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Background and Objectives: America's opioid epidemic has spawned an epidemic of neonatal abstinence syndrome (NAS). Studies have not tested approaches to promoting contraceptive services for women with opioid use disorder (OUD) along with treatment for this disorder. This pilot study examined the promotion of medication for OUD (MOUD) treatment and contraception use, primarily long‐acting reversible contraception (LARC), for women with OUD. Methods: In Appalachia, a peer‐delivered contraception and MOUD promotion intervention was delivered to a sample of 30 women with OUD. Primary outcomes were attendance of initial appointments to receive MOUD and counseling about contraceptive options. Peer recovery coaches also offered to help the women schedule appointments and attend the appointment with them or give them a ride if necessary and requested by the patients. Results: Two‐thirds experienced all seven symptoms of opioid dependence. Within 30 days of a brief counseling session, over one‐half of the women (56.7%) were referred to MOUD, with all of them initiating treatment within 30 days. Just under one‐half of the women (46.7%) were referred to a contraception consultation, with 85.7% of those receiving a LARC implant. Discussions and Conclusions: Study findings indicate the potential efficacy of a single‐session, peer‐delivered counseling intervention for linking women with OUD and at high risk of unintended pregnancy to MOUD and to services that provide women with highly reliable contraceptives. Scientific Significance: This study is unique in exploring the efficacy of linking high‐risk opioid‐using women to contraceptive options and treatment for MOUD to prevent NAS. [ABSTRACT FROM AUTHOR]

Language spread can be defined as an increase, over time, in the proportion of a communications network that adopts a given language or language variety for a given communicative function. There are numerous examples, including Sumerian, Accadian and Aramaic in ancient Mesopotamia, Greek, Latin and Arabic in the empires associated with those languages, Arabic in the southern Sudan, and so on. Usually the spread of one language occurs at the expense of another, but not necessarily. While each case of language spread is unique in some respects, and thus of interest in its own right, the case of modern Hebrew is perhaps of particular interest. First, Hebrew is the only language to have been successfully renativized. i.e. to be spoken again as a mother-tongue and used for all the ordinary communicative purposes of a speech community, after a long period during which no one spoke it as a vernacular. Second, its re-establishment as a vernacular and its status as the chief lingua franca among the Jewish population in Israel survived an enormous, utterly unprecedented wave of immigration, which swamped the Hebrew speech community in a sea of other languages.

The article presents information on the methods and materials of language-teaching. Conception of what the teachers of English are teaching and in part notions of how students learn motivates language-teaching methods and materials. The assumptions that language teachers hold are not necessarily consistent. The inconsistencies among the assumptions are due to the fact that many of the beliefs of the teachers about language and learning are unexamined or implicit. That is, the teachers operate on the basis of implicit assumptions in much the same way that speakers of English produce and understand English sentences without explicit knowledge or conscious awareness of the rules constraining performance. English language teaching can be viewed as a set of dialectics, which vary in degree of mutual believability. The audiolingual approach is distinguished by the following features. It places great emphasis on speech, not only as a goal of instruction but also as the medium of instruction. Listening is taught before speaking and listening and speaking are taught before reading and writing, when a given item, structure, or pattern is introduced.

Describes the performance on a contextualized bilingual testing comprehension task of members of a Puerto Rican neighborhood near New York City. Methodology used in the bilingual testing; Relationships among bilingual and unilingual scales; Analysis of variance of listening scores.

Explores the importance of social domains of verbal interaction in connection with two measures of bilingual performance of a sample of Yiddish-English speakers in New York City. Examples of societal domains hypothesized as being of importance in their bilingual usage; Overview of mean Yiddish usage rating; Comparison of word naming results with Jersey City Puerto Rican sample.

Presents a study that investigated the semantic independence and the degree of bilingualism in two Puerto Rican communities in Jersey City, New Jersey. Analysis of the application of bilingual fluency techniques by the respondents with regard to their institutional domains; Comparison of the analysis of variance in the test results from the two communities; Assessment of responses in terms of the proportions of translation equivalent ratios.

Presents a study that assessed two contextual measures, word naming and word association, in determining the degree of bilingualism in a Puerto Rican community in New York City. Evaluation of the techniques that are designed to yield a set of scores in order to reveal differences in bilingual proficiency; Examination of the performance of the participants in relation to criterion variables; Comparisons made on the test results.

Presents a study that examined the use of bilingualism for purposes of intragroup communication in a Puerto Rican community in New York City. Analysis of individual characteristics in describing language use in a bilingual community; Theoretical assumption on the influence of social domains in intragroup bilingual situations; Discussion of findings on the role of the linguistic proficiency of the speaker and interlocutor in determining language use by the participants.

Presents a study that evaluated word frequency estimation as a measure of the degree of bilingualism in a Puerto Rican neighborhood of Jersey City, New Jersey. Background on the estimation method; Assessment of the estimation difference scores of the participants in relation to a number of criterion variables; Discussion on the design of the estimation method in reflecting the existence of domain-related differences in the degree of bilingualism.

Describes the perception of phonological variation by members of the same speech community that produces such variation. Ability to perceive the distinction embodied by each item; Correlations between selected perception items and three criterion variables.