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Background: Effects of attending early childhood education and care (ECEC) on health behaviours of young children remain unclear. This study aimed to investigate whether ECEC attendance was associated with outdoor play, screen time, sleep duration and family demographics of children aged 2 and 3 years. Methods: Secondary analysis was conducted using data extracted from two linked trials conducted in Australia, 2017–2020. Telephone surveys were conducted with participating mothers for data collection. Multiple logistic and linear regression models were built to investigate the associations of ECEC attendance with outdoor play, screen time, sleep duration and family demographics among young children. Results: At ages 2 and 3 years, 797 and 537 mothers completed surveys, respectively. Of respondents, 65% and 72% of children attended ECEC, respectively. Children who attended ECEC had 17 min (95% CI 3.8–30.5) and 28 min (95% CI 14.1–41.9) more daily outdoor playtime and had 13 min (95% CI 4.0–21.5) and 19 min (95% CI 6.4–30.7) less daily screen time at home at 2 and 3 years, respectively. Although ECEC attendance was not associated with sleep duration, children who attended ECEC were more likely to meet all three recommendations (outdoor play, screen time and sleep) with adjusted odds ratio (AOR) 1.84 (95% CI 1.24–2.72) at age 2 and AOR 2.34 (95% CI 1.28–4.28) at age 3. Mothers who were employed, first‐time mothers, spoke English at home or had a high household income were more likely to use ECEC services. Conclusions: ECEC services may hold promise to influence outdoor play and screen time among young children. Children from lower socio‐demographic background had a lower rate of ECEC attendance. Future health promotion programmes for young children need to also consider children who do not attend ECEC. [ABSTRACT FROM AUTHOR]

This study employs an interpretive argument framework to explore the disjuncture between the International English Language Testing System (IELTS) and real‐life language practices, drawing on test‐takers' perceptions and lived language experiences in Australia. Semi‐structured interviews were conducted with 17 participants from diverse national backgrounds and academic disciplines within Australian higher education. The research aimed to understand their perspectives on the extent to which IELTS scores can be extrapolated to the target language use domain, as well as the factors affecting this generalisation process. The study reveals evidence of “disconnect” between IELTS scores and real‐world language use from two key perspectives: the external reality of English as a lingua franca and the internal nature of standardised testing based on “native speaker” English, as perceived by test‐takers. The findings reveal complexities associated with integrating English into daily use and communication for test‐takers, raising concerns about the role of IELTS as a gatekeeper of university admission in Australia and other Inner Circle countries. [ABSTRACT FROM AUTHOR]

This study involves a perceptual categorization task for Australian English, designed to investigate regional and social variation in category boundaries between close-front vowel contrasts. Data are from four locations in southeast Australia. A total of 81 listeners from two listener groups took part: (a) so-called mainstream Australian English listeners from all four locations, and (b) L1 Aboriginal English listeners from one of the locations. Listeners heard front vowels /ɪ e æ/ arranged in 7-step continua presented at random. Varied phonetic contexts were analyzed, with a focus on coda /l/ because of a well-known prelateral merger of /e æ/ through mid-vowel lowering (e.g., celery-salary) reported to occur in some communities in this part of Australia. The results indicate that regional variation in Australian English is evident in perception. In particular, merging of /el/-/æl/ is shown to occur in the southernmost regions analyzed, but rarely in the northern regions of the geographical area under investigation. Aside from regional variation observed, age was also a factor in how participants responded to the task: older speakers had more merger than younger speakers in many locations, which is a new finding—previously, the merger was thought to be increasing in frequency over time, yet here we see this in only one location. Aboriginal English listeners also responded differently when compared with mainstream Australian English listeners. By analyzing the perception results across a variety of regional locations, with data from two different Australian social groups in the same location, this study adds a new dimension to our understanding of regional and social variations in Australian English. [ABSTRACT FROM AUTHOR]

Do language skills affect investment decisions? This article addresses this question by identifying the effect of English proficiency on the stock market participation of immigrants in the United States and Australia. To establish causality, we construct an instrumental variable for English proficiency by exploiting the phenomenon that younger children acquire languages more easily than older children. We find that English proficiency has a significant positive effect on stock ownership among immigrants in both countries. Moreover, we provide evidence that a reduction in information costs and an increase in trust may serve as the mechanisms underlying the language ability effect. [ABSTRACT FROM AUTHOR]

This study investigated English first language (L1) speakers' motivation for learning Chinese as a second language (L2) in Australia and the links of underlying motivational components to learner sociobiographical (e.g. gender and reasons for learning) and language learning variables (i.e. experience abroad, hours of self-study, and speaking with Chinese L1 speakers). A total of 164 Australian university students participated in the study. The findings show that instrumentality (e.g. employment and travel) tops their orientations to learn L2 Chinese, followed by integrative orientations (e.g. interest in the Chinese language and culture and desire to communicate with the Chinese people), with mandatory requirements as the least agreed reason. Statistical analyses reveal that the underlying structure of their motivation consists of six components: intrinsic motivation, orientation, anxiety, integrativeness, instrumentality, and sociality. Some of them are linked to certain learner background variables. Females demonstrated stronger instrumental orientation than their male counterparts. Visiting China and self-study hours have positive connections with intrinsic motivation. The findings shed light on the complexities and multifaceted characteristics of motivation and their links with learner sociobiographical and learning variables by providing evidence for global language speakers' motivation to learn other languages. [ABSTRACT FROM AUTHOR]

