A Portfolio of Approaches for Addressing Barriers to Language

Task 1: Case study of a young person and a possible approach to support them

This case study here will be going to create a base for establishing the fact that language and emotional barriers has been an issue for people and especially for students in their educational journey. The case here is based on an individual named Thomas a French language person, who is a student in a reputed college in UK and is not fully known to the language of English. Thomas has been in the Bromley College UK for 1year and he has been facing issues in communicating with people in the college and also this barrier is creating difficulties in his education and learning, thus highlighting a need for education dissertation help. As stated by Aichhorn and Puck (2017), the primary intervention used within this case study involves the language and emotional barriers that is causing problems for the individual Thomas in his learning process and also in the society and the community where he and his family reside. Thomas and his family of four including his mother, father, and a younger sister reside in London in a very helpful and good society. All of the four members are weak in their English language and this has become an emotional and language barrier for all of them. Thomas studies in the Bromley College London, for the past 1year and he is struggling to make place among the other students for making friends in the college. In this process, where he is facing the most difficulty is in communicating with the other students as well as with teachers also. Thomas and his family previously stayed in France in Cannes, as a middle class family where his father is the only earning person working in a multinational company. Thomas previously studies in College Pablo Picasso as a student which later on changed to Bromley College due to the job transfer of his father to London. The whole family of Thomas when residing in Cannes have not faced any problems in their daily life but when they shifted issues raised due to the barrier of English language in London which was not very much familiar to them. After that, they all shifted to London, all of them observed issue in communicating with the people around them. Especially for Thomas, his problems started in making friends, talking to them, asking teachers on the educational front and understanding the lessons and class lectures. All of these also raised the emotional barrier for Thomas to share his feelings and experiences to any other people except his family.

This case raised an important and noticeable topic of issue that can be faced by anybody in any place that is the language barriers and emotional barrier which is a big concern because due to this people feel inexpressive and lonely (Akhmetshin et al. 2017). As opined by Alhamami (2020) The language barrier is the most common linguistic barrier or an obstruction that causes due to the unawareness not known to that common language where a person reside causing social distance and lack of communication with people around and unable to speak to people clearly and understanding the speech of the other people. Ali and Watson, (2018) advised that it is the inability to create conversation with the society using the common language of that place which sometime creates misinterpretation and misunderstandings among people, hence resulting to emotional issues and emotional barriers too. In this case study also, it has been seen that since Thomas and his family was not fully known and familiar with the common language of London where English is used. This created lots of problems for them to adjust in the community and locality environment. In order to support Thomas in this situation, one approach can be applied with him and that is the individual approach to the emotional barrier to language. The individual approach to the language and emotional barrier is directly aimed at exploring various types of different approaches and concepts to counsel the students in schools and colleges (Amant et al. 2018). These counselling approaches helps them in understanding that how to handle with situations where somebody in unable to understand what the opposite person or people are saying. This approach has its aim to shift the rigid thinking and perception into consideration that how somebody might interact with the people and especially the young generation people who are vulnerable towards the common spoken language of any place. The individual approach could be the solution to all those issues that young people face in different language places and among other linguistic people. This individual approach will support Thomas and his family also to break the linguistic boundaries and engagements with people, making friends and the community where they reside. It will also be helpful in removing the communication barriers and gaps resolving the misinterpretations and misunderstandings between Thomas and other students around him in the college and with teachers too.

de Moissac and Bowen (2017) stated that the individual approach itself has classified sections for helping and supporting people who are facing issues with barriers in the emotional front in language and communication. The classified dimensions of the individual approach are – listening skills and reading skills. According to De Moissac and Bowen (2019), the non-verbal communications have the reading skills working for it but the communications which are verbal and expressive has listening skills for supporting it. Carl Rogers, a humanistic psychotherapist and counsellor defined the listening skills of the individual; approach as the idea of long lasting and profound influence of words and sentences that are applicable for conveying messages to people. Demarest (2020) argued that there are some core conditions and motives of the listening skill which includes acceptance of the feelings and expressing the feelings honestly through expressions. The listening skills help in openly expressing the true feeling and authentic conveying of interests. Doerr (2017) stated that attitude is one of the most vital aspects of listening skill of the individual approach because it reveals almost half of the communication that what the opposite person might say or how the opposite person is reacting in any conversation. In this case, Thomas can use this approach for help because when he won’t be able to talk with the college students, this listening skill can at least help him in identifying that what people might be saying by understanding and reading their expressions. Tough the language barriers remain the same still at least he can be an active listener of his college friends group. Facial expressions are a big measure to identify and guess the topic of conversation in case of language barriers such as sad face, smile, moving the head in positive acceptance and shaking the neck in denial of anything are all signs of language which can be a great support in case of Thomas (Flint et al. 2019). In the listening skill, major pillars are the attentiveness and activeness in listening. The different layers of the listening skill are –

