Spanish for Medical Professionals

Implications for Instructors

Bibliographic Data

ID9868570
AuthorsDarcy Lear (0000-0002-5533-1021, corresponding author)
Year2006
Volume89
Issue4
Pages927
Publication date2006-12-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueHispania (JOURNAL)
Journal identifiersISSN: 0018-2133 • E-ISSN: 2153-6414
PublisherJSTOR (PUBLISHER)
DOI10.2307/20063426
OpenAlexW1971187370
LanguageEN
Citations received7
References cited6

The author conducted a qualitative case study in a perinatal clinic in which English-speaking health care professionals serve monolingual Spanish-speaking patients. The perspective of this group of participants indicated that available texts are not appropriate to their needs, which are highly context-dependent and there fore difficult to predict. A process pilot syllabus demonstrates potential ways to address more flexibly the importance of focusing on receptive skills and strategy instruction. sionals, examining the relationship between English-speaking health-care professionals and their Spanish-speaking patients in a perinatal clinic. The research questions addressed the nature of communication in the clinic setting, the language learned, how language was learned, and the language-learning needs of the participants. Data were collected in the form of observations, field notes, interviews, document analysis, and member checks (participant feedback). The clinic setting in which the study was conducted was a non-traditional learning envi ronment and it quickly became apparent that current language acquisition models assume a classroom environment. Participants were able independently to acquire relevant productive abilities, but not receptive abilities. Development of listening strategies was particularly impor tant to the participants in this study because their deceptively fluent production did not reflect their limited receptive capacity. For this group of learners, language acquisition began and ended with output. For working professionals trying to acquire a second language on the job, a focus on strate gy instruction for lifelong learning was essential. Strategy training can be applied broadly by different professionals in different contexts at different points in time. This frees instructors from guessing what productive and receptive language skills learners might need. In preparing a course, instructors can focus preparation on direct strategy instruction and activities aimed at the development of receptive skills while waiting until after initial contact with the students to refer them to appropriate resources for language production and assist them in getting the language they need into a form that will be useful. This article will first address the paucity of available materials for working professionals who need Spanish in the workplace. Framed around a discussion of the importance of strategy instruction for lifelong learning, a pilot syllabus for Spanish for medical professionals will be presented that both addresses the conclusions of the study and adheres to an appropriate syllabus design framework

Medical education · Pedagogy · EFL/ESL Teaching and Learning · Interpreting and Communication in Healthcare · Medicine · Psychology · Second Language Learning and Teaching

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