Curricula and Methodologies Used to Teach Spanish-Speaking Limited English Proficient Students to Read English

This paper studies the question of what instructional strategies are most effective for classrooms with limited English proficient (LEP) students when teaching history content courses. Two specific instructional strategies are researched. The first is the ordering of direct instruction and constructivist activities. Is it best to begin with direct instruction, then move to a constructivist activity or is it best to order lessons in reverse order? The results of the study also offer insight into the efficacy of doing only direct instruction vs. constructivist activities. The second question studied is regarding group vs. individual work. Which type of work results in the most and deepest content knowledge for LEP students and what is useful about each type of work? A controlled experimental method was used with pre and post quizzes, teacher/researcher observation, and student surveys and interviews. The study finds that student learning is maximized for LEP students when direct instruction precedes a constructivist activity. Using both instructional strategies, but in this order, was shown to be the most effective instructional strategy. Individual vs. group work showed less clear results, but the student interviews provided insight into why LEP students sometimes prefer group work, even if their knowledge gained is not noticeably increased.

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

10.2196/preprints.34354 ◽

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

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Preparing General Education Pre-Service Teachers for Inclusion: Web-Enhanced Case-Based Instruction

Journal of Special Education Technology ◽

10.1177/016264340201700302 ◽

2002 ◽

Vol 17 (3) ◽

pp. 27-35 ◽

Cited By ~ 28

Author(s):

Lanna Andrews

Keyword(s):

General Education ◽

Students With Disabilities ◽

Limited English Proficient ◽

Lesson Plan ◽

Learning Groups ◽

Teaching Case ◽

Lesson Analysis ◽

On Line ◽

Based Instruction ◽

Limited English Proficient Students

This study investigated the use of Web-enhanced instruction and an inclusion teaching case to teach pre-service teachers to adapt instruction for included limited English proficient students with disabilities. Forty participants, in 10 cooperative learning groups, analyzed the teaching case and developed an adapted lesson plan for the teacher in the case to use with the whole class and the students with disabilities. The collaborating teacher provided feedback regarding the adapted lessons online using WebCT. The participants redid the lesson after feedback. Adapted lessons were analyzed using the Adapted Lesson Analysis Guide. The analysis revealed that intense, elaborated adaptations were developed as a result of the feedback. The participants also completed the Case On-Line Project Survey and a written reflection regarding their perceptions of the project and its outcomes.

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

Journal of Veterinary Medical Education ◽

10.3138/jvme.0215-025r ◽

2015 ◽

Vol 42 (4) ◽

pp. 324-331 ◽

Cited By ~ 1

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

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

Prehospital and Disaster Medicine ◽

10.1017/s1049023x12000015 ◽

2012 ◽

Vol 27 (1) ◽

pp. 98-102 ◽

Cited By ~ 6

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.

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