The Perception of Vocal Cues of Emotion by Spanish-Speaking Limited English Proficient Children

1999 ◽  
Vol 20 (2) ◽  
pp. 19-24
Author(s):  
Celeste Roseberry-McKibbin ◽  
Alejandro Brice
Keyword(s):  
Limited English Proficient ◽  
Vocal Cues ◽  
Spanish Speaking

Inpatient telehealth experience of limited English proficient patients: a cross-sectional survey and semi-structured interview (Preprint)

2021 ◽  
Author(s):  
Lily Payvandi ◽  
Chase Parsons ◽  
Fabienne C. Bourgeois ◽  
Jonathan Hron
Keyword(s):  
Limited English Proficient ◽  
Structured Interview ◽  
Structured Interviews ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Team Coordination ◽  
Spanish Speaking ◽  
Equipment Availability ◽  
High Satisfaction ◽  
English Speaking

BACKGROUND Limited English proficient (LEP) patients are at higher risk of poor health outcomes and are less likely to utilize telehealth compared to English speaking patients. There is no formal evaluation of inpatient telehealth user experience by language preference to date. OBJECTIVE To compare the experience of Spanish and English-speaking patients and families using our inpatient telehealth program (ITP). To evaluate the experience of Spanish interpreters using ITP. METHODS We prospectively administered a survey to English and Spanish speaking patients and families who used our ITP from October 1, 2020 to March 31, 2021. We performed semi-structured interviews of hospital based Spanish interpreters by phone who participated in ITP. RESULTS High satisfaction was reported by both English and Spanish speakers (SD 0.47-1.7, IQR 0-2). Both English and Spanish speaking patients participated in ITP with their primary inpatient care team, subspecialty consultants and other clinicians. Hospital tablets were used more often than personal devices, and only English speaking patients utilized a personal laptop. Patients and families encountered challenges with log-in, team coordination with multiple users and equipment availability. Interpreters encountered challenges with audio and visual quality, communication, safety, and Wi-fi access. CONCLUSIONS There is high satisfaction amongst both English and Spanish speaking patients using our ITP. Use cases are multi-disciplinary and suggest lasting applicability post-pandemic, however significant investment is needed to provide robust infrastructure to support utilization by all patients, but especially integration of interpreter services for LEP patients. CLINICALTRIAL N/A

Survey of US Veterinary Students on Communicating with Limited English Proficient Spanish-Speaking Pet Owners

2015 ◽  
Vol 42 (4) ◽  
pp. 324-331 ◽  
Author(s):  
Ruth E. Landau ◽  
Alan Beck ◽  
Larry T. Glickman ◽  
Annette Litster ◽  
Nicole J. Olynk Widmar ◽  
...  
Keyword(s):  
Limited English Proficient ◽  
Veterinary Students ◽  
Spanish Speaking ◽  
Pet Owners

Tornado Hazard Communication Disparities among Spanish-Speaking Individuals in an English-Speaking Community

2012 ◽  
Vol 27 (1) ◽  
pp. 98-102 ◽  
Author(s):  
Leslie Ahlborn ◽  
Jeffrey Michael Franc ◽  
D Sport Med
Keyword(s):  
Limited English Proficient ◽  
Native Language ◽  
Census Bureau ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Convenience Sample ◽  
Spanish Speaking ◽  
English Speaking ◽  
The Mean ◽  
Us Census

AbstractBackground: The state of Oklahoma, known for destructive tornados, has a native Spanish-speaking (NSS) population of approximately 180,241, of which 50% report being able to speak English “very well” (US Census Bureau). With almost 50% of these native Spanish-speaking persons being limited English proficient (LEP), their reception of tornado hazard communications may be restricted. This study conducted in northeast Oklahoma (USA) evaluates the association between native language and receiving tornado hazard communications.Methods: This study was a cross-sectional survey conducted among a convenience sample of NSS and native English-speaking (NES) adults at Xavier Clinic and St. Francis Trauma Emergency Center in Tulsa, OK, USA from September 2009 through December 2009. Of the 82 surveys administered, 80 were returned, with 40 NES and 40 NSS participants. A scoring system (Severe Weather Information Reception (SWIR)) was developed to quantify reception of hazard information among the study participants (1–3 points = poor reception, 4–5 = adequate reception, 6–8 = excellent reception). Pearson’s chi-squared test was used to calculate differences between groups with Yates’ continuity correction applied where appropriate, and SWIR scores were analyzed using ANOVA. P-values <.05 were considered significant.Results: NSS fluency in English was 25.6%. No significant association was found between native language and those who watch television, listen to radio, have a National Oceanic and Atmospheric Administration (NOAA) All Hazards radio or telephone, or are in audible range of a tornado siren. NSS were less likely to have Internet access (P < .004), and less likely to know of local telephone warning programs (P < .03). The mean NSS SWIR score was 3.2 (95% CI, 2.8-3.7) while LEP NSS averaged 2.8 (95% CI, 2.4-3.2). The mean NES SWIR score was 4.5 (95% CI, 4.1-5.0).Conclusion: Results demonstrate a disparity in tornado warning reception between NSS and NES. Poor English proficiency was noted to be 75% among NSS, which is approximately 25% more than estimated by the US Census Bureau. This study demonstrates a need for emergency managers to recognize when appropriate and overcome communication disparities among limited English proficient populations.

scholarly journals Limited English proficient Hmong- and Spanish-speaking patients’ perceptions of the quality of interpreter services

2016 ◽  
Vol 54 ◽  
pp. 75-83 ◽  
Author(s):  
Maichou Lor ◽  
Phia Xiong ◽  
Rebecca J. Schwei ◽  
Barbara J. Bowers ◽  
Elizabeth A. Jacobs
Keyword(s):  
Limited English Proficient ◽  
Interpreter Services ◽  
Spanish Speaking

Emergent Literacy in Spanish-Speaking Children With Developmental Language Disorder: Preliminary Findings of Delays in Comprehension- and Code-Related Skills

2020 ◽  
Vol 63 (12) ◽  
pp. 4193-4207
Author(s):  
Amy S. Pratt ◽  
John A. Grinstead ◽  
Rebecca J. McCauley
Keyword(s):  
Emergent Literacy ◽  
Language Disorder ◽  
Literacy Skills ◽  
Future Research ◽  
Developmental Language Disorder ◽  
Writing Ability ◽  
Transparent Orthography ◽  
Spanish Speaking ◽  
Phonological Structure ◽  
Name Writing

Purpose This exploratory study describes the emergent literacy skills of children with developmental language disorder (DLD) who speak Spanish, a language with a simple phonological structure and transparent orthography. We examine differences between children with DLD and their typically developing (TD) peers on a battery of emergent literacy measures. Method Participants included 15 monolingual Spanish-speaking children with DLD (who did not present with cognitive difficulties) and 15 TD controls matched for age, gender, and socioeconomic status, ranging in age from 3;10 to 6;6 (years;months; M age = 4;11). All children completed a battery of comprehension-related emergent literacy tasks (narrative retell, print concept knowledge) and code-related emergent literacy tasks (beginning sound, rhyming awareness, alphabet knowledge, and name-writing ability). Results On average, children with DLD performed significantly worse than TD controls on a battery of comprehension- and code-related emergent literacy measures. On all code-related skills except rhyming, children with DLD were more likely than their TD peers to score “at risk.” Conclusions The results suggest some universality in the effect of DLD on reading development. Difficulties with emergent literacy that are widely documented in English-speaking children with DLD were similarly observed in Spanish-speaking children with DLD. Future research should explore long-term reading outcomes in Spanish for children with DLD.

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