Electrical Source Imaging of Somatosensory Evoked Potentials from Intracranial EEG Signals.

Stereoelectroencephalography (SEEG) records electrical brain activity with intracerebral electrodes. However, it has an inherently limited spatial coverage. Electrical source imaging (ESI) infers the position of the neural generators from the recorded electric potentials, and thus, could overcome this spatial undersampling problem. Here, we aimed to quantify the accuracy of SEEG ESI under clinical conditions. We measured the somatosensory evoked potential (SEP) in SEEG and in high-density EEG (HD-EEG) in 20 epilepsy surgery patients. To localize the source of the SEP, we employed standardized low resolution brain electromagnetic tomography (sLORETA) and equivalent current dipole (ECD) algorithms. Both sLORETA and ECD converged to similar solutions. Reflecting the large differences in the SEEG implantations, the localization error also varied in a wide range from 0.4 to 10 cm. The SEEG ESI localization error was linearly correlated with the distance from the putative neural source to the most activated contact. We show that it is possible to obtain reliable source reconstructions from SEEG under realistic clinical conditions, provided that the high signal fidelity recording contacts are sufficiently close to the source of the brain activity.

University-level EFL students' views on learning English online: a qualitative study.

The main aim of this article is to determine Turkish EFL (English as a foreign language) students' perceptions about learning English through distance education (henceforth DE) during the COVID-19 pandemic. To realize this aim, the study adopted a qualitative research design and used the metaphor elicitation technique, semi-structured telephone interviews, and an online focus group interview to collect data. The results of the analysis show that most of the students prefer face-to-face English education in a classroom setting rather than online education. Despite some positive comments about DE like it being more comfortable for shy students, students' attitudes toward DE were found to be mostly negative because of the challenges they faced like technical problems, health and focus issues, a lack of interaction and speaking practice in the target language, feelings of anxiety and isolation and low motivation, and DE not addressing all learning styles effectively. Using several qualitative data collection tools, this study provides valuable insights into the thoughts and experiences of students about online English language learning, which can be taken into account to enhance future online language teaching and learning efforts. This study also offers some suggestions to make online EFL education more productive and effective.

The use of ICT by ESL teachers working with young learners during the early COVID-19 pandemic in Poland.

The article presents selected aspects of the empirical qualitative research conducted by the authors at the end of the first wave of the COVID-19 pandemic in Poland, in July and August 2020. As in March 2020 SARS-CoV-2 virus started to spread, the Polish Ministry of Education decided to close nearly all educational institutions, and teachers were forced to carry out lessons using the means of distance education. The authors of this paper tried to establish how teachers of English as a second language (ESL) working with young learners in three different types of institutions (public and private (pre-primary and primary) schools, language schools) coped with the situation of teaching a foreign language under these unusual circumstances. One of the results showed that teachers in three types of settings received different support. This either helped them to cope with the new situation of remote teaching, e.g. by choosing a platform for online teaching or providing meetings with a methodologist (private settings and language schools) or caused more confusion by leaving the decisions to the teachers (public settings). The findings of the study may contribute to the knowledge of remote education development and implementation of new technologies in teaching English to young learners, which may result in better quality language education in the future.

Molecular characterization and biofilm formation potential of Bacillus subtilis and Bacillus velezensis in extended shelf-life milk processing line.

This study aims to characterize Bacillus subtilis complex group from raw, pasteurized, and packaged extended shelf-life (ESL) milk samples, to determine their biofilm potential and source-track the microbial contaminants to control their presence during processing. Isolates were characterized using multi-locus sequence typing (MLST) with 7 housekeeping genes. The primers used were designed from the coding regions with the highest number of polymorphic sites. The heat resistance profile indicated that all 12 isolates are psychrotolerant as well as thermophilic, with temperature ranges of 6°C to 55°C (B43, B44, B52, B54, B55, B56, B57), 6°C to 60°C (B46, B47, B48), and 15°C to 60°C (B49, B50). A general linear model 2-way repeated-measure ANOVA of the biofilm-forming potential of the isolates shows a statistically significant difference across the time of incubation (6, 12, 18, and 24 h). All isolates except 2 formed moderate to strong biofilms, with B44 having the most robust biofilm formation (3.14 ± 0.60). Scanning electron and confocal microscopy images reveal the strain specificity of the biofilm structure. The MLST analysis identified all isolates as belonging to either B. subtilis or Bacillus velezensis. All the isolates were novel sequence types (ST) when compared with the PubMLST database (https://pubmlst.org/) but showed relatedness to isolates in the raw milk that was processed. The closest ST are 96 for B. velezensis and 128 for B. subtilis, mostly isolated from soil. This study presents the significance of biofilms of thermophilic B. subtilis and B. velezensis and their possible perpetuation in the dairy processing plant. The information provided is a call for an innovative food contact surface or any other intervention that can minimize or prevent microbial adhesion in the processing plant, to prevent negative effects in ESL milk.

