Establishing the Necessary Conditions for Achieving Language Access and Equitable, Quality Care for Populations with Limited English Proficiency

2019 ◽  
Vol 45 (6) ◽  
pp. 395-396
Author(s):  
Leah Karliner
Keyword(s):  
Limited English Proficiency ◽  
English Proficiency ◽  
Necessary Conditions ◽  
Quality Care ◽  
Language Access

scholarly journals Promoting quality care in patients with cancer with limited English proficiency: perspectives of medical interpreters

2016 ◽  
Vol 25 (10) ◽  
pp. 1241-1245 ◽  
Author(s):  
Giselle K. Perez ◽  
Jan Mutchler ◽  
Mai See Yang ◽  
Cheyenne Fox Tree-Mcgrath ◽  
Elyse R. Park
Keyword(s):  
Limited English Proficiency ◽  
English Proficiency ◽  
Quality Care ◽  
Patients With Cancer ◽  
Medical Interpreters

Under the Law: Language access: Not just for students

2020 ◽  
Vol 101 (5) ◽  
pp. 64-65
Author(s):  
Julie Underwood
Keyword(s):  
Limited English Proficiency ◽  
English Proficiency ◽  
Language Access ◽  
Dominant Language ◽  
The Law

Schools not only have a responsibility to provide an education to students with limited English proficiency, they must also communicate with families whose dominant language is not English, in a manner that the families can understand. Julie Underwood explains what the law states about schools’ language access responsibilities and discusses a case that is currently in litigation.

The Premise and Development of CHECK IN—Check-In for Exchange of Clinical and Key Information to Enhance Palliative Care Discussions for Patients With Limited English Proficiency

2020 ◽  
pp. 104990912097998
Author(s):  
Amelia Barwise ◽  
Mei-Ean Yeow ◽  
Daniel K. Partain
Keyword(s):  
Decision Making ◽  
Limited English Proficiency ◽  
English Proficiency ◽  
Quality Care ◽  
Clinical Information ◽  
Clinical Encounter ◽  
High Quality ◽  
Serious Illness ◽  
Patient Goals ◽  
Medical Interpreter

Communication regarding serious illness is challenging in most circumstances. Patients with Limited English Proficiency (LEP) have unique language and cultural needs that often require collaboration with a trained medical interpreter, especially when the clinical encounter involves serious illness decision making or elucidation of patient goals, preferences, and values. Although there is mounting evidence to support interpreter/clinician huddles before a serious illness communication encounter, no current initiatives exist to operationalize this evidence. We are currently in the process of developing, evaluating, and implementing a formal interpreter/clinician huddle process to promote high quality care for patients with LEP. Our huddle guide, called the Check-In for Exchange of Clinical and Key Information (CHECK-IN), is designed to facilitate collaboration between an interpreter and clinician during a serious illness encounter by prompting exchange of relevant sociocultural and clinical information between clinicians and interpreters.

Serving Children With Limited English Proficiency in the Schools

1994 ◽  
Vol 25 (3) ◽  
pp. 156-164 ◽  
Author(s):  
Celeste A. Roseberry-McKibbin ◽  
Glenn E. Eicholtz
Keyword(s):  
Limited English Proficiency ◽  
English Proficiency

Assessment and Intervention for Children With Limited English Proficiency and Language Disorders

1994 ◽  
Vol 3 (3) ◽  
pp. 77-88 ◽  
Author(s):  
Celeste Roseberry-McKibbin
Keyword(s):  
Public Schools ◽  
Limited English Proficiency ◽  
English Proficiency ◽  
Language Disorders ◽  
Speech Language Pathologists ◽  
Academic Difficulties ◽  
Language Differences ◽  
Language Impaired ◽  
Number Of Children ◽  
Assessment And Treatment

The number of children with limited English proficiency (LEP) in U.S. public schools is growing dramatically. Speech-language pathologists increasingly receive referrals from classroom teachers for children with limited English proficiency who are struggling in school. The speech-language pathologists are frequently asked to determine if the children have language disorders that may be causing or contributing to their academic difficulties. Most speech-language pathologists are monolingual English speakers who have had little or no coursework or training related to the needs of LEP children. This article discusses practical, clinically applicable ideas for assessment and treatment of LEP children who are language impaired, and gives suggestions for distinguishing language differences from language disorders in children with limited English proficiency.

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