With English hegemony sustained in 'multicultural' Anglophone universities, non-English speaking research students often develop diverse strategies to improve their English. While such strategies demonstrate a form of resilience, the symbolic power of English remains intact. To grapple with this paradox, we draw on the work of Pierre Bourdieu to probe Chinese international research students' academic language practice in response to English monolingualism in Australian universities. Findings from semi-structured interviews with 18 Chinese international research students in Australian universities indicate that participants' academic language practice is influenced by both the doxic English monolingualism and the evolving exercise of academic multilingualism. Drawing insights from Bourdieu-informed sociology of resilience and post-monolingual theorising, we problematise English monolingualism and provide recommendations for (Chinese) international research students, supervisors, and universities to capitalise on linguistic repertories for the sake of enriching academic experience. [ABSTRACT FROM AUTHOR]

This study considers cultural adaptation through tourism, focusing on language-travelers: hybrid education-tourism consumers whose voices remain relatively silent in tourism studies. Qualitative, semi-structured interviews were undertaken with students, teachers, and managers in Australian English language schools to understand what language-travelers expect from their Australian experiences and the implications for language schools. The findings propose that sojourners' experiences are framed by pre-visit imaginaries of object authenticity, wherein the "object" is both Australian culture and the wider Anglophone "West." Such imaginaries are found to be validated by language schools, which face pressure to balance letting students glimpse the "backstage" and staging out-group imagined "authenticities," such as by hiring fun, approachable, and above all White teachers. We identify opportunities for language centers to understand their role within tourism as cultural mediators and suggest ways forward in promoting and inculcating critical intercultural competence among language-traveler sojourners. [ABSTRACT FROM AUTHOR]

Global North settings such as Australia are an attractive option for prospective students from the Global South to undertake tertiary studies. Using Linguistic Ethnography, we investigate the experiences that postgraduate students from the Global South have when studying in Australian university settings, to understand how translingual English discrimination affects them. We find that many students from the Global South encounter situations of translingual English discrimination, which affect their academic sense of belonging and the hiring order of things. Being penalised for their linguistic practises in their assignment work, or being provided with unclear and insufficient information during the early stages of their studies can both result in a loss of sense of academic belonging. These students may also be affected by the hiring order of things through additional barriers in gaining university employment due to perceptions that they have linguistic, work experience and qualification shortcomings, despite strong evidence to the contrary. We outline the implications of these forms of translingual English discrimination and recommend institutional changes to address these discriminatory actions. [ABSTRACT FROM AUTHOR]

Drawing on ethnographic interview analysis of Aboriginal participants in Australia, this study seeks to expand the critical discussions in Applied Linguistics by understanding the concept of translanguaging in relation to its "mundanity" (or ordinariness). Our data shows that rather than perceiving translanguaging as extraordinary, for Aboriginal speakers it is more likely to be considered normal, unremarkable, mundane, and as a long-existing phenomenon. The concept of the mundanity of translanguaging is thereby expanded through three main discussions in this article: 1) negotiating identity and resisting racism, where the Aboriginal speakers choose to translanguage using their full linguistic repertoires, but with appropriate communicative adjustments made for their interlocutor; 2) a display of respect towards their land, heritage and language; and 3) as an inherent and mundane everyday practice where they constantly negotiate between heritage languages, English, Kriol, and Aboriginal English varieties. The significance of this study lies in the normalisation of translanguaging as a mundane disinvention strategy, as this urges us to perceive linguistic separateness as a colonial ideological construct that is used to exhibit control over diverse peoples and to maintain uniformity and stability of nation-states. [ABSTRACT FROM AUTHOR]

Compared with nations around the world, Australia has one of the highest rates of refugee resettlement per capita. Approximately 40 per cent of newly arrived refugees in Australia in 2018-19 were under the age of 18 and close to 90 per cent spoke a language other than English. Given that education is compulsory until the age of 16 in most states and territories of Australia, young people labelled as refugee-background students (RBSs) are tasked with navigating the English-only education system, in which their multilingualism is often viewed as a barrier; however, there are increasing calls for research to focus on the positive, affirmative practices of RBSs through a strengths-based approach in education, to counter a 'damage-centred' and deficit discourse. Thus, this article presents a systematic literature review of studies conducted in Australia with RBSs between 2010 and 2022. Specifically, this review explores the strengthsbased multilingual practices of RBSs in compulsory education in Australia. Inspired by RefugeeCrit theory, we seek to highlight strengths-based examples of RBSs multilingual practices as examples of counter-narratives to the prevailing deficit discourse, while remaining attentive to issues of trauma, agency and multilingualism. [ABSTRACT FROM AUTHOR]

This article examines how speech and speech acts are central to Othering First Nations people in Australia. Werner Herzog's film, Where the Green Ants Dream (1984), centres around a fictional Dreaming story about green ants, which connect individual ancestral beings with the creation process, as well as forming the basis of First Nation law and culture. The Dreaming story projected in this film is intertwined with a specific nation of First Nations people and their connection and relationship to their Country (land). The film reveals an uneasy relationship between Dreaming and the positive law. In projecting First Nations people's speech and speech acts within the context of a trial, the film illustrates how the adversarial nature of the law (English common law versus First Nation laws and culture) does not always adequately deal with hard cases. This film manifests the trauma and violence of the white settler state upon First Nations people to illustrate the shortcomings of Australian legality and how the state reckons with the Other. [ABSTRACT FROM AUTHOR]