Endothelin receptor-A mediates degradation of the glomerular endothelial surface layer via pathologic crosstalk between activated podocytes and glomerular endothelial cells.

Emerging evidence of crosstalk between glomerular cells in pathological settings provides opportunities for novel therapeutic discovery. Here we investigated underlying mechanisms of early events leading to filtration barrier defects of podocyte and glomerular endothelial cell crosstalk in the mouse models of primary podocytopathy (podocyte specific transforming growth factor-ß receptor 1 signaling activation) or Adriamycin nephropathy. We found that glomerular endothelial surface layer degradation and albuminuria preceded podocyte foot process effacement. These abnormalities were prevented by endothelin receptor-A antagonism and mitochondrial reactive oxygen species scavenging. Additional studies confirmed increased heparanase and hyaluronoglucosaminidase gene expression in glomerular endothelial cells in response to podocyte-released factors and to endothelin-1. Atomic force microscopy measurements showed a significant reduction in the endothelial surface layer by endothelin-1 and podocyte-released factors, which could be prevented by endothelin receptor-A but not endothelin receptor-B antagonism. Thus, our studies provide evidence of early crosstalk between activated podocytes and glomerular endothelial cells resulting in loss of endothelial surface layer, glomerular endothelial cell injury and albuminuria. Hence, activation of endothelin-1-endothelin receptor-A and mitochondrial reactive oxygen species contribute to the pathogenesis of primary podocytopathies in experimental focal segmental glomerulosclerosis.

Assessment of Naming in Non-native English Speakers with Epilepsy.

OBJECTIVES: Naming assessment is a core component of neuropsychological evaluation, particularly in the surgical work up for patients with pharmacologically refractory epilepsy. Specifically, naming deficits are typically associated with left, but not right hemisphere epilepsy, thereby assisting with lateralization of seizure onset. We sought to determine whether bilingual (English as second language, ESL) and monolingual epilepsy patients with comparable education, intelligence, and objective vocabulary performance would perform similarly on standard naming measures, and whether ESL patients would demonstrate laterality effects in naming, similar to that observed in monolingual patients. METHODS: Participants were 242 adults with epilepsy (186 native, 56 ESL) who underwent neuropsychological evaluation and obtained normal range or higher scores on the Wechsler Adult Intelligence Scale (R/III/IV) Vocabulary subtest (scaled score≥8). Groups were compared on demographic factors and language performances (i.e., Boston Naming Test, Auditory & Visual Naming Test, word reading, fluency). RESULTS: Groups did not differ with respect to age, education, FSIQ, vocabulary, reading, or verbal fluency. However, ESL speakers earned poorer scores than native English speakers on all naming measures. Moreover, among ESL participants with unilateral epilepsy, a significant proportion of right hemisphere patients scored below cutoff for impairment. This contrasted with the more typical finding among native English speakers, whereby a significant proportion of left patients demonstrated naming impairment. CONCLUSIONS: These results underscore the complexity of verbal assessment in bilinguals, suggesting that naming performances by ESL individuals, even those considered proficient, with strong performances on other English verbal measures, cannot be interpreted by the same standards applied for native speakers. (JINS, 2018, 24, 1057-1063).

Geospatial assessment of bioenergy land use and its impacts on soil erosion in the U.S. Midwest.

Agricultural land use change, especially corn expansion since 2000s, has been accelerating to meet the growing bioenergy demand of the United States. This study identifies the environmentally sensitive lands (ESLs) in the U.S. Midwest using the distance-weighted Revised Universal Soil Loss Equation (RUSLE) associated with bioenergy land uses extracted from USDA Cropland Data Layers. The impacts of soil erosion to downstream wetlands and waterbodies in the river basin are counted in the RUSLE with an inverse distance weighting approach. In a GIS-ranking model, the ESLs in 2008 and 2011 (two representative years of corn expansion) are ranked based on their soil erosion severity in crop fields. Under scenarios of bioenergy land use change (corn to grass and grass to corn) on two land types (ESLs and non-ESLs) at three magnitudes (5%, 10% and 15% change), this study assesses the potential environmental impacts of bioenergy land use at a basin level. The ESL distributions and projected trends vary geographically responding to different agricultural conversions. Results support the idea of re-planting native prairie grasses in the identified High and Severe rank ESLs for sustainable bioenergy management in this important agricultural region.

