A Thesis submitted to The University of Arizona College of Medicine - Phoenix in partial fulfillment of the requirements for the Degree of Doctor of Medicine. / The purpose of this research was to assess the quality of the inpatient, health education diabetes program as it relates to primary Spanish speaking patients. Complications from diabetes account for huge personal and financial costs. There is substantial evidence supporting the use of targeted diabetes education to reduce complications but we need to know if our education interventions are valid. In order to accomplish this by auditing the knowledge of a sample of inpatient diabetics before and after receiving the standard MMC Spanish language diabetes education interventions via Spanish language pre and post surveys (standardized by the previously validated SKILLD survey). Demographic and clinical data were analyzed and all significant data (p value <0.05) were considered for their importance. The data demonstrated that in all 10 items on the survey, overall patients were able to demonstrate significant improvement in survey scores. Additionally, comparisons of demographic data demonstrated that being less than 50 years old was associated with improved survey scores. This indicates overall benefit of the training program as well as possible insight into need for more aggressive training for patients greater than 50 years in age.

Class of 2006 Abstract / Objectives: To develop a glossary of words useful to pharmacists when counseling patients in Spanish and assess the usefulness of this glossary. Methods: This was a descriptive study using a questionnaire to assess the usefulness of a Spanish glossary developed to aid in counseling Spanish speaking patients. Pharmacy students from the College of Pharmacy were targeted to provide a formative evaluation by filling out a survey to evaluate the Spanish glossary. A mean usefulness score was calculated to determine if the Spanish glossary was useful. The data was divided into two groups based on the participants’ knowledge of the Spanish language to see if there was a difference between the groups. In addition, categorical descriptive data was analyzed. Results: The groups were very similar. There was no difference in how the groups rated the glossary. Over all, both groups liked rated the glossary highly. Most people had no suggestions for adding any vocabulary, and few changes were suggested. Conclusions: A Spanish glossary organized into sections on a single sheet of paper was found to be favorably rated in its usefulness by people with varying levels of Spanish knowledge.

The primary purpose of this study was to assess Spanish-speaking patients’ satisfaction with their clinical pharmacists’ communication skills and demonstration of cultural sensitivity and to determine their association with Spanish-speaking patients’ socio-demographic, clinical, and communication factors, as well as pharmacists’ Spanish proficiency, cultural rapport, knowledge of complementary and alternative medicines, and race/ethnicity. A self-administered survey was designed to assess the study objectives, and a convenience sample of 93 adult (≥18 years) Spanish speakers with limited English proficiency was obtained from five CommUnityCare Health Centers in Austin, Texas. Satisfaction with communication skills and satisfaction with cultural sensitivity were measured as a 6-item construct and a 4-item construct, respectively, where Spanish-speaking patients rated their satisfaction using a 4-point Likert scale (1=extremely dissatisfied, 2=dissatisfied, 3=satisfied, 4=extremely satisfied). The participants’ mean age was 52.0±14.3 years, where respondents primarily were female (65.9%), utilized publicly-funded insurance (100%), received less than a high school education (86.9%), and reported a “fair” health status (64.8%). Spanish-speaking participants reported overall satisfaction with their clinical pharmacists’ communication skills (3.6±0.5) and demonstration of cultural sensitivity (3.6±0.5). Study participants also indicated items within the cultural rapport subscale were generally important characteristics to Spanish speakers (3.5±0.5). The cultural rapport subscale instructed participants to rate the importance of pharmacists’ specific characteristics (i.e., speaks Spanish, is Latino, provides written information in Spanish, is respectful, is kind, is friendly, and understandings the importance of family opinion in healthcare decisions) on a 4-point Likert scale, where 1=not at all important, 2=somewhat important, 3=important, 4=very important. Multiple linear regression analyses showed that cultural rapport was the only significant predictor of Spanish speakers’ satisfaction with their clinical pharmacists’ communication skills (p<0.01) and demonstration of cultural sensitivity (p<0.001). The results of this study may be instrumental in understanding the communication-related and cultural sensitivity-related needs of Spanish speakers in relation to pharmacists’ cultural rapport and may help initiate future initiatives and interventions involving pharmacists and Spanish-speaking patients with limited English proficiency. / text

This thesis predicts the phonological errors which were likely to occur in the American English pronunciation of speakers of different dialects of American Spanish and ascertains whether the predicted errors actually occur. In the process of error prediction it was expected that not only should the sound system of Spanish in general make a difference as to which errors would be committed, but that dialectal differences should also. Both aspects of interference prediction were based on a contrastive analysis between the individual native phonological manifestations and American English. Sounds found to be universal in the native language were taken under the rubric of homogeneous L1 sounds and were to cruse negative interference for all informants. Sounds which differed from native informant to native informant were taken to be non-homogeneous sounds and expected to cause interference for those individuals who manifested sounds different from English sounds.