The current study provides a complete phonetic description of sounds in Australian English. The study depends on data from earlier published works on consonants, vowels, syllable structure, and lexical stress in Australian English. The different aspects of speech sound such as phonation, respiration, consonant articulation, voicing, and vowel production are analyzed based on their historical development. Multiple segments from an Australian movie have been used to acquire the data for this article. An acoustic evaluation was completed similarly to the aural transcription. Various kinds of software programs have been used. As formerly indicated, noise and history tracks had been taken under consideration at the same time as choosing audio recordings for transcription. Facilitating the historical development of the language accent in Australia, it has been observed that the British immigrants played a large part in influencing the language being spoken and the way words are pronounced. [ABSTRACT FROM AUTHOR]

This paper presents data derived from a larger study related to the expectations and experiences of international students from the People's Republic of China with regard to studying in Australian secondary schools. The study involved 116 international students, and data were collected in two phases using questionnaires and semi-structured interviews. Findings suggest that English language experiences are a key concern and students do not always develop English language skills as expected during their period of study in Australia. To reduce dissonance between expectations and experiences of English language learning in Australia, it is recommended that substantial, ongoing English language support is embedded within the core curriculum for international students in Australian secondary schools. [ABSTRACT FROM AUTHOR]

Recent research on attitudes to Australian English (AusE) shows that there is a general increase in its acceptance, legitimacy, and endonormativity. However, a certain "cultural cringe" exists, particularly when "broad" AusE is seen as representative of the variety. A significant gap in the literature is how the perceptions and usage of AusE may change as the population becomes more diverse. This paper presents findings of an online survey of language attitudes towards AusE with 661 respondents across Australia, over a third of whom were born overseas. Overall, there is minimal evidence of a standard language ideology, with 80% of respondents reporting having an accent to some degree. Almost half of respondents report occasionally or frequently changing their accents due to context, interlocutor, or making themselves understood. When asked to rate AusE along six traits on a seven-point scale, the traits of educatedness, professionalism, and attractiveness were consistently centered on neutral. For friendliness and likeability, the majority skewed towards neutral and positive. For the trait of clarity, there was a greater range of responses, but overall, 50% of respondents found AusE to be somewhat, moderately, or really clear. These findings further our understanding of attitudes and ideologies in Australia's increasingly diverse language ecology. [ABSTRACT FROM AUTHOR]

Purpose: The Functional External Memory Aid Tool (FEMAT) is a performancebased measure of applied cognitive-linguistic abilities and attempted use of compensatory aids and strategies (e.g., using a calendar to recall an appointment) through completion of simulated everyday living tasks. The FEMAT was originally developed in the United States (US), and a need arose from clinicians to adapt the FEMAT for use in other countries. The aim of this study is to describe the cultural adaptation process that resulted in the United Kingdom (UK) and Australian (AU) versions of the FEMAT via international clinical research partnerships. Method: The FEMAT was adapted into UK and AU cultures using established guidelines for cultural and linguistic adaptation. The adaptation was completed by researchers and clinicians from the US, UK, and AU, and we followed a sixstep process: (a) preparation, (b) forward translation, (c) back translation, (d) committee review, (e) field testing, and (f) finalization. Results: The FEMAT items and materials were successfully adapted from the source culture (i.e., English-US) to the target cultures (i.e., English-UK, English- AU). Through the adaptation process, the FEMAT items were determined to be conceptually appropriate for each culture and minimal modifications were made to the FEMAT materials (e.g., voicemail recordings recorded in target dialect). The finalized FEMAT-English-UK and the FEMAT-English-AU versions are available for free on the FEMAT website. Conclusions: Through successful international clinical research collaborations, the FEMAT was successfully adapted for use in other English-speaking cultures. This work provides guidance to streamline future FEMAT cultural adaptations. [ABSTRACT FROM AUTHOR]

Issue Addressed: Gender and bilingualism are reported to influence the risk of dementia. This study examined the prevalence of self‐reported modifiable dementia risk factors by gender in two samples: one that speaks at least one language other than English (LoE) and one that speaks only English. Methods: A descriptive cross‐sectional study was conducted on a sample of Australian residents aged 50 years or over (n = 4339). Participant characteristics and dementia risk behaviours were inspected using descriptive statistics in data collected via online surveys between October 2020 and November 2021. Results: In both samples, men had a higher rate than women of being overweight and were classified more frequently as being at risk of dementia due to alcohol consumption, lower cognitive activity, and non‐adherence to the Mediterranean‐style diet. Men reported better management of their cardiometabolic health than women across both groups. Non‐significant trends showed men were more often smokers but more physically active than women in the LoE group, and less often smokers but less physically active than women in the English‐only group. Conclusion: This study found men and women reported similar patterns of dementia risk behaviours regardless of LoE or English‐only status. So What?: Gender differences in risk behaviours prevail regardless of language‐speaking status. The results can be used to guide future research aiming to understand and reduce modifiable dementia risk in Australia and beyond. [ABSTRACT FROM AUTHOR]