L2 Word Recognition: Influence of L1 Orthography on Multi-syllabic Word Recognition.

L2 reading research suggests that L1 orthographic experience influences L2 word recognition. Nevertheless, the findings on multi-syllabic words in English are still limited despite the fact that a vast majority of words are multi-syllabic. The study investigated whether L1 orthography influences the recognition of multi-syllabic words, focusing on the position of an embedded word. The participants were Arabic ESL learners, Chinese ESL learners, and native speakers of English. The task was a word search task, in which the participants identified a target word embedded in a pseudoword at the initial, middle, or final position. The search accuracy and speed indicated that all groups showed a strong preference for the initial position. The accuracy data further indicated group differences. The Arabic group showed higher accuracy in the final than middle, while the Chinese group showed the opposite and the native speakers showed no difference between the two positions. The findings suggest that L2 multi-syllabic word recognition involves unique processes.

E-selectin ligand-1 (ESL-1) is a novel adiponectin binding protein on cell adhesion.

BACKGROUND: Adiponectin (APN) is an adipocyte-derived bioactive molecule with anti-diabetic and anti-atherogenic properties. Although anti-diabetic effects are mostly mediated by the adiponectin receptors AdipoR1 and AdipoR2, the anti-atherogenic mechanisms have not been fully elucidated. METHODS AND RESULTS: In this study, we identified E-selectin ligand (ESL)-1 as a novel APN-binding protein by mass spectrometry analysis of HepG2 cell-derived immunoprecipitant with an anti-APN antibody. Cell adhesion assays using fluorescence-labelled monocyte cell line THP-1 cells and human umbilical vein endothelial cells (HUVECs) revealed that APN-pre-treated THP-1 cells had reduced binding ability to HUVECs. This APN-mediated suppressive effect on monocyte binding to endothelial cells was partially abrogated by targeting ESL-1 with shRNA in THP-1 cells. In addition, serial mutagenesis analysis disclosed that five extracellular amino acids close to the N-terminus of ESL-1 were essential for binding with APN. CONCLUSION: Our results highlight the fact that interaction between APN and ESL-1 could provide a fundamental mechanism underlying the anti-atherogenic properties of APN.

A real-world pharmacovigilance analysis of eslicarbazepine acetate using the FDA adverse events reporting system (FAERS) database from 2013 (Q4) to 2024 (Q1).

Background: The approval of eslicarbazepine acetate (ESL) by the Food and Drug Administration (FDA) in 2013 marked an advancement in the treatment of adult patients with partial-onset seizures. However, there still remains a paucity of real-world studies regarding the adverse events (AEs) associated with this compound. The principal aim of the present study was to scrutinize ESL-related AEs by leveraging data from the US Food and Drug Administration Adverse Event Reporting System (FAERS) database. Methods: By extracting all available data since the FDA approval of ESL (2013Q4-2024Q1), disproportionality analysis was performed using reporting odds ratio (ROR), proportional reporting ratio (PRR), Bayesian confidence propagation neural network (BCPNN) and multi-item gamma Poisson shrinker (MGPS) algorithms. AE signals that simultaneously met the requirements of all four algorithms were identified as significant positive signals. Demographic information, time of onset and gender-specific signal detection were also examined. In addition, a special screening process for designated medical events (DME) was implemented to focus on the evaluation and comparison of safety signals within DME and System Organ Classification (SOC) level, as well as SMQ (Standardised MedDRA Queries) level. Stratified analysis by logistic regression is employed to examine the variations across different gender (male and female) and age groups (<18 years old, 18-64 years old, >65 years old). Results: A total of 5,719 AE reports and 1,907 reported cases were obtained. ESL related AEs were identified in relation to 27 SOCs, among which the significant positive SOCs were nervous system disorders, injury poisoning and procedural complications, etc. There were 86 severely disproportional preferred terms that complied with the four algorithms. Most AEs occurred within the first month after treatment. According to the 86 valuable positive signals with DME screening results, 3 signals of dermatitis exfoliative, stevens-johnson syndrome, drug reaction with eosinophilia and systemic symptoms were consistent with PT signals on the DME-list, with the 3 PTs focusing on skin and subcutaneous tissue disorders and hypersensitivity. Males are more commonly affected by seizures than females. Seizures, hyponatremia, and confusional states were more frequently observed in the elderly population, while aggression, irritability, DRESS (drug reaction with eosinophilia and systemic symptoms), and abnormal behavior were found to be more common in the pediatric population. Both the children and elderly groups exhibited a higher proportion of agitation than the adult group. Conclusion: Our research enhances the safety and tolerability profile of ESL, but the clinical use of ESL should be noticed and avoided in relation to AEs since it raises the risk of dermatitis exfoliative, stevens-johnson syndrome. Particular attention should be paid to DRESS in children and hyponatremia in the elderly.

