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Medical knowledge is evolving rapidly and expanding exponentially. The lifespan of information is now only 70 days, and a deluge of knowledge is predicted, driven by advances in information technology, artificial intelligence, the availability of large datasets, scientific progress, and international collaboration. Continuing Professional Development (CPD), including lifelong learning for doctors, is essential for ensuring safe patient care. CPD requirements for doctors vary amongst different countries and are associated with significant international controversies. This article presents the experience of the Royal College of Physicians of Ireland, aiming to underscore the importance of investing in CPD to enhance patient care and physician well-being. The article also highlights how CPD strengthens the ability to address various challenges in healthcare, from clinical well-being to national imperatives for improved health, care quality, and cost reduction. Finally, it emphasizes that CPD is an investment in both patients and staff and requires promotion and support to succeed.Ongoing international research is necessary to: explore doctors' attitudes towards the regulation of professional competence; identify barriers to participation and propose solutions to enhance engagement; assess the effectiveness of education, including its impact on patient and public health outcomes; bolster public trust, patient safety, and care quality; and, additionally, identify challenges related to future CPD requirements and healthcare service advancements.

During the COVID-19 global pandemic, teachers have had to be creative on how they engage with the families of emergent bilingual students. This content analysis of four teacher focus groups reveals ways in which teachers have worked to connect with their students over a distance. The purpose of this paper is to discover, from educators, effective teaching strategies that engage families and emergent bilinguals during the COVID-19 pandemic and online teaching. Resulting themes included technology in teaching, building relationships with families, and accessing the educational assets of emergent bilinguals and their families. Connections to cariño (Bartolomé, 2008), educación (Valenzuela, 1999), and using the term ‘emergent bilingual’ (García, 2009) are discussed.

This study compared orofacial muscle strength between normal and dysarthric speakers and across types of dysarthria, and examined correlations between strength and dysarthria severity. Participants included 79 speakers with flaccid, spastic, mixed spastic–flaccid, ataxic, or hypokinetic dysarthria and 33 healthy controls. Maximum pressure generation (Pmax) by the tongue, lips, and cheeks represented strength. Pmax was lower for speakers with mixed spastic–flaccid dysarthria for all tongue and lip measures, as well as for speakers with flaccid or spastic dysarthria for anterior tongue elevation and lip compression. Anterior tongue elevation and cheek compression tended to be lower than normal for the hypokinetic group. Pmax did not differ significantly between controls and speakers with ataxic dysarthria on any measure. Correlations were generally weak between dysarthria severity and orofacial weakness but were stronger in the dysarthria groups with more prominent orofacial weakness. The results generally support predictions that orofacial weakness accompanies flaccid and/or spastic dysarthria but not ataxic dysarthria. The findings support including type of dysarthria as a variable of interest when examining orofacial weakness in motor speech disorders.

El rol de los objetivos de lenguaje: fortaleciendo la conciencia lingüística de los maestros de matemáticas y ciencias con los bilingües emergentes en las clases secundarias O papel dos objetivos da linguagem: fortalecer a consciência linguística dos professores de matemática e ciências com os bilíngues emergentes nas aulas secundárias This study focuses on the linguistic foundation of sound pedagogic practices related to non-language content areas referring especially to language objectives; it employ Tharp and Gallimore’s theory on learning: making teaching visible in order to develop the students’ thinking. In the contexts of training both before and after service, a study was conducted on how secondary-science and math teachers contextualize their own teaching according to Emergent Bilinguals (EBs) by using interviews and focus group discussions. Findings reveal that teachers gradually develop an increased sense of importance of language objectives over time. The strengths and challenges highlighted through the study show the need for increased teacher training in the area of teacher language awareness (TLA). So far, the predominance of TLA in the classrooms has been on language, rather than content. Based on the current analysis of how content teachers define and employ language objectives in their teaching, this study proposes a few ways to provide math and science teachers with tools for incorporating language into everyday teaching practices. The present study further supports the call for attention on the needs of all content teachers who work with EBs on training in language awareness. To reference this article (APA) / Para citar este artículo (APA) / Para citar este artigo (APA) Hansen-Thomas, H., Langman, J., & Farias, T. (2018). The role of language objectives: Strengthening math and science teachers’ language awareness with emergent bilinguals in secondary classrooms. LACLIL, 11(2), 193-214. DOI: 10.5294/laclil.2018.11.2.2 Received: 22/10/2018 Approved: 13/02/2019