Ignoring where the listener just simply avoids what the speaker is saying and is not really listening Pretending where just practicing the ells and common responses and not indulging in the responding process Selective listening where hearing only that parts of the conversation which the listener is interested in and avoiding the others Empathetic listening is where the listening is done with sincere effort towards the speaker without any kind of judgements Active listening where the energy focus is completely on the words that are being said

In this Individual approach, Thomas needs to learn few of the things which will further help in communicating with other irrespective of the language barrier between him and the other people around him. First thing is to look into the eyes of the speaker to identify the attitude he/she is at the initial start of the conversation, it can help to give a better response to the opposite. Looking away or not paying attention is a kind of ignorance or not listening behaviour (jmir.org, 2020). While talking to someone, Thomas must ensure his awareness of the words, body language and the tone of voice which expresses the mood of the speech. Active and attentive listening shows the act of giving respect to the speaker which will improve in building a comfort zone around the listener and the speaker and contributes as cement into the relationship (Kletečka-Pulker et al. 2019). In order to adapt this individual approach, Thomas needs to be a good listener since a communication can also be initiated without any words and only by showing a good attending behaviour which is one of the components of a conversation despite having language barriers because active and attentive listening is all about analysing the expressions, feeling and attitude of the speaker and then understanding the speech (ncbi.nlm.nih.gov, 2017). There are certain components of the attentive behaviour which Thomas must follow to communicate with people without using words like –

Continue your journey with our comprehensive guide to A Playbook for Ministry and Discipleship.

Posture: It is generally the body language of the speaker and the listener. Lam (2019) defined that if any of them finds it ignoring and inattentive, then the conversation will not be going to be good. So the best posture can be said as the, position where the body is slightly leaned towards the person in a relaxed mood. It will not shift the concentration other ways.

Eye contact: Tancredi (2018) suggested that looking directly at the person shows that Thomas is listening carefully what the opposite person is saying but too intensive look can make the speaker uncomfortable to a mild and normal look works best.

Facial expression: This component is an indicative response of the listener where smiling, raising eye brows and reacting is a part of being a good listener.

Gesture: A communication also involves the body movements and hand gestures where they intend to show indulgence of the listener in the conversation (Tenzer et al. 2021).

Verbal behaviour: Thomas can find it difficult but still he can behave by actions and directing with hand movements to comment or question about anything while in public.

All these are needed to be considered this case study where Thomas has the main issue of language barrier on the emotional front. They can help him find a better way than being out of every conversation around him.

There are some of the ethical considerations which must be remembered by Thomas when applying the individual approach for supporting in eliminating his language barrier. These ethical considerations come under the Code of Ethics which states the normal standards of the ethical practices that are expected from the group of people to whom it is being referred (springer.com, 2019). The Code of Ethics is one of the hall-mark of the professional ethical behaviour in regards with the meetings with people (Skjeggestad et al. 2017). The issues of the ethical considerations which must be maintained can b enlisted as:

Maintaining an appropriate boundary- the listener must maintain the standard boundaries to guard the relationship between the speaker and the listener with respect and the rights of the responsibilities of both the parties.

Unnecessary touch- in between a conversation where two people are engaged, the practices says that there must be maintained a dignity in touching expressions. Unnecessary touches create an uncomfortable situation where one party might feel weird, so a responsive and protective touch will play the right track in this regard (Rees et al. 2019).

Record keeping- this ethical consideration issue happens when there is only one-sided communication like teaching sessions or learning classes. In these situations, the best way that will work for Thomas is to record the communication which the speaker is giving if in case the listener is unable to acknowledge the learning instantly, while the speaker is conveying (Premji et al. 2020). The recorded notes will make it easy for Thomas to later on read carefully and understand with the help of various sources in addition to that.

Engagement with parents- when with family or parents, individuals gets comfortable and homely environment like Thomas and at that situation, it becomes easy to convey in the mother tongue or communicate with the family members or specifically with parents.