Background: Awareness and understanding of dementia remain limited in ethnically diverse populations in multicultural societies due to culturally inappropriate and inaccessible information. Objective: To establish the impact, helpers and hinderers of an online multilingual dementia awareness initiative co‐created with and for English, Arabic and Vietnamese speaking people. Design: A case study using mixed methods to assess the impact and implementation of an information session on dementia knowledge. Setting and Participants: The study was conducted with English, Arabic and Vietnamese speaking individuals in Canterbury‐Bankstown, Australia. Intervention Studied: A dementia alliance co‐created an online multilingual dementia information session, which was delivered synchronously in English, Arabic and Vietnamese by trained facilitators. Main Outcome Measures: In‐session group discussions, quizzes and a postsession survey assessed the impact on dementia knowledge. A postimplementation focus group explored the factors that helped and hindered the initiative. Results: The online dementia information session successfully supported participants understanding of dementia causes, impacts and care strategies. The initiative was hindered by competing priorities and limited accessibility to target audiences, while it was helped by the support of an established organisation and feedback mechanisms. Discussion: Ongoing dementia education and awareness‐raising campaigns that are culturally sensitive are needed in communities to promote dementia literacy and help‐seeking. Conclusions: An online multilingual dementia information session can be an effective way to improve dementia literacy and advocate for change in multicultural communities. Patient or Public Contribution: English, Arabic and Vietnamese speaking members of the Canterbury Bankstown Dementia Alliance participated in the co‐creation and evaluation of this initiative. [ABSTRACT FROM AUTHOR]

Objectives: This study compared the caring self-efficacy between personal care attendants (PCAs) from English-speaking and non-English-speaking countries, controlling for potential sociodemographic and work-related covariates. PCAs' perceptions of their caring self-efficacy were further explored. Methods: An independent samples t -test was used to determine the mean difference in the caring self-efficacy score between the two groups. A multivariate analysis was conducted to adjust for covariates. Thematic analysis was conducted on open-ended responses. Results: The results showed that caring self-efficacy was significantly influenced by whether participants primarily spoke English at home rather than where they were born. Younger age and everyday discrimination experiences were negatively associated with caring self-efficacy. Both groups perceived that inadequate resources and experiencing bullying and discrimination reduced their caring self-efficacy. Discussion: Access to organisational resources and training opportunities and addressing workplace bullying and discrimination against PCAs, particularly younger PCAs and those from non-English-speaking backgrounds, could improve their caring self-efficacy. [ABSTRACT FROM AUTHOR]

Improved engagement of men in psychotherapy is an essential element in improving male health outcomes. This trial examined whether the Men in Mind intervention improved practitioners' self-rated clinical competencies to engage and respond to male clients in therapy. A parallel, single-blind, wait-list randomized controlled trial was conducted with Australian- based mental health practitioners, currently administering psychotherapy to males, fluent in English, and not currently completing their undergraduate degree. Participants were randomly assigned 1:1, through variable-sized blocks stratified by gender, to either the intervention (Men inMind) or wait-list control.Men inMind was offered as a self-led 6-week, five-module online program to upskill practitioners to engage and respond to male clients. The primary outcome was self-reported competency in engaging men in psychotherapy, measured by the Engaging Men in Therapy Scale (EMITS) at 6 weeks. All analyses were by intention-to-treat. Between January 16 and March 17, 2022, 587 participants were randomly assigned to the intervention (n = 300) or wait-list control (n = 287). In total, 492 (84%) participants completed the primary endpoint assessment at 6 weeks. Men in Mind demonstrated a large effect of improved EMITS scores compared to the control group (d = 2.63, 95% CI [2.39, 2.87], p < .001). Men in Mind was effective at increasing mental health practitioners' self-reported efficacy to work with men, which is potentially a key change mechanism in their ability to improve health outcomes for male clients. A limitation of the trial was the use of a bespoke, self-reported primary outcome, while a strength was the gender-responsive intervention design. [ABSTRACT FROM AUTHOR]

Despite well-established Pasifika communities in Australia, there has been no examination of the English spoken by members of these communities in the sociolinguistic literature. Yet, research shows that Pasifika English may exhibit key differences from local 'mainstream' varieties. In this paper, we present a case study of members of a drill rap group with Pasifika heritage to examine whether Pasifika English features are evident in their speech. We first analyze their monophthong productions and compare these to those of mainstream Australian English speakers. We also analyze their dental fricative realizations to examine whether there is evidence of th-stopping and dh-stopping, commonly described as markers of Pasifika English. Finally, we investigate whether their speech is more syllable-timed than mainstream Australian English. The results show that these speakers produce monophthongs generally consistent with mainstream Australian English vowels, despite some small differences. We also show consistent th-fronting and dh-stopping in their speech, which serves as a marker of their Pasifika heritage. We find a tendency towards more syllable-timed speech; however, this occurs to a lesser extent than has been reported for other Pasifika varieties of English. The results suggest that these speakers index their Pasifika identities by employing indicators/markers of Pasifika English that diverge from mainstream Australian English. [ABSTRACT FROM AUTHOR]

Indigenous language bilingual schooling, introduced in Australia's Northern Territory (NT) in 1973, was a reality for over twenty-five schools at the program's height. Today, the language-of-instruction in these same settings is English only, with only 7 state schools operating bilingual programs. Overt Government hostility began with an attempt to defund Indigenous bilingual education in 1998-99. This paper argues that the discursive techniques used to justify these cuts were crucial to developing key themes in 'mainstreaming discourses' in Indigenous politics, which has rehabilitated assimilationist thinking in a neoliberal context through the 2000s and since. Using a discourse-historical method, this paper elucidates how mainstreaming discourses were constructed against bilingual education in the 1998–99 debate, and how they emphasized English-only education geared towards neoliberal assimilation for remote Indigenous communities. Indigenous bilingual education was conceived as part of 'failed' self-determination in remote Australia. This paper enhances understanding of the patterns and themes of mainstreaming discourses by tracing their genealogical development in this debate. [ABSTRACT FROM AUTHOR]