Unraveling interlanguage variability: A psycholinguistic exploration of morphological forms in Iranian ESL learners' written performance.

The present research study aimed to investigate the psycholinguistic aspects of interlanguage (IL) variability in English as a second language learners from Iran. Three morphological forms were specifically examined in this study: the plural "-s," past tense forms, and present tense forms. In order to investigate the learners' cognitive processes, the researchers used a mixed-method approach, combining qualitative semi-structured interviews with quantitative analysis of written task performance. Under various task conditions, learners exhibited two opposing patterns of IL variability (increasing and decreasing) in their morphological forms. Various degrees of accuracy were noted for every kind of morpheme. Different students allocated their attention differently to form and meaning in both under pressure and relaxed task environments. The observed variations could have been caused by limited working memory and attention capacity in addition to L1 transfer. The research indicated that the field of second language acquisition could benefit from an explanatory approach to comprehend IL variability from the learner's perspective. It provides recommendations for larger-scale research projects in a variety of educational contexts, along with pedagogical implications.

Effects of grading rubrics on EFL learners' writing in an EMI setting.

Despite considerable evidence that supports the use of grading rubrics (GRs) as tools for written corrective feedback, there is a paucity of research that investigates which of the different types of GRs best develops learners' International English Language Testing System (IELTS) writing scores in English as a medium of instruction (EMI)-contested settings. This study attempted to explore which rubric types (i.e., holistic, ESL composition profile, correction code, and IELTS) best assist English as a Foreign Language (EFL) learners in writing proficiency and which type leads to improving IELTS scores when such practice is embedded in EMI-disputed settings. Therefore, 351 male and female Saudi EFL learners were recruited to participate voluntarily. These participants were distributed equally among four groups corresponding to rubric type. For almost four months, the participants were exposed to a process-genre approach in which they were required to draft topics based on the comments received from their peer colleagues and teacher. The comments provided depended on the rubrics specified for their group type. The participants' pretest, midterm, and posttest scores were analyzed using one-way analysis of variance, t-tests, and paired samples t-tests. The results revealed that the ESL composition profile developed gradually, followed by the correction code group. However, the holistic groups did not improve. The tests were also assessed by specialists using the IELTS rubric. The findings revealed that the IELTS groups outperformed the other groups in all tests, followed by the female group in the ESL composition profile in the posttest. Meanwhile, other groups failed to improve. We discussed the results, considering the importance of GRs for improving EFL learners' scores. Finally, we outlined the pedagogical implications for writing teachers in EMI settings. This study aimed to contribute to the growing research on EMI in relation to GRs, especially in the context of tertiary education in Saudi Arabia.

Non-native English-speaking applicants and the likelihood of physician assistant program matriculation.

