scholarly journals Educating Clinicians to Improve Telemedicine Access for Patients with Limited English Proficiency

Challenges ◽  
2021 ◽  
Vol 12 (2) ◽  
pp. 34
Author(s):  
Tiffany M. Shin ◽  
Pilar Ortega ◽  
Karol Hardin
Keyword(s):  
Medical Education ◽  
Limited English Proficiency ◽  
English Language ◽  
English Proficiency ◽  
Care Delivery ◽  
The United States ◽  
Patient Portals ◽  
Medical Interpreters ◽  
Language Needs ◽  
Electronic Health Information

The COVID-19 pandemic prompted the rapid incorporation of telemedicine into healthcare systems, resulting in increased access challenges for patients in the United States with limited English proficiency (LEP). Non-English-language speakers face challenges with telemedicine that magnify pre-existing barriers to language-appropriate care, such as difficulty accessing professional medical interpreters and navigating both electronic health information and online patient portals. Improved medical education on telehealth would increase equitable care for linguistic minorities. Medical education targeting telehealth care delivery should include clinician instruction on working with interpreters in telehealth contexts, increasing patient access to telehealth resources, and addressing patients’ language needs for telemedicine.

When Is a Student an English Learner? An Ethnographic Account of When Students and Educators Invoke the Institutional Identity “English Language Learner”

2009 ◽  
Vol 7 (1) ◽  
pp. 25-54
Author(s):  
Leena Her
Keyword(s):  
Language Proficiency ◽  
English Learners ◽  
Limited English Proficiency ◽  
English Language ◽  
English Proficiency ◽  
Academic Failure ◽  
The United States ◽  
Language Learner ◽  
Ability Group ◽  
Popular Imagination

This article complicates the articulation of the achievement gap between native English speakers and English learners (ELs) as a problem rooted in English language proficiency. I challenge the institutional and popular imagination that 5.1 million ELs in the United States are “limited in English proficiency” and whose performance in school can be attributed to limited English proficiency. This argument is drawn from eighteen months of ethnographic fieldwork in a northern California High School where students identified as ELs were not a homogeneous-ability group with similar language needs. Yet there were occasions when educators echoed the concerns of education reformers and policy analysts by glossing the diversity of their EL population. In “explain failure events” the limited English proficiency of ELs was invoked to explain the academic failure of students and the school’s status as an underperforming school. I argue that the continued invocation and gloss of the diversity of ELs participates in the perpetuation of an ideology that ELs are a homogenous student population with similar educational needs. At best, the explanations offered by educators are partial descriptions of the situation of academic failure. I offer alternative explanations of academic failure by exploring the policy and cultural-ideological context of schooling.

scholarly journals Reducing Barriers to Language Assistance During a Pandemic

2021 ◽  
Author(s):  
Erin Mulpur ◽  
Travis Turner
Keyword(s):  
Limited English Proficiency ◽  
English Proficiency ◽  
The United States ◽  
Protective Equipment ◽  
Healthcare Organizations ◽  
Health Crisis ◽  
Assistance Programs ◽  
Public Health Crisis ◽  
Communication Devices ◽  
Language Needs

AbstractThis “Notes from the Field” article discusses language assistance within healthcare during the COVID-19 public health crisis. Providing adequate language assistance within healthcare is fundamental. At Houston Methodist we learned that we could leverage existing technologies to address language needs of our COVID-19 patients with limited English proficiency during the pandemic when personal protective equipment was in limited supply across the United States. By leveraging the use of our existing technologies (ex. Telephone interpretation with wearable communication devices) we increased utilization of language assistance for our patients with limited English proficiency. We urge other healthcare organizations to re-evaluate their language assistance programs and leverage similar technologies to empower both clinicians and patients.

scholarly journals Morning Report: Can an Established Medical Education Tradition Be Validated?

2013 ◽  
Vol 5 (3) ◽  
pp. 374-384 ◽  
Author(s):  
Matthew McNeill ◽  
Sayed K. Ali ◽  
Daniel E. Banks ◽  
Ishak A. Mansi
Keyword(s):  
Medical Education ◽  
Patient Care ◽  
Outcome Measures ◽  
English Language ◽  
Meta Analysis ◽  
The United States ◽  
Cochrane Library ◽  
Clinical Effects ◽  
Morning Report ◽  
Residency Programs