Contemporary contact languages used by Indigenous people in Australia share many words and grammatical features and structures. I trace the development of contact varieties in Australia between 1788 to 1848, arguing that their similarities arise from the dominance of English-speakers among the invaders, their ways of talking to people who did not speak English fluently, the transfer of people between penal settlements, and the fact that sea traffic was the fastest form of travel between colonies. Evidence for zones of influence in which particular features appear is drawn from geographic distribution and time of first attestation. I use four types of reports for locating features: outsiders' reports of direct speech by Aborigines and of outsiders' speech to Aborigines, imitations by outsiders of Aboriginal speech, and outsiders' comments on Aboriginal speech. Another kind of evidence comes from the adoption of contact variety words into Aboriginal languages. This is illustrated with a case study of words for 'white woman' in Aboriginal languages. [ABSTRACT FROM AUTHOR]

Aims: This study aimed to identify and evaluate tools and resources used to support the implementation of workplace healthy food and drink policies, primarily in Australia and New Zealand. Methods: A scoping grey literature review included searches of government agencies and non‐governmental organisations' websites in six English‐speaking countries, public health nutrition intervention databases and Google search engine queries. Paper‐based and digital tools were included if they were written in English, referred to within a policy or on a policy's website, and primarily targeting supply‐side stakeholders. Tools were evaluated on two domains: 'Features' (summarised descriptively) and 'Usability and Quality' (with inter‐rater reliability scores calculated using an intraclass correlation coefficient). Results: Twenty paper‐based tools were identified relating to Australian (n = 14) and New Zealand (n = 6) policies, and a further six digital tools were identified from Australia (n = 3) and Canada (n = 3). Target audiences included workplace managers, food providers and suppliers. The paper‐based tools focused on general implementation guidance. In contrast, digital tools tended to support specific elements of policy implementation. 'Usability and Quality' scores ranged from 2.9 to 4.5 (out of 5.0) for paper‐based tools, and 3.9 to 4.2 for digital tools, with a moderate agreement between reviewer scores (intraclass correlation coefficient 0.523, p = 0.010). Conclusions: A range of tools have been developed to support the implementation of workplace healthy food and drink policies. Understanding the strengths and limitations of current tools will assist in developing improved aids to support policy implementation. [ABSTRACT FROM AUTHOR]

Digital literacies are critical for adults from migrant and refugee backgrounds as they settle in a new country. However, institutions, leaders, and teachers often feel uncertain about how to teach digital literacies. Using the notions of digital literacy practices and assemblages, this article reports on a qualitative case study and explores how 30 adults from migrant and refugee backgrounds navigated challenging digital literacy practices related to settlement in Australia. This research found that to deal with challenges, the participants brought together different personal, social, material, symbolic, temporal, and spatial resources. However, sometimes the required resources were not available, which constrained the participants' practices. Some participants were aware of the need to find new solutions but they often did not know how this might be done. In contrast, some participants were reluctant to take a risk. The article concludes with implications for EAL practice by suggesting strengths-based pedagogies for digital literacies. [ABSTRACT FROM AUTHOR]

This paper reports on a multi-site case study of work-integrated learning (WIL) in language teacher education. Using learning trajectories as a lens for understanding the connection between the workplace and campus-based learning, this study explores what preservice teachers learn from real-world work experience. The data used for this study comprised semi-structured interviews. The interviews engaged preservice teachers, and workplace supervisors involved in WIL programs for preservice teachers teaching English in Vietnam, and Chinese in Australia. The findings of the study show that preservice teachers make progress in learning transformation, engage in reciprocal learning with peers, and contribute to learners' authentic learning experiences. The results highlight the features of preservice teachers' learning trajectories including work readiness, critical thinking skills, and insights into working with learners of diverse backgrounds. The study has implications for research in initial teacher education programs, employability, internationalization of higher education, and equity/inclusivity. [ABSTRACT FROM AUTHOR]

This exploratory Australian study tested a novel mobile-based language learning service intervention (via WhatsApp) called 'Chatloop' with 31 newly arrived migrants. This intervention was offered in tandem with the traditional Adult Migrant English Program (AMEP) classroom curriculum. A mixed methods approach was employed to trial the intervention of Chatloop with AMEP students at two Queensland TAFE campuses. Quantitative data were gathered to measure changes in participants' English proficiency, and qualitative interviews gathered narratives about the experience of using Chatloop. Chatloop intervention group participants perceived it to be an interactive learning service that significantly improved their reading and writing skills, acculturation, and enhanced social connections. Being able to access Chatloop on their mobile device 24/7 was deemed to be an added advantage as compared to traditional classroom learning; it provided an opportunity to learn more about Australian culture and communication patterns, at their convenience. These findings suggest that such mobile interventions can be a valuable means of enhancing migrant's English language learning and warrants future research. [ABSTRACT FROM AUTHOR]

This study investigated levels of communicative anxiety (CA) among three generations of Korean immigrants (i.e., first, 1.5, and second generation) in Australia. A survey asking about their levels of CA in Korean (i.e., heritage language) and in English (i.e., majority language) was completed by 137 Korean immigrants. Some of the survey respondents participated in the open-ended questions and interviews, which asked about anxiety-arousing situations and coping strategies. Overall, all three generations of Koreans showed very low levels of CA in Korean. Regarding CA in English, the first-generation group showed a moderate level of anxiety whereas the second-generation group showed a very low level of anxiety. The 1.5-generation group revealed relatively low levels, but still 'some' degree of CA in both Korean and English. Among many contexts, public speaking provoked the most anxiety, both in Korean and English, and for all three generations. Various linguistic and socio-emotional reasons interplayed, and strategies similar to those used by successful foreign or second language learners were reported. [ABSTRACT FROM AUTHOR]