PURPOSE: Effective communication is critical in patient care. Multilingual medical providers, including Physician Assistants (PAs) can contribute to improved health care among patients with limited English proficiency; however, this is contingent upon matriculating multilingual providers. In this study, the association between prospective applicants' self-reported English as second language (ESL) status and their likelihood of matriculation into a PA program was investigated. METHODS: Participants included applicants to five admission cycles of the Centralized Application Service for Physician Assistant from 2012 to 2020. Logistic regression was utilized to investigate association between applicant ESL status and odds of program matriculation in both bivariate and multivariable regression models. Models were adjusted for citizenship status, undergraduate grade point average, gender, age, race/ethnicity, number of programs applied to, and patient care hours. RESULTS: In unadjusted and adjusted models, ESL status was associated with a significantly lower odds of matriculation to a PA program across all study years. In adjusted multivariable models, associations were strongest for 2014-2015 where ESL status was associated with a 35% lower odds of matriculation (odds ratio 0.65, 95% confidence interval 0.56, 0.76) when controlling for demographics, citizenship status, patient care experience, and academic achievement. In sensitivity analyses restricting to (a) those with TOEFL scores ≥ 100, and (b) restricting to those ESL applicants without TOEFL scores, we did not observe important changes in our results. CONCLUSIONS: Results indicated that non-native English-speaking applicants have lower odds of PA program matriculation. Decrements in matriculation odds were large magnitude, minimally impacted by adjustment for confounders and persistent across the years. These findings suggest that PA program admission processes may disadvantage non-native English-speaking applicants. While there are potential explanations for the observed findings, they are cause for concern. Matriculating and training PAs who have language concordance with underserved populations are important means of improving patient outcomes.

Perception of reduced forms in English by non-native users of English.

The article reports the results of a study on the perception of reduced forms by non-native users of English. It tests three hypotheses: (i) reduced forms with context are recognized more accurately and faster than reduced forms without context; (ii) gradient reduction is perceived less robustly than the categorical one; and (iii) subjects with musical background perceive reduced forms better than those without. An E-Prime study on 102 Polish learners of English was implemented, comparing participants' accuracy and reaction times with a control group of 14 native speakers. The study was corpus-based and used 287 reduced forms from a corpus of Lancashire. The results indicate that (i) lexical context and phone density significantly affect perception, (ii) the category of reduction process (gradient or categorical) is irrelevant, and (iii) musical background only partially impacts non-native perception.

A structural model of EFL teachers' physical activity, emotion regulation, and competence for online teaching.

BACKGROUND: The COVID-19 pandemic has prompted a rapid shift to online teaching, placing unprecedented demands on educators' physical and mental well-being. However, the relationship between English as a Foreign Language (EFL) teachers' physical activity, emotion regulation, and competence for online teaching remains underexplored. OBJECTIVES: This study aimed to investigate the interplay between EFL teachers' physical activity, emotion regulation strategies, and competence for online teaching. RESULTS: Structural equation modeling revealed significant direct and indirect effects, indicating that physical activity positively influences emotion regulation, which, in turn, enhances teachers' competence for online instruction. Furthermore, emotion regulation was found to mediate the relationship between physical activity and online teaching competence. CONCLUSIONS: These findings underscore the importance of promoting physical activity among EFL teachers as a means to enhance their emotion regulation skills and competence for online teaching, particularly in the context of the COVID-19 pandemic. IMPLICATIONS: The study highlights the need for targeted interventions aimed at supporting EFL teachers' well-being and professional development, with implications for educational policies, teacher training programs, and institutional support structures in the digital learning landscape.

Embodied cognition and L2 sentence comprehension: an eye-tracking study of motor representations.

Introduction: Evidence from neuroscience and behavioral research has indicated that language meaning is grounded in our motor-perceptual experiences of the world. However, the question of whether motor embodiment occurs at the sentence level in L2 (second language) comprehension has been raised. Furthermore, existing studies on motor embodiment in L2 have primarily focused on the lexical and phrasal levels, often providing conflicting and indeterminate results. Therefore, to address this gap, the present eye-tracking study aimed to explore the embodied mental representations formed during the reading comprehension of L2 action sentences. Specifically, it sought to identify the types of motor representations formed during L2 action sentence comprehension and the extent to which these representations are motor embodied. Methods: A total of 56 advanced L2 learners participated in a Sentence-Picture Verification Task, during which their response times (RTs) and eye movements were recorded. Each sentence-picture pair depicted an action that either matched or mismatched the action implied by the sentence. Data analysis focused on areas of interest around the body effectors. Results and discussion: RTs in the mismatch condition indicated an impeding effect. Furthermore, fixations on the body effector executing an action were longer in the mismatch condition, especially in late eye-movement measures.

Single-center clinical experience of extended sleeve lobectomy (ESL) versus standard sleeve lobectomy (SL).

Background: Sleeve lobectomy (SL) and extended SL (ESL), which aim to preserve pulmonary function and enhance the quality of life of patients while ensuring oncological outcomes, are valuable surgical options for the treatment of centrally located non-small cell lung cancer (NSCLC). This study aimed to compare perioperative adverse events and long-term survival between SL and ESL in NSCLC patients, providing a comprehensive review of surgical outcomes, complications, and survival to assess the roles of SL and ESL in thoracic oncology. Methods: This single-center retrospective study assessed the outcomes of NSCLC patients who underwent SL or ESL from June 2014 to January 2022. The patients were selected based on specific inclusion criteria, and statistical analyses were conducted to examine the postoperative outcomes, overall survival (OS), and disease-free survival (DFS) of the patients. Results: A total of 218 patients met the inclusion criteria. Among 218 patients, 33 underwent ESL and 185 underwent SL. Compared to SL, ESL was associated with longer operative times and higher R0 resection rates (93.9% vs. 78.8%, P=0.047). Despite the higher complexity of ESL compared to SL, there were no significant differences in the perioperative complications or mortality rates between the groups. Survival analysis was conducted on the propensity score matching (PSM) data, the results demonstrated superior OS and DFS in the ESL group compared to the SL group. Advanced age, more advanced nodal (N) status, and non-R0 resection were significant predictors of poorer prognosis. Conclusions: ESL is a feasible and effective alternative for treating centrally located NSCLC, with better R0 resection rates and comparable survival outcomes to SL, without increasing the risk of grade III-IV complications. Further studies with larger cohorts need to be conducted to validate these findings and refine the surgical techniques.

Digital Electronic System-on-Chip Design: Methodologies, Tools, Evolution, and Trends.

This paper reviews the evolution of methodologies and tools for modeling, simulation, and design of digital electronic system-on-chip (SoC) implementations, with a focus on industrial electronics applications. Key technological, economic, and geopolitical trends are presented at the outset, before reviewing SoC design methodologies and tools. The fundamentals of SoC design flows are laid out. The paper then exposes the crucial role of the intellectual property (IP) industry in the relentless improvements in performance, power, area, and cost (PPAC) attributes of SoCs. High abstraction levels in design capture and increasingly automated design tools (e.g., for verification and validation, synthesis, place, and route) continue to push the boundaries. Aerospace and automotive domains are included as brief case studies. This paper also presents current and future trends in SoC design and implementation including the rising, evolution, and usage of machine learning (ML) and artificial intelligence (AI) algorithms, techniques, and tools, which promise even greater PPAC optimizations.

Insomnia severity and its correlates among English as a second language (ESL) college students.

OBJECTIVE: Little is known about insomnia characteristics among the English as a second language (ESL) student population. This study compared insomnia severity between ESL students and English native-speaking students and identified correlates of insomnia in the ESL population. PARTICIPANTS: College students (N = 352) from a private university in the Northeastern United States, including 22.4% (N = 79) ESL students. METHODS: For this cross-sectional study, participants completed the Insomnia Severity Index and indices of common risk factors of insomnia along with acculturation and language anxiety. RESULTS: ESL students reported higher insomnia severity than their US counterparts after controlling for depression, anxiety, and demographics. General anxiety, language anxiety, and cognitive pre-sleep arousal were selected as the strongest predictors of insomnia among the ESL population. CONCLUSIONS: Findings suggest that ESL college group is vulnerable to greater insomnia, and language anxiety is unique and important correlate of insomnia in this population.

Utilizing RE-AIM to scope potential for feasible immigrant cancer literacy education.

Disparities in cancer incidence and mortality exist between settled and newly-arrived immigrant communities in immigrant-nations, such as Australia, Canada and USA. This may be due to differences in the uptake of cancer prevention behaviours and services for early detection, and cultural, language or literacy barriers impacting understanding of mainstream health messages. Blending cancer-literacy with immigrant English language education presents a promising means to reach new immigrants attending language programs. Guided by the RE-AIM framework for translational research, this study explored the feasibility and translation potential of this approach within the Australian context. Focus groups and interviews (N = 22) were held with English-as-a-Second-Language (ESL) teachers and immigrant resource-centre personnel. Thematic Framework Analysis, driven by RE-AIM, identified potential barriers to Reach for immigrants, Adoption by teachers, Implementation into immigrant-language programs and long-term curriculum Maintenance. Responses further highlighted that an Efficacious ESL cancer-literacy resource could be facilitated by developing flexible, culturally-sensitive content to cater for multiple cultures. Interviewees also raised the importance of developing the resource according to national curricula-frameworks, different language levels, and incorporating varied communicative activities and media. This study therefore offers insight into potential barriers and facilitators to developing a resource feasible for inclusion in existing immigrant-language programs, and achieving reach to multiple communities.