Maria R. Coady

Review: Community-based participatory research approach to address mental health in minority populations

In this review, a synthesis of studies employing community-based participatory research (CBPR) to address mental health problems of minorities, strengths and challenges of the CBPR approach with minority populations are highlighted. Despite the fact that minority community members voiced a need for innovative approaches to address culturally unique issues, findings revealed that most researchers continued to use the traditional methods in which they were trained. Moreover, researchers continued to view mental health treatment from a health service perspective.

Enhanced Knowledge and Skills for Elementary Mainstream Teachers of English Language Learners.

The placement of English language learners (ELLs) in mainstream classrooms raises important questions about the preparation of mainstream teachers to work with ELLs. Grounded by the conviction that well-prepared teachers can make a difference in student learning, and informed by current views on teacher learning and by teacher preparation research, this article conceptualizes ELL teacher expertise as enhanced expertise. It describes this expertise along 3 primary dimensions, along with examples of practices and implications for teacher preparation. The three dimensions are: (a) understanding ELLs from a bilingual and bicultural perspective; (b) understanding how language and culture shape school experiences and inform pedagogy for bilingual learners; and (c) ability to mediate a range of contextual factors in the schools and classrooms where they teach.

CBPR: Building Partnerships with Latinos in a Rural Area for a Wellness Approach to Mental Health

Using Community-Based Participatory Research, this study describes the ongoing collaboration between Latino community leaders and academic partners to develop a mental health promotion intervention for rural Latinos in Florida. Two strategies were used: (1) Community Advisory Board (CAB) members completed a Latino Community Partners Survey (LCPS) and (2) scribe notes were taken during CAB meetings. The LCPS demonstrated not only the CABs knowledge about the community but the readiness of leaders to get involved in the community-academic partnership. Thematic analysis of scribe notes revealed four main categories: caring, knowledges, interpersonal dynamics, and future impact in the community. CAB members greatly enhanced academic partners’ understanding of the communitys needs as well as of their own culturally-specific knowledge.

Personalmente: Home–School Communication Practices with (Im)Migrant Families in North Florida

Abstract This paper presents findings from a qualitative study that investigated home–school communication practices from two school districts in north Florida. Specifically, this study focuses on communication between education professionals and Spanish-speaking parents who were immigrant and migrant farmworkers. In this paper we use the term (im)migrant when referring to families that are both migrant and immigrant to represent the unique characteristics of the group. While prior research has examined communication practices for culturally and linguistically diverse populations, scant research has explored the context with (im)migrant families. Through field notes, home observations, and semistructured interviews, data were collected from parents, school personnel (including teachers, aides, and ESOL district coordinators), and staff from the area Migrant Education Program (MEP). Findings reveal two major themes: differing ideologies of communication, and confounding roles and responsibilities among study participants regarding communication processes and practices. The study found that families that are (im)migrant have unique needs that require nontraditional outreach efforts and communication practices. We discuss implications for education professionals working with this population.

‘The United States is America?’: a cultural perspective on READ 180 materials

READ 180 is a reading program primarily designed for both struggling readers and English language learners (ELLs) in the United States. In this paper, we report findings from a qualitative study that investigated how four adolescent ELLs responded to using READ 180, particularly in relation to their cultural needs. Findings from the study showed that READ 180 provided some culturally responsive interaction and activities, principally in terms of thematic units, but was unable to respond to the unique cultural needs and background knowledge of each ELL to facilitate reading development. We discuss the implications of these findings for culturally responsive pedagogy and curriculum planning.

English as a second language nurses in the United States: culture, communication, and needs for continuing education

ABSTRACT The purpose of the study was to understand the role of culture in English as a Second Language (ESL) nurses’ clinical communication experiences in the United States, and how these experiences demonstrate the need for continuing education for ESL nurses. Five Taiwanese nurses who worked in U.S. health care contexts were recruited in the study. Data were collected through focus group and individual interviews, and data were analyzed using narrative and thematic analyses. Findings indicate that cultural differences in clinical settings complicated ESL nurses’ communication experiences, including linguistic and cultural diversity, the independent role of nurses, patient-centered care, and choice of speech registers. Findings further show that comprehensive on-the-job, vocational training in English for Nursing Purposes (ENP) is essential in order to assist ESL nurses’ transit between home and host country cultures. In other words, familiarising nurses with patient-centered care and different discourse patterns, developing critical thinking skills, and enhancing cultural competence should be emphasised in ESL nurses’ continuing education.

Scholarly contributions to twenty-first century multilingualism

Any national leader, educator, or policy-maker with an interest in the intersectionality of language, politics, and economics and who seeks a refreshing epistemic shift in view of multilingualism w...