Physical activity (PA) participation is prone to decline during childhood and adolescence. In Australia, this decline has been shown to particularly occur in active play. This study aimed to identify sociodemographic moderators of change in active play between 10-11y and 12-13y among Australian youth. The data were sourced from Waves 6–7 of the Longitudinal Study of Australian Children (n = 3567). Active play participation was measured using one-day time-use diaries (TUDs) completed by youth. Potential sociodemographic moderators were tested using multilevel mixed modelling, adjusted for pubertal development, body mass index z-score and TUD contextual variables (school attendance and season). Active play declined more among girls (β= −7.6 min/day, 95% CI = −13.3, −1.8), those who spoke English at home (β= −12.3 min/day, 95% CI = −22.0, −2.7) and marginally among those in regional/remote areas (β= −6.3 min/day, 95% CI = −12.8, +0.1). A widening gap in active play by sex was observed, while differences by language spoken at home and geographical remoteness weakened or became marginal over time. Interventions to promote active play could target girls in the transition to adolescence. Future studies could investigate whether active play declines earlier than 10-11y among youth who speak languages other than English at home and those living in urban areas. [ABSTRACT FROM AUTHOR]

Sext dissemination (i.e., the online sharing of sexually explicit images) has the potential to result in legal, social, and psychological harms. Recent research has shown that this behavior can be consensual or non-consensual in nature; yet little is known about how motivations or attitudes may differ between these forms, or with gender. This study is based on a cross-sectional online survey investigating consensual and non-consensual sext dissemination and associated demographic, behavioral, attitudinal, and psychological factors. Participants were 2,126 cisgendered adults aged 18 to 30 years (M = 22.97, SD = 3.21, 55% women, 45% men), resident in Western, English-speaking nations, particularly Australia. Around 10% of respondents reported disseminating texts, and of these, only 19.8% indicated they had permission for this, with no differences across gender. When sexts were disseminated "to gossip," this was significantly more likely to be non-consensual. There were no significant differences between consensual and non-consensual dissemination in subjective attitudes or norms toward dissemination, nor levels of psychological distress. Women were more likely to non-consensually disseminate sexts that had been received as unwanted or unwelcome. Consensual dissemination was weakly associated with being sexually active and having given consent to having one's own images disseminated. We discuss implications for future research regarding consent, and relationship and sexuality education. [ABSTRACT FROM AUTHOR]

This feasibility study explored suitability of a preventive intervention for internalising problems in young children for culturally and linguistically diverse families in Australia. A subsample of 62 families whose main language at home was other than English was selected from a population-based randomised trial of the Cool Little Kids parenting program. The population trial recruited 545 inhibited preschool children. Measures included family demographics, feedback post-intervention and child internalising problems at longitudinal follow-up. Parents of children whose main language at home was not English gave feedback that Cool Little Kids was helpful for managing their inhibited child's emotional distress. Significantly fewer intervention than control children whose main language at home was not English had separation anxiety symptoms after 2 years (M (SD) = 3.00 (3.15) versus 5.95 (3.98), p = 0.041). Further work to expand accessibility of Cool Little Kids to recent immigrant parents who do not speak English could be worthwhile. [ABSTRACT FROM AUTHOR]

Simple Summary: Cats coexist in almost all places of human habitation. An English-language internet search identified 16 different recommendations for responsible ownership across 10 nations from 58 different webpages. Most webpages were attributed to Australian local governments, so recommendations may lack local nuance in other countries. More than half the webpages recommended registration and microchipping (65.5%), desexing (65.5%), and containment (60.3%). Both Australia and New Zealand showed majority support for containment, possibly because there is significantly higher agreement in Australia and New Zealand that cats threaten valued wildlife in cities, towns, and rural areas. There were, however, few clear recommendations from these countries for environmental and behavioural enrichment for pet cats in households. Unlike the Oceanian nations, in the webpages explored, all other countries recommended improved understanding and provision for cat needs, but with few recommendations for containment. Different welfare considerations are informing attitudes towards cat ownership internationally. Encouraging containment, a responsible cat ownership practice with benefits for cats and wildlife, may be more likely to succeed outside Oceania if cat welfare is emphasised instead of wildlife protection. Within Oceania, more attention could be given to enhancing the well-being of contained cats. Cats are popular companion animals globally. While the general academic definition of responsible cat ownership is agreed upon, committing to responsible cat ownership is multifaceted, often reflecting regional priorities and values. Utilising a virtual private network (VPN), an English-language online search for 'responsible cat ownership' was applied from major cities in 10 different nations, accounting for five different geographic regions and nine different geographic sub-regions. Data were extracted from the first 20 webpages of each search and included author affiliation, country of webpage origin, and all recommendations towards responsible cat ownership. Searches identified 58 different webpages, 142 duplicate results, and 16 different recommendations. Both before (60.5%) and after (58.6%) duplicate exclusion, irrespective of region, most webpages originated from Australia, so recommendations may lack local nuance in other countries. Similarly, local government webpages were the most common author affiliation both before (35.5%) and after (37.9%) duplicate exclusion—moreover, most Australian webpages were authored by local government (55.9%). More than half of all webpages recommended registration and microchipping (65.5%), desexing (65.5%), and containment (60.3%), probably due to the predominance of local government and Australian webpages online—reflecting Australia's strong legislative stance. Both Australia and New Zealand showed majority recommendations for containment but not for environmental and behavioural enrichment in households. This may be partially explained by the significantly higher agreement in Australia and New Zealand that cats threaten valued wildlife in cities, towns, and rural areas. Unlike the Oceanian nations, other countries clearly recommended improved understanding and provision for cat needs, but with little evidence of support for containment. Thus, divergent welfare considerations inform major webpages associated with attitudes towards cat ownership internationally. Encouraging containment, a responsible cat ownership practice with benefits for cats and wildlife, may be more likely to succeed outside Oceania if cat welfare is emphasised instead of wildlife protection. Within Oceania, more attention could be given to enhancing the well-being of contained cats. [ABSTRACT FROM AUTHOR]