Engagement with other people- an individual like Thomas who are having linguistic barriers find it very difficult to socially interact with people outside their home. As given in this case study, there are various measures which can be applied or used to make the communication little bit easier.

References

Aichhorn, N. and Puck, J., 2017. “I just don’t feel comfortable speaking English”: Foreign language anxiety as a catalyst for spoken-language barriers in MNCs. International Business Review, 26(4), pp.749-763.

Akhmetshin, E.M., Makulov, S.I., Talysheva, I.A., Fedorova, S.Y. and Gubarkov, S., 2017. Overcoming of intercultural barriers in the educational environment. Man in India, 97(15), pp.281-288.

Alhamami, M., 2020. Language barriers in multilingual Saudi hospitals: causes, consequences, and solutions. International Journal of Multilingualism, pp.1-13.

Ali, P.A. and Watson, R., 2018. Language barriers and their impact on provision of care to patients with limited English proficiency: Nurses' perspectives. Journal of Clinical Nursing, 27(5-6), pp.e1152-e1160.

Amant, H.G.S., Schrager, S.M., Peña-Ricardo, C., Williams, M.E. and Vanderbilt, D.L., 2018. Language barriers impact access to services for children with autism spectrum disorders. Journal of autism and developmental disorders, 48(2), pp.333-340.

de Moissac, D. and Bowen, S., 2017, July. Impact of language barriers on access to healthcare for official language minority Francophones in Canada. In Healthcare management forum (Vol. 30, No. 4, pp. 207-212). Sage CA: Los Angeles, CA: SAGE Publications.

De Moissac, D. and Bowen, S., 2019. Impact of language barriers on quality of care and patient safety for official language minority Francophones in Canada. Journal of Patient Experience, 6(1), pp.24-32.

Demarest, M.T., 2020. " Why can't you guys just talk like me?": an exploration of court-involved young adults' responses to language barriers (Doctoral dissertation, University of Delaware).

Doerr, N., 2017. Bridging language barriers, bonding against immigrants: A visual case study of transnational network publics created by far-right activists in Europe. Discourse & Society, 28(1), pp.3-23.

Flint, P., Dollar, T. and Stewart, M.A., 2019. Hurdling over language barriers: Building relationships with adolescent newcomers through literacy advancement. Journal of Adolescent & Adult Literacy, 62(5), pp.509-519.

jmir.org, 2020. Designing an App to Overcome Language Barriers in the Delivery of Emergency Medical Services: Participatory Development Process, available at: https://mhealth.jmir.org/2021/4/e21586/

Kletečka-Pulker, M., Parrag, S., Drožđek, B. and Wenzel, T., 2019. Language barriers and the role of Interpreters: A challenge in the work with migrants and refugees. In An Uncertain Safety (pp. 345-361). Springer, Cham.

Lam, T., 2019. Parent-child Communication Barriers and Mother-tongue Education for Vietnamese Children in London. In Current issues of UK asylum law and policy (pp. 320-336). Routledge.

ncbi.nlm.nih.gov, 2017. Language Barriers and Health of Syrian Refugees in Germany, available at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5343709/

Premji, S., Kosny, A., Yanar, B. and Begum, M., 2020. Tool for the meaningful consideration of language barriers in qualitative health research. Qualitative health research, 30(2), pp.167-181.

Rees, S., Kind, V. and Newton, D., 2019. Meeting the challenge of chemical language barriers in university level chemistry education. Israel Journal of Chemistry, 59(6-7), pp.470-477.

Skjeggestad, E., Gerwing, J. and Gulbrandsen, P., 2017. Language barriers and professional identity: A qualitative interview study of newly employed international medical doctors and Norwegian colleagues. Patient Education and Counseling, 100(8), pp.1466-1472.

springer.com, 2019. Access to cardiac rehabilitation and the role of language barriers in the provision of cardiac rehabilitation to migrants, available at: https://link.springer.com/article/10.1186/s12913-019-4041-1

Tancredi, H.A., 2018. Adjusting language barriers in secondary classrooms through professional collaboration based on student consultation (Doctoral dissertation, Queensland University of Technology).

Tenzer, H., Pudelko, M. and Zellmer-Bruhn, M., 2021. The impact of language barriers on knowledge processing in multinational teams. Journal of World Business, 56(2), p.101184.

