Social and Behavioral Sciences Commons^™

Healthcare Practices In The United States Aimed At Improving Care And Language Access Services For Limited English Proficiency Refugees: A Systematic Review, Bemnet Kebede

UNLV Theses, Dissertations, Professional Papers, and Capstones

Objective: The United States has accepted over 3 million refugees from all around the world since 1975. However, many Limited English Proficiency (LEP) refugees face significant barriers when seeking healthcare due to limited access, lack of knowledge, mistrust in physicians, language differences, cultural concerns, and overall complexity of the U.S. healthcare system. The purpose of this systematic review was to identify practices in the last 10 years that have improved healthcare and language access services for LEP refugees living in the U.S.

Methods: A search was conducted in four electronic databases PubMed, Embase, CINAHL, and Scopus from January 2013 to …

Measurement Invariance Of Impact In Bilingual And Monolingual High School Athletes, Hana Cecilia Kuwabara

UNLV Theses, Dissertations, Professional Papers, and Capstones

Given the reported negative consequences of sport related concussion (SRC), establishing the validity of concussion management tools is essential if they are used to determine the severity of concussion, track recovery or decline, implement effective interventions, and assist in return-to-play decision making. Previous research has found cognitive and symptoms differences on ImPACT, the most widely used SRC assessment measure, between monolingual and bilingual student athletes. Before further investigation of these differences can occur, measurement invariance of ImPACT must be established to ensure that differences are not attributable to measurement error. The current study has two aims: 1) to replicate a …

Systemic Theoretical Instruction: Tense And Aspect In Italian A Sociocultural Study Of American Learners Of Italian, Charles Joseph Panarella, Jr.

UNLV Theses, Dissertations, Professional Papers, and Capstones

University-level language and second-language classrooms typically use general rules of thumb to teach grammar without considering its conceptual aspects and cultural origins. These general rules of thumb are normally taught using a communicative approach to language teaching which typically places little emphasis on immediate corrective feedback and learner development. Most assessments are static in nature and focus on right and wrong answers rather than their origins (i.e., learner development and microgenesis). The lack of corrective feedback and lack of considering affective factors have the potential to negatively influence language acquisition in terms of motivation and self-efficacy. In addition, foreign language …