Purpose: This article presents a large-scale example of culturally responsive assessment and analysis of multilingual Vietnamese-English–speaking children and their family members using the VietSpeech Protocol involving (a) examining all spoken languages, (b) comparing ambient phonology produced by family members, (c) including dialectal variants in the definition of accuracy, and (d) clustering participants with similar language experience. Method: The VietSpeech participants (N = 154) comprised 69 children (2;0–8;10 [years;months]) and 85 adult family members with Vietnamese heritage living in Australia. Speech was sampled using the Vietnamese Speech Assessment (Vietnamese) and the Diagnostic Evaluation of Articulation and Phonology (English). Results: Children’s Vietnamese consonant accuracy was significantly higher when dialectal variants were accepted (percentage of consonants correct– dialect [PCC-D]: M = 87.76, SD = 8.18), compared to when only Standard Vietnamese was accepted as the correct production (percentage of consonants correct– standard [PCC-S]: M = 70.34, SD = 8.78), Cohen’s d = 3.55 (large effect). Vietnamese voiced plosives, nasals, semivowels, vowels, and tones were more often correct than voiceless plosives and fricatives. Children’s Standard Australian English consonant accuracy (PCC-S) was 82.51 (SD = 15.57). English plosives, nasals, glides, and vowels were more often correct than fricatives and affricates. Vietnamese word-initial consonants had lower accuracy than word-final consonants, whereas English consonant accuracy was rarely influenced by word position. Consonant accuracy and intelligibility were highest for children with high proficiency in both Vietnamese and English. Children’s consonant productions were most similar to their mothers’ than other adults or siblings’ productions. Adults’ Vietnamese consonants, vowels, and tones were more likely to match Vietnamese targets than their children’s productions. Conclusions: Children’s speech acquisition was influenced by cross-linguistic, dialectal, maturational, language experience, and environmental (ambient phonology) factors. Adults’ pronunciation was influenced by dialectal and crosslinguistic factors. This study highlights the importance of including all spoken languages, adult family members, dialectal variants, and language proficiency to inform differential diagnosis of speech sound disorders and identify clinical markers in multilingual populations. [ABSTRACT FROM AUTHOR]

Copyright of Theory & Practice of Second Language Acquisition is the property of Wydawnictwo Uniwersytetu Slaskiego and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article examines language ideologies around the Australian English accent in 1940s and 1950s Australia. Through the middle decades of the twentieth century, debates about the Australian accent and its relationship to Australian identity were reconfigured. Concerns about effective communication, Australia's role on the world stage, modernity, and national belonging were all reflected in commentary around the Australian voice. A.G. Mitchell emerged as a key figure advocating for an 'educated Australian' accent and his public advocacy and work with the ABC was central to changing public understandings of the Australian voice during this period. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study was to explore the relationship between speech perception, speech production, and vocabulary abilities in children with and without speech sound disorders (SSDs), analyzing the data both by group and continuously. Method: Sixty-one Australian English–speaking children aged 48–69 months participated in this study. Children’s speech production abilities ranged along the continuum from SSDs through to typical speech. Their vocabulary abilities ranged along the continuum from typical to above average (“lexically precocious”). Children completed routine speech and language assessments in addition to an experimental Australian English lexical and phonetic judgment task. Results: When analyzing data by group, there was no significant difference between the speech perception ability of children with SSDs and that of children without SSDs. Children with above-average vocabularies had significantly better speech perception ability than children with average vocabularies. When analyzing data continuously, speech production and vocabulary were both significant positive predictors of variance in speech perception ability, both individually in simple linear regression and when combined in multiple linear regression. There was also a significant positive correlation between perception and production of two of the four target phonemes tested (i.e., /k/ and /ʃ/) among children in the SSD group. Conclusions: Results from this study provide further insight into the complex relationship between speech perception, speech production, and vocabulary abilities in children. While there is a clinical and important need for categorical distinctions between SSDs and typically developing speech, findings further highlight the value of investigating speech production and vocabulary abilities continuously and categorically. By capturing the heterogeneity among children’s speech production and vocabulary abilities, we can advance our understanding of SSDs in children. [ABSTRACT FROM AUTHOR]

This article outlines the Australian legal position relevant to minors and the commencement of hormone treatment for Gender Dysphoria (GD). It traces the significant Australian legal developments in this field and compares the Australian jurisprudence with recent English caselaw. In Quincy Bell and Mrs A v The Tavistock and Portman NHS Foundation Trust and Ors , the English High Court held that minors below 16 years are not likely to have the requisite competency to lawfully consent to the commencement of puberty suppressing drugs. The Court of Appeal subsequently overturned this decision, but there are important aspects of the High Court's reasoning that warrant further analysis, particularly some of the underlying reasoning about the nature of GD as a condition and its treatment. This article highlights several common themes when comparing the High Court's reasoning in Bell with Australian jurisprudence and highlights how the Australian position has advanced significantly since the first Australian cases in this field were decided. This comparison shows that the Australian perspective is important in demonstrating how judicial views can advance over time alongside a deeper understanding of GD, its treatment, and the broader impact of a requirement to involve the court in such cases. It is concluded that the Australian perspective should be considered in future English cases. [ABSTRACT FROM AUTHOR]

