Presentation Title

DIFFERENCES IN LANGUAGE ACQUISITION AMONG L2 AND HL LEARNERS IN MEDICAL SPANISH

Faculty Mentor

Glenn Martinez

Start Date

23-11-2019 10:45 AM

End Date

23-11-2019 11:00 AM

Location

Markstein 213

Session

oral 2

Type of Presentation

Oral Talk

Subject Area

humanities_letters

Abstract

Language concordance care (LCC) has improved clinical outcomes for limited-English proficient (LEP) patients. LEP patient encounters differ when their health care providers are dominant in their native language. Still, little is known about how the acquisition of medical Spanish differs between second-language (L2) and heritage language (HL) learners. The objective of this study is to analyze precepted phone calls between LEP patients and L2 and HL health coaches in order to identify which linguistic errors occur most frequently in the Spanish discourse of each type of learner. Linguistic errors observed in the coaching conversations included mis-conjugation of verbs, lack of gender agreement, lexical code switching, and confusing or missing words in their responses. Initial findings reveal that the HL learner tended to have more linguistic errors in gender agreement, while the L2 learner had more errors in lexical code switching. Both learners made the most errors when it came to confusing or forgetting words in their responses. However, the HL learner had more trouble conjugating verbs. The results of this study suggest that L2 and HL learners have different needs when it comes to the acquisition of medical Spanish. HL learners need a curriculum that focuses on grammatical issues whereas L2 learners need a curriculum that will require them to speak Spanish consistently to avoid switching to English. Future research should focus on developing a model of medical Spanish that builds on different learner profiles in order to ensure LCC in the next generation of health professionals.

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Nov 23rd, 10:45 AM Nov 23rd, 11:00 AM

DIFFERENCES IN LANGUAGE ACQUISITION AMONG L2 AND HL LEARNERS IN MEDICAL SPANISH

Markstein 213

Language concordance care (LCC) has improved clinical outcomes for limited-English proficient (LEP) patients. LEP patient encounters differ when their health care providers are dominant in their native language. Still, little is known about how the acquisition of medical Spanish differs between second-language (L2) and heritage language (HL) learners. The objective of this study is to analyze precepted phone calls between LEP patients and L2 and HL health coaches in order to identify which linguistic errors occur most frequently in the Spanish discourse of each type of learner. Linguistic errors observed in the coaching conversations included mis-conjugation of verbs, lack of gender agreement, lexical code switching, and confusing or missing words in their responses. Initial findings reveal that the HL learner tended to have more linguistic errors in gender agreement, while the L2 learner had more errors in lexical code switching. Both learners made the most errors when it came to confusing or forgetting words in their responses. However, the HL learner had more trouble conjugating verbs. The results of this study suggest that L2 and HL learners have different needs when it comes to the acquisition of medical Spanish. HL learners need a curriculum that focuses on grammatical issues whereas L2 learners need a curriculum that will require them to speak Spanish consistently to avoid switching to English. Future research should focus on developing a model of medical Spanish that builds on different learner profiles in order to ensure LCC in the next generation of health professionals.