Task 2: Reflection on how the module has developed your practice

The assessment of the case study which was developed above will primarily focus on the language barriers and its various types of aspects that increase the chances of facing problems in communication in the society. Aichhorn and Puck (2017) suggested that in this module, the problems were raised and highlighted that an individual faces while he or she is trying to adjust in any new place with a new common language which is unknown to them. In the case study which is presented here, a college student Thomas who is recently shifted to London with his family to London from their previous place Cannes, France. Thomas and his family felt difficulty in adjusting with his college environment since he and his family is not fully known to the English language. Docrat (2020), in order to present a reflection on how I have gone through the journey of this case study, the best way is the Gibbs Reflection Cycle. In the Gibbs model, it has six components in itself based on the six stages of reflection (Tenzer et al. 2021). All the six components are detailed below.

Description- The description stated that Thomas who is a French guy who is not fully known to the English language faced so many difficulties in his college of London. The description says that the most chaotic situation was the problems that arose due to the language barrier between him and the other college students and teachers of that college also. In order to remove his emotional barrier to language, the individual approach is utilised which has various components in it which will help and support him in adjusting and accepting the issues of the scenario (ncbi.nlm.nih.gov, 2020).

Feelings- When delivering this case study module, I have seen so many people who were regularly fighting in their daily life to communicate with people in every place whether to buy things, to offer services or to get facilities. Tancredi (2018) revealed that the crucial and mostly critical is in getting the healthcare facilities where they find it very hard to make the doctors and professional understand their physical issues.

Evaluation- While evaluating I collected so many experiences of people who have the language barrier problem in their life and discussed with them that how they manage to communicate with people.

Analysis- The analysis revealed many new approaches which were previously not utilised, they can also be helpful I making people resolve their language issues. When collecting information as advised by Kaare (2020), I found many difficulties when collecting the evidences, recording experiences and recording the information.

Conclusion- After completion of this proposed research assessment, I can conclude that the evidence collected for preparing this case study are real life based problems which made this assessment more connecting and realistic to the real time circumstances.

Action plan- The action plan for the next opportunity like this, I can now assure that as Botner (2018) advised to explore more I will explore various other methods also for analysing the topic as research method so that more new methods or approaches can be brought into focus for supporting and helping more and more people in finding solutions to their emotional barrier to language.

References

Botner, E., 2018. Impact of a virtual learning program on social isolation for older adults. Therapeutic Recreation Journal, 52(2).

Docrat, N., 2020. Language Barriers in the Emergency Centre (EC): A survey of secondary public hospital EC doctors on the perceived presence and impact of language barriers (Master's thesis, Faculty of Health Sciences).

Kaare, B.T., 2020. The impact of modernization policies on the hunter-gatherer Hadzabe: The case of education and language policies of postindependence Tanzania. In Key Issues in Hunter-Gatherer Research (pp. 315-331). Routledge.

ncbi.nlm.nih.gov, 2020. Implications of Language Barriers for Healthcare: A Systematic Review, available at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7201401/

Tenzer, H., Pudelko, M. and Zellmer-Bruhn, M., 2021. The impact of language barriers on knowledge processing in multinational teams. Journal of World Business, 56(2), p.101184.

Task 3: Analysis of an approach to supporting emotional barriers

Language barriers are the most significant and common issues which can be seen nowadays in every place whether working environment or in educational environment or in the society with people. Language barriers sometimes or it can be said mostly of the times results in the emotional barrier because without any linguistic approach no person can share and tell their experiences whether they are in regards with problems or loneliness, sadness, any happy moments or any other circumstance (springer.com, 2018). Language barriers can be of various types for example in care of work place environment- there can be technical language barrier, barrier in dialects and one more is the language disability (Valarezo et al. 2018). In case of educational environment, barriers can be in communicating with the class mates, understanding the learning and lessons given by the teachers or professionals and in the societal environment, the language barrier obstructs the talking with neighbours o in shopping from the local stores or getting any service from any professional ant mostly difficult situation comes in the language barrier in healthcare settings. There are numerous ways which can be used to lessen the issues which rises from the language barriers which includes-

According to Rosales (2021) finding any other way to communicate such as actions or expressions because when there are no words actions can help a little bit for make people understand what a person wants to convey for say. But this method is also difficult for many people to understand so it might not work well.