Copyright of Profile: Issues in Teachers' Professional Development is the property of Universidad Nacional de Colombia, Facultad de Ciencias Humanas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The prosodic word (PW) has been proposed as a planning unit in speech production (Levelt et al. [1999. A theory of lexical access in speech production. Behavioral and Brain Sciences, 22, 1–75]), supported by evidence that speech initiation time (RT) is faster for Dutch utterances with fewer PWs due to cliticisation (with the number of lexical words and syllables kept constant) (Wheeldon & Lahiri [1997. Prosodic units in speech production. Journal of Memory and Language, 37(3), 356–381. https://doi.org/10.1006/jmla.1997.2517], W&L). The present study examined prosodic cliticisation (and resulting RT) for a different set of potential clitics (articles, direct-object pronouns), in English, using a different response task (immediate reading aloud). W&L's result of shorter RTs for fewer PWs was replicated for articles, but not for pronouns, suggesting a difference in cliticisation for these two function word types. However, a post-hoc analysis of the duration of the verb preceding the clitic suggests that both are cliticised. These findings highlight the importance of supplementing production latency measures with phonetic duration measures to understand different stages of language production during utterance planning. [ABSTRACT FROM AUTHOR]

ESP is the field of second or foreign English language teaching that seeks to prepare learners to use English in a particular domain, such as a workplace or profession, or in study or academic settings. The present review identifies topical themes in current ESP research in the Asia Pacific region using evidence from articles reporting empirical research that were published in the flagship journal in this field, English for Specific Purposes, between 2018–2020. Studies from the region were identified based on the information that the authors had provided about their institutional affiliations. For the purposes of the present review, a subset of around half the studies was collated. This subset included articles from institutions in Australia, China, Hong Kong, Indonesia, New Zealand, Singapore, South Korea, Taiwan, Thailand and Vietnam. [ABSTRACT FROM AUTHOR]

Purpose: To explore how language and executive function skills of pre-school-aged children contribute to semantic fluency (a form of verbal fluency) performance. This study investigated effect of age and contribution of vocabulary and executive function on qualitative aspects of the semantic fluency task. Method: Forty typically developing Australian-English-speaking pre-school children, aged 4;0–5;11 (mean age = 55.5 months, SD = 5.21) participated. Eight assessment tasks were presented in random order examining semantic fluency, vocabulary knowledge and executive function. Hierarchical multiple regression analyses determined the extent to which measures of executive function and vocabulary accounted for fluency (number of words correctly produced) and qualitative aspects of the semantic fluency task (number of clusters, number of clustered words, number of switches). Result: While executive function and vocabulary were positively correlated with fluency and all qualitative measures of semantic fluency performance, they were not significant predictors of any aspect of task performance. Age and vocabulary were the only significant predictors of fluency, number of words clustered, and number of switches. Performance on these tasks was strongly related to vocabulary and automated retrieval processes. Conclusion: Pre-school children do not predominantly rely on executive function during semantic fluency. The influence that vocabulary has on semantic fluency task performance outweighs that accounted for by age. [ABSTRACT FROM AUTHOR]

We study innate ability – a traditionally unobserved component of migrant quality – in Australia, one of the top six destination countries worldwide. We proxy innate ability with validated and widely used measures of non-cognitive (personality) and cognitive (task performance) skills. We find that both first- and second-generation immigrants consistently outperform Australian-born residents with no immediate migration background (natives) on socially beneficial personality traits (Conscientiousness, Openness to Experience) and cognitive ability measures associated with high levels of executive function (coding speed), independent of their gender. The migrant pool resulting from the phase in of a selective immigration policy since 1974 was significantly better educated and more diversified in terms of language background relative to earlier arrivals. Although this meant that the point system attracted migrants with poorer English-language skills relative to natives with equal educational attainment, it did not change their innate ability composition or labor market outcomes. We conclude that selecting migrants based on observable quality characteristics did not lead to a migrant pool of lower quality in traditionally unobservable characteristics in the Australian immigration context. [ABSTRACT FROM AUTHOR]

Growth in e‐mental health services in the past decade has been significant, corresponding with rising rates of mental health concerns and amplified by social isolation strategies imposed by the COVID‐19 global pandemic. Governments, mental health services and practitioners have identified this as a significant area for investment and highlight its capacity for widespread reach, prevention and early intervention. At a time of growth and investment, it is critical to evaluate the extent to which online mental health platforms are effective in reaching the diverse populations they aim to serve. The current study used content analysis to evaluate 33 Australian mental health websites receiving government funding for the availability of translated materials and resources for culturally and linguistically diverse people. The websites analysed covered a range of mental health topics and overall had limited translated materials available. Only four websites (12.12%) provided a translation tool and none of the interactive tools offered, such as web chat services, were available in languages other than English. From a total of 1100 subsections across all websites, eight subsections (0.73%) were specifically targeting populations identifying as culturally and linguistically diverse. Strategic reconsideration and investment are required to enhance the capacity of current mental health platforms to engage and support the mental health needs of the diverse communities they intend to serve. The research and its findings can provide a basis for research and reflection within other health and social services as online platforms proliferate. [ABSTRACT FROM AUTHOR]