Abstract Background Morning report is accepted as an essential component of residency education throughout different parts of the world. Objective To review the evidence of the educational value, purpose, methods, and outcomes of morning report. Methods A literature search of PubMed, Ovid, and the Cochrane Library for English-language studies published between January 1, 1966, and October 31, 2011, was performed. We searched for keywords and Medical Subject Heading terms related to medical education, methods, attitudes, and outcomes in regard to “morning report.” Title and abstract review, followed by a full-text review by 3 authors, was performed to identify all pertinent articles. Results We identified 71 citations; 40 articles were original studies and 31 were commentaries, editorials, or review articles; 56 studies (79%) originated from internal medicine residency programs; 6 studies (8%) focused on ambulatory morning report; and 63 (89%) originated from the United States. Identified studies varied in objectives, methods, and outcome measures, and were not suitable for meta-analysis. Main outcome measures were resident satisfaction, faculty satisfaction, preparation for professional examinations, use of evidence-based medicine, clinical effects on patient care, adverse event detection, and utilization of a curriculum in case selection. Conclusions Morning report has heterogeneous purposes, methods, and settings. As an educational tool, morning report is challenging to define, its outcome is difficult to measure, and this precludes firm conclusions about its contribution to resident education or patient care. Residency programs should tailor morning report to meet their own unique educational objectives and needs.

Local Governments and Social Networking

2012 ◽  
pp. 84-98 ◽  
Author(s):  
Gerald A. Merwin ◽  
J. Scott McDonald ◽  
Keith A. Merwin ◽  
Maureen McDonald ◽  
John R. Bennett
Keyword(s):  
Local Government ◽  
Web 2.0 ◽  
Social Networking ◽  
Local Governments ◽  
Limited English Proficiency ◽  
English Language ◽  
English Proficiency ◽  
Language Minority ◽  
Spanish Speakers ◽  
English Speaking

This chapter argues that Web 2.0, a valuable tool used to expand government-citizen communication opportunities and bring citizens as a group closer to government, widens a communication opportunity divide between local government and its citizens. Web 2.0 access is almost exclusively English-language based, benefiting that segment of the population and leaving others behind, especially the fastest growing language minority, Spanish speakers. While local governments continue to take advantage of the ability to interact with citizens through social networking (Aikins, 2009; Vogel, 2009), McDonald, Merwin, Merwin, Morris, & Brannen (2010) found a majority of counties with significant populations of citizens with Limited English Proficiency (LEP) did not provide for the translation needs of these citizens on their Websites. The chapter finds that Web 2.0-based communication is almost exclusively in English and that cities are missing opportunities to communicate. It concludes with recommendations based on observations of communities employing Web 2.0 to engage non-English speaking populations.

Standards-based classroom assessments of English proficiency: A review of issues, current developments, and future directions for research

2011 ◽  
Vol 28 (3) ◽  
pp. 367-382 ◽  
Author(s):  
Lorena Llosa
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Large Scale ◽  
English Language ◽  
Classroom Assessment ◽  
English Proficiency ◽  
The United States ◽  
High Stakes ◽  
Classroom Assessments ◽  
Key Issues

With the United States’ adoption of a standards-based approach to education, most attention has focused on the large-scale, high-stakes assessments intended to measure students’ mastery of standards for accountability purposes. Less attention has been paid to the role of standards-based assessments in the classroom. The purpose of this paper is to discuss key issues and challenges related to the use of standards-based classroom assessments to assess English language learners’ English proficiency. First, the paper describes a study of a standards-based classroom assessment of English proficiency in a large urban school district in California. Second, using this study as an example and drawing from the literature in language testing on classroom assessment, this paper highlights the major issues and challenges involved in using English proficiency standards as the basis for classroom assessment. Finally, the article outlines a research agenda for the field given current developments in the areas of English proficiency standards and classroom assessment.

scholarly journals Learning Strategies in Alleviating English Writing Anxiety for English Language Learners (ELLs) with Limited English Proficiency (LEP)

2016 ◽  
Vol 9 (9) ◽  
pp. 52
Author(s):  
Chia-Pei Wu ◽  
Huey-Ju Lin
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Limited English Proficiency ◽  
English Language ◽  
Learning Strategy ◽  
English Proficiency ◽  
Writing Anxiety ◽  
English Writing

<p>This study utilized the Oxford Strategy Inventory for Language Learning (SILL) and an English writing anxiety scale to examine the relationship between learning strategies and English writing anxiety in 102 university-level English language learners (ELLs) with Limited English Proficiency (LEP) in a university in Taiwan. Kruskal Wallis Test results revealed no significant association between learning strategies and English writing anxiety. The common learning strategies utilized by participants were compensation, social, memory and mixed strategies. The interview data indicated that ELLs suffered considerably from writing anxiety. Coping strategies of highly anxious ELL of each learning strategy group is also reported. However, further studies of larger populations and comparison of different ethnic groups as well as quantitative statistics analyses are needed.</p>

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