Nearly 13.8 million Hispanics in the United States speak English "less than very well." This has important implications for the field of clinical neuropsychology. Patients who do not speak English fluently are being increasingly referred for neuropsychological services, and many of these individuals are assessed with the aid of language interpreters. However, whether or how the use of an interpreter has an effect on neuropsychological test scores is not known. For lack of a better alternative, it generally is assumed that the test data obtained through an interpreter are a valid indication of the patient's cognitive functioning, but with almost no empirical support, this assumption appears tenuous at best. The effect of an interpreter, in fact, could be substantial, making this issue all the more deserving of rigorous investigation. The primary objective of the current study was to determine whether using an interpreter to conduct neuropsychological testing of monolingual Spanish speakers had an effect on the neuropsychological test scores. Participants included 40 neurologically normal Spanish-speakers with limited English proficiency, ages 18-65 years, (M= 39.65, SD =13.91) who completed a 2-hour battery of verbal and nonverbal neuropsychological tests both with and without an interpreter. The condition of test administration was counterbalanced across participants and test score differences between the two conditions were compared. Results indicated that use of an interpreter significantly affected mean scores for some neuropsychological tests from the verbal modality. Also, variability in test scores generally was higher when an interpreter was used, significantly so for one verbal test. Results of this study contribute to the extant literature concerning the use of interpreters to facilitate neuropsychological testing of individuals with limited English proficiency. Specifically, they indicate that neuropsychologists should avoid interpreter use and refer patients to bilingual clinicians whenever possible. For situations in which this may not be a viable option, neuropsychologists should limit their test batteries to measures that require minimal reliance on the interpreter. Tests that rely almost entirely on interpreter skills for administration and scoring - such as the Vocabulary and Similarities subtests of the Wechsler Adult Intelligence Scale (WAIS) - should probably not be used. Larger confidence intervals should be used when interpreting observed scores from interpreter-mediated neuropsychological tests.

This creative project consists of a course syllabus and materials based on the functional approach. It was designed for students of English at Universidade Federal do Para in Brazil.The first chapter is about the teaching-learning situation where the syllabus will be applied; the second chapter is the proposed syllabus; the third chapter consists of the teacher's manual; and the fourth chapter is the students' book.

In the past years foreign languages have been taught in Spain as a device to translate and interpret literature. Now the emphasis is put especially on language, and literature is only appreciated as a device to improve the language skills and not in itself. However, the author considers that literature should play an important role in second language teachings as a literary experience too, and has devised a curriculum of English Literature for Spanish-speaking students in the last grade of high school.The project includes an investigation of the purposes for such a curriculum, the criteria to be used in selecting the literature for the curriculum and a selection and presentation of literary texts.

This research examined the effects of using a mediated reading strategy called "Mini Shared Reading" with five first graders, male bilingual students identified as struggling readers. These five students were all instructed in their primary language, which was Spanish.

With the availability of frequency dictionaries, such as Alameda and Cuetos (1995) or the Corpus del Español (2002), it is now possible to explore the effects of frequency on linguistic items. The following is a study exploring the effects of frequency on Spanish affixed words. While the debate of dual-route versus single-route processing continues, the results of this study suggest that L2 Spanish speakers use a dual-route model and decompose morphologically complex words when the base frequency is higher than the surface frequency. L2 Spanish speakers perceive derived words with a higher base frequency as more complex than derived words with a lower base frequency. The results of this study do not suggest the same process occurs for native Spanish speakers. When asked to identify the more complex word of a pair, native Spanish speakers are just as likely to select the derived word with a lower base frequency as they are to select the derived word with a higher base frequency suggesting a single-route model.

This study examined incidental receptive and productive vocabulary gains within conversation-class interactions. Eleven Mexican learners of English attended four videotaped conversation lessons where 40 target words were incorporated in different types of exposure. Stimulated recall interviews with students highlighted the effect of cognates, learners' access to passive vocabulary, and use of their vocabulary knowledge in learning related words. Posttests revealed a correlation between frequency and receptive/productive gains. Mean scores showed that words mentioned with synonyms were learned most often, followed by task-essential words and last those mentioned without explanation. A two-way ANCOVA revealed main effects for cognates, and a statistical interaction between cognate status and types of exposure. A statistical correlation was found between receptive and productive gains. Aptitude scores correlated with productive gains but not with receptive gains. The results provide implications for ESL teachers who consider incidental learning of vocabulary within their conversation lessons.