Another way could be finding any translation devices which will translate what an individual wants to say and will make the other person understand in their own language (nature.com, 2018). This technique is sometimes used in wide arrange of lectures in big universities and in some of the world wide meetings where people from all over the world come to participate. MÜLAYIM and LAI (2017) suggested that at those places the speaker say sin one language and everybody listening gets the translated version of those speeches with the help of the translator mechanisms. There is a disadvantage in this technique and that is it is quite a costly way to adopt for removing the language barrier.

A better way can be to hire interpreters. Interpreters are those people who move along with the person and whoever comes to talk or say something the interpreter translates them into the language known by the listener. This is a third party way as per Lotfian, and Busso (2017) is used to remove the language barer but it is not possible to take the interpreter in each and every place like if someone is spending personal time with any other language person at that time, the interpreter will act as an interrupter. So this can be use only in professional fronts. In educational circumstances also, carrying an interpreter is not allowed in lectures and classes.

Action or visual method is another way to communicate in cases where there are language barriers in people. This can be used as a method but sometimes actions are also not clearly conveyed to the other person and they either misunderstand or misinterpret the actions and expressions which the speaker is trying to say (Ma et al. 2017). But it can work well when the circumstances have comfort zone between two people who wants to talk to each other.

All these are somehow workable to mitigate the language barriers in both professional and personal fronts but every way comes with some of the negative points in them (jmir.org, 2020). So the best way is to adopt an approach which can work best to solve the issues or problems that arise when there is emotional barrier in the linguistic matter.

One of the approach that can be noted as the best approach to remit the language barrier and that is the Emotional barrier to language. This approach always helps and gives support to individuals who are facing difficulty in conversation with other people who are unknown of the language of the speaker (Harmuth et al. 2018). In this approach, there are specifically three conditions which needs to be followed strictly –

The first condition of the three major core conditions is the unconditional positive regards to the opposite person. In this condition the listener have to give full respect and attention to the speaker without any kind of judgement or any kind of evaluation. In this conditional approach, the expression with genuine sense of care and protection in involved towards the person who is speaking (Fox-Kämper et al. 2018). In this condition, the attitude remains like the listener is accepting the speaker as it is and promises to accept in their real form. The feeling of recognition is present where the individual have the right to freely express the feelings without any negative effects.

Axon (2017) suggested that the second condition is the feeling of empathy which refers that seeing the whole world through the eyes of another person. This consists of accepting the world out there through the vision and perception of another person or it can be said as from the glasses of the speaker (Poscia et a. 2018). The listener in this condition feels like he/she has been mixed with the feelings of the speaker without any sense of their own feeling or knowledge and any separate senses of being self. But in this condition, the whole scenario has the perception of only the speaker and not any separate vision of the listener (biomedcentral.com, 2019).

The third condition is the congruence which can be defined as the feeling of honesty in any relationship where two people have their clear and simple feelings and the outer display for each other in the conversation circumstances. This condition implies the authentic and real expressions and interest that are conveyed between people (emerald.com, 2017). It allows open expressions of how and what are the views ad thoughts of the speaker and the listener listen being transparent, real and genuine from both inner and outer front.

A very indulging aspect of the individual approach of language is the active listening skill. There is a difference between hearing and listening, where hearing is the passive, natural and physical process of communicating and on the other hand listening is the mental and physical process of actively learned skill process (biomedcentral.com, 2018). The active listening is the core process where the receiving of message is done on the first level and then the meaning of that message is constructed and after understanding that message, the responding action is played through verbal or non- verbal methods (Ayakaka et al. 2017). According to Ali and Johnson (2017), the active listening with thoughtfulness and attention is a major benefit that helps an individual to convey clearly and freely.

The main objectives of this active learning skill of the emotional barrier approach to language can be stated as:

The people must gain greater insights of their issue and problems through talking and as a result will they will get benefits that will help and support them in removing their language knowledge.

As more as the conversations will happen the more the vocabulary will be improved and the barriers will be reduced to some extent (Akhmetshin et al. 2017).

Active listening give more information about various topics and as much as possible knowledge to provide solutions to the problems raised.

It improves the listening clarity which is helpful in understanding people more effectively and has a clear conception about what the opposite person is conveying with thoughts, vision and feelings (Abrar et al. 2018).

References

Abrar, M., Mukminin, A., Habibi, A., Asyrafi, F. and Marzulina, L., 2018. " If our English isn't a language, what is it?" Indonesian EFL Student Teachers' Challenges Speaking English. The Qualitative Report, 23(1), pp.129-145.

