Reports from the field: Engaging learners as interpreters for developing health messages — designing the ‘Familias Sin Plomo’ English as a Second Language curriculum project

Abstract

California has a recently documented problem of trans-national environmental lead exposures in imported foods from Mexico but there is limited health information available in immigrant communities about this problem. This report highlights collaborative work with English as a Second Language (ESL) learners to critically review research data on lead exposures and reframe prevention messages about lead contamination of imported foods. These messages are now integrated into ESL curricula for dissemination to Spanish-speaking populations that are disproportionately affected by lead poisoning. This 'learners as interpreters' approach is a participatory method that can be applied across a wide range of public health activities. ESL learners emerged as ideal partners in developing curriculum for lead poisoning prevention for several reasons: the parents expressed strong interest in lead poisoning prevention, several have children under age 6 when lead screenings are recommended, and many have emigrated from regions in Mexico where lead hazards were identified.

Blending Health Literacy With an English as a Second Language Curriculum: A Systematic Literature Review

“…Four curricula used English exclusively for classroom activities (Candelaria et al, 1996;Martinez et al, 2013;Taylor, Cripe, et al, 2008); three curricula also included, in addition to English, students' native language (Spanish) during in-class activities (Edwards et al, 1992;Handley et al, 2009;. For example, students read both Spanish and English versions of the same text in the Familias Sin Plomo curriculum; students discussed their health experience in Spanish as the warm-up activity in the Health Literacy and ESL curriculum.…”

“…Five curricula (Candelaria, Woodruff, & Elder, 1996;Martinez et al, 2013;Soto Mas, Mein, Fuentes, Thatcher, & Balcazar, 2013;Taylor, Cripe, et al, 2008) incorporated an interactive health literacy level-improving health knowledge, social skills, and health behaviors. Two curricula (Edwards et al, 1992;Handley, Santos, & McClelland, 2009) addressed the third and highest level-critical health literacy. These two curricula contained elements of social justice and empowerment, such as health advocacy in the community.…”

“…For example, the Familias Sin Plomo curriculum (Handley et al, 2009) was a product of a partnership of local adult ESL teachers, adult literacy researchers, and public health researchers. ESL instructors cooperated with staff from community-based organizations and government agencies in Vancouver to develop the Hepatitis B ESL curriculum .…”

“…The Physical Activity and Hepatitis B ESL curricula Taylor, Cripe, et al, 2008) supplemented teaching materials with audiovisual presentations and visual aids (e.g., diagrams and pictures). The Familias Sin Plomo curriculum utilized reading engagement models to guide learners' interpretations (Handley et al, 2009 …”

“…LEP patients encounter problems understanding medical prescriptions, and they are more likely to experience dissatisfaction in their relationship with health professionals (Wilson, Chen, Grumbach, Wang, & Fernandez, 2005). Moreover, LEP populations have difficulty understanding information from health media campaigns or health education programs designed for the general public (Handley, Santos, & McClelland, 2009).…”