Language training models for health care & social service personnel

1. Language training models for health care & social service personnel Prepared by Dr. Samantha Wehbi for the McGill University Training & Human Resources Development Project September 2005

2. Presentation Outline • Introduction • Current situation and need for language instruction • Literature review search strategy • Models • Common elements • Model description: Summary table • Examples of each model • Impact on accessibility & quality of services of each model • Models: Strengths & Limitations • Recommendations • Course design • General recommendations • What would a model course look like?

3. IntroductionCurrent situation & need for language instruction • Ever-increasing socio-cultural diversity; • Many health care and social service personnel feel unequipped to work with this diversity; • Access to and quality of services are compromised by language barriers; • The focus has mostly been on improving clients’ language skills with little focus on the role of professionals; • Interpretation services are not always available, reliable or cost-effective; • Language training for health and social service professionals is as an alternative to improve the quality and accessibility of services.

4. Introduction Literature review search strategy • Literature review of journals, books, dissertations and databases (for reports on language training programs) • Information was synthesized and three “models” of language training programs were drawn out

5. ModelsCommon elements • Needs analysis component • Listening and speaking (some attention to grammar) • Terminology and language skills needed for specific occupations or for specific work-related situations • Cultural awareness component • Practice component or homework • Differences among the programs lie in the target audience; three main “models” can be discerned

6. Model Description: Summary table

7. Model 1Teaching foreign students/ workers language & occupational skills • Course* at a settlement agency for immigrants interested in the health care field (with the elderly) in Canada • Course duration: full-time/ 7 months • Course design: 4 hours/day of occupational skills offered by a registered nurse & 2.5 hours of ESL by a language teacher • Course content: home maintenance, lifting, personal care, health, physiology, etc. General English skills, specific English for health-care & job-search process • 2 practica (total of 9 weeks) • Improved self-esteem and self-confidence; acquisition of occupational and language skills _______________________________ * Source: Wong, P., