Keywords
Spanish, health, pharmacy, physical therapy, speech-language pathology
Abstract
Patient-provider language discordance is a growing problem in health care among Spanish-speaking patients. To produce graduates capable of linguistically competent care, three university programs are incorporating Spanish language instruction into their curricula (pharmacy, physical therapy, and speech-language pathology). We review these three models of Spanish language training and summarize the lessons learned to date. Differences in the training models reflect fundamental differences regarding the use of spoken language in the disciplines.
Original Publication Citation
Summers, C., Mueller, V., Pechak, C., & Sias, J. (2017). Incorporating Spanish language instruction into health sciences programs in an Hispanic-serving institution. Journal of Hispanic Higher Education. Advance online publication. doi:10.1177/1538192717699047
BYU ScholarsArchive Citation
Summers, Connie; Mueller, Vannesa; Pechak, Celia; and Sias, Jeri J., "Incorporating Spanish Language Instruction Into Health Sciences Programs in a Hispanic-Serving Institution" (2017). Faculty Publications. 7308.
https://scholarsarchive.byu.edu/facpub/7308
Document Type
Peer-Reviewed Article
Publication Date
2017
Publisher
Journal of Hispanic Higher Education
Language
English
College
David O. McKay School of Education
Department
Communication Disorders
Copyright Status
© The Author(s) 2017
Copyright Use Information
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