodological issues that may arise throughout the research conceptualization, development, and implementation process with this population. Strategies for how to overcome such issues are provided by adapting and expanding on a conceptual framework by Meleis. The incorporation of such research practices with language minorities has the potential to enhance trust and, thus, improve the recruitment and retention of this hard-to-reach population. More important, studies that aim to include such culturally responsive criteria may produce results that have improved validity and, thus, contribute to the advancement of knowledge regarding this population.

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).

The National Assessment Program: Literacy and Numeracy (NAPLaN) is an annual literacy and numeracy test for all Australian students, and results from the test are disaggregated into a number of categories including language background other than English (LBOTE). For this and other categories, results on each section of the test are aggregated into state, territory and national means and standard deviations enabling comparison of performance. The NAPLaN data indicate that since the test began, in 2008, at a national level there is little difference between the results of LBOTE and non-LBOTE students on all domains of the test. This is a national result, and there is greater variation at state and territory level. However, these results defy a logic which might suggest that the LBOTE category will reflect the influence of English as a second language on test performance, rather suggesting that a second language background is not associated with test performance. In this article, the author interrogates the variation in the LBOTE category, using data provided by the Queensland state education department, focusing on year 9 students who participated in the 2010 test. Using multiple regression and focusing on variables which are specifically related to language background, the author shows that within the LBOTE category there is a wide variation of performance, and the LBOTE data are in fact hiding some of Australia's most disadvantaged students. The author suggests alternative ways in which language learners could be identified to better empower policy and pedagogical responses to student needs. [Author abstract]