Akhmetshin, E.M., Makulov, S.I., Talysheva, I.A., Fedorova, S.Y. and Gubarkov, S., 2017. Overcoming of intercultural barriers in the educational environment. Man in India, 97(15), pp.281-288.

Ali, P.A. and Johnson, S., 2017. Speaking my patient's language: bilingual nurses’ perspective about provision of language concordant care to patients with limited English proficiency. Journal of advanced nursing, 73(2), pp.421-432.

Axon, S., 2017. “Keeping the ball rolling”: Addressing the enablers of, and barriers to, sustainable lifestyles. Journal of Environmental Psychology, 52, pp.11-25.

Ayakaka, I., Ackerman, S., Ggita, J.M., Kajubi, P., Dowdy, D., Haberer, J.E., Fair, E., Hopewell, P., Handley, M.A., Cattamanchi, A. and Katamba, A., 2017. Identifying barriers to and facilitators of tuberculosis contact investigation in Kampala, Uganda: a behavioral approach. Implementation science, 12(1), p.33.

biomedcentral.com, 2018. Barriers and facilitators to the access to and use of formal dementia care: findings of a focus group study with people with dementia, informal carers and health and social care professionals in eight European countries, available at: https://bmcgeriatr.biomedcentral.com/articles/10.1186/s12877-018-0816-1

biomedcentral.com, 2019. Strategies to improve engagement of ‘hard to reach’ older people in research on health promotion: a systematic review, available at: https://bmcpublichealth.biomedcentral.com/articles/10.1186/s12889-017-4241-8

emerald.com, 2017. Positive emotion in workplace impact: The case of a work-based learning project utilising appreciative inquiry, available at: https://www.emerald.com/insight/content/doi/10.1108/JWAM-07-2017-0017/full/html

Fox-Kämper, R., Wesener, A., Münderlein, D., Sondermann, M., McWilliam, W. and Kirk, N., 2018. Urban community gardens: An evaluation of governance approaches and related enablers and barriers at different development stages. Landscape and Urban Planning, 170, pp.59-68.

Harmuth, E., Silletta, E., Bailey, A., Adams, T., Beck, C. and Barbic, S.P., 2018. Barriers and facilitators to employment for adults with autism: A scoping review. Annals of International Occupational Therapy, 1(1), pp.31-40.

jmir.org, 2020. Barriers and Facilitators That Influence Telemedicine-Based, Real-Time, Online Consultation at Patients’ Homes: Systematic Literature Review, available at: https://www.jmir.org/2020/2/e16407

Lotfian, R. and Busso, C., 2017. Building naturalistic emotionally balanced speech corpus by retrieving emotional speech from existing podcast recordings. IEEE Transactions on Affective Computing, 10(4), pp.471-483.

Ma, P.H., Chan, Z.C. and Loke, A.Y., 2017. The socio-ecological model approach to understanding barriers and facilitators to the accessing of health services by sex workers: a systematic review. AIDS and Behavior, 21(8), pp.2412-2438.

MÜLAYIM, S. and LAI, M., 2017. Managing Language Barriers in Policing. CRIME PREVENTION AND COMMUNITY RESILIENCE, p.87.

nature.com, 2018. Qualitative systematic review of barriers and facilitators to self-management of chronic obstructive pulmonary disease: views of patients and healthcare professionals, available at: https://www.nature.com/articles/s41533-017-0069-z

Poscia, A., Stojanovic, J., La Milia, D.I., Duplaga, M., Grysztar, M., Moscato, U., Onder, G., Collamati, A., Ricciardi, W. and Magnavita, N., 2018. Interventions targeting loneliness and social isolation among the older people: An update systematic review. Experimental gerontology, 102, pp.133-144.

Rosales, V., 2021. The impostor syndrome: language barriers in organizational ethnography. Journal of Organizational Ethnography.

springer.com, 2018. Effectiveness of interventions adopting a whole school approach to enhancing social and emotional development: a meta-analysis, available at: https://link.springer.com/article/10.1007/s10212-018-0406-9

Valarezo, Á., Pérez-Amaral, T., Garín-Muñoz, T., García, I.H. and López, R., 2018. Drivers and barriers to cross-border e-commerce: Evidence from Spanish individual behavior. Telecommunications Policy, 42(6), pp.464-473.