Medical Spanish for Heritage Learners: A Prescription to Improve the Health of Spanish-Speaking Communities

Martínez, Glenn A.

doi:10.5848/csp.2022.00001

Cited by 27 publications

(24 citation statements)

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“…These studies included an introductory service-learning course, 24 a pilot independent study for Spanish majors entering health professions, 25 and a recent concentration for Heritage Speakers within the Spanish minor at the University of Texas-Pan American. 26 Two undergraduate nursing programs stated an emphasis on oral communication, although closer inspection showed that class and homework assignments instead concentrated on readings and Downloaded by [National Pingtung University of Science and Technology] at 08:49 03 January 2015 …”

Section: Undergraduate Programsmentioning

confidence: 99%

Medical Spanish Programs in the United States: A Critical Review of Published Studies and a Proposal of Best Practices

Hardin

2013

Teaching and Learning in Medicine

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Section: Undergraduate Programsmentioning

confidence: 99%

Medical Spanish Programs in the United States: A Critical Review of Published Studies and a Proposal of Best Practices

Hardin

2013

Teaching and Learning in Medicine

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“…One participant stated, “I will probably not have many more semesters that I will be able to take a ‘for fun’ course.” Unfortunately, as Morales et al () noted, only 62% of the institutions surveyed in their study offered within‐program credit to health professions students for completing a Medical Spanish course (p. 1437). As Martinez () stated, “an infusion of bilingual and bicultural providers can significantly enhance access to quality health care for Spanish speaking patients” (p. 6). However, there is work to be done to ensure that such courses carry enough importance—and appropriate credit—within the professional program of studies.…”

Section: Discussionmentioning

confidence: 99%

Developing a Spanish for Health Professions Course: A Preliminary Mixed-Methods Study

Altstaedter

2016

Foreign Language Annals

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The mixed‐methods pilot study described in this article traces the development of a Spanish for Specific Purposes: Health Professions course that was designed to help future health care professionals develop their linguistic proficiency and intercultural abilities. The study included nursing, medical, and dental students and was conducted at a large public university in an area of the southeastern United States that has experienced an increase in the Spanish‐speaking Limited English Proficiency (LEP) population. The purpose of the study was to explore students’ perceptions of the course and its curricular design, as well as to investigate students’ perceptions with respect to a series of motivation constructs. The findings indicated that Language for Specific Purposes courses focused on health professions can have a positive impact on students’ perceptions, while preparing language‐concordant providers to more effectively and sensitively meet the needs of LEP patients. Benefits were related to the context‐specific nature of the course and tasks, while challenges included curricular constraints and schedule conflicts.

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“…Una vez que los estudiantes están listos para dejar a un lado los contextos familiares, como los descritos en el párrafo anterior, es esencial vincular a los EELH con diferentes profesiones donde puedan hacer uso de sus destrezas lingüísticas (Martínez, 2010). Los cursos como los de español para fines específicos (Martínez y Schwartz, 2012), las pasantías o trabajos voluntarios (Community Service Learning; Martínez, s.f.…”

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Aproximaciones a la enseñanza del español como lengua de herencia

Fairclough¹

2016

RFL

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El objetivo de este artículo es ofrecer una visión general de las prácticas pedagógicas actuales en la enseñanza del español como lengua heredada en Estados Unidos, incluyendo algunas de las prácticas más innovadoras del campo. Después de una breve introducción a la situación socio-demográfica y lingüística de la lengua española en dicho contexto, se describen algunas de las principales características que definen al estudiantado de lengua de herencia y se mencionan los modelos pedagógicos vigentes en los programas de herencia y su presencia en las instituciones terciarias. La segunda parte se enfoca en ciertas prácticas pedagógicas innovadoras en la enseñanza del español como lengua de herencia. Dichas innovaciones se basan en una pedagogía crítica de la lengua (Fairclough, 1995) cuyo propósito es fomentar la concientización y el pensamiento crítico por medio de la incorporación de contenido de orden sociolingüístico en el aula, la adquisición multidialectal, el translenguar, la multialfabetización cultural (New London Group, 1996) y la interacción con la comunidad. Las prácticas innovadoras conducen a forjar una conexión más estrecha entre el estudiante de lengua de herencia y la comunidad de habla, que a su vez conlleva el mantenimiento de la lengua minoritaria en una situación de contacto lingüístico.

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Medical Spanish for Heritage Learners: A Prescription to Improve the Health of Spanish-Speaking Communities

Cited by 27 publications

References 0 publications

Medical Spanish Programs in the United States: A Critical Review of Published Studies and a Proposal of Best Practices

Medical Spanish Programs in the United States: A Critical Review of Published Studies and a Proposal of Best Practices

Developing a Spanish for Health Professions Course: A Preliminary Mixed-Methods Study

Aproximaciones a la enseñanza del español como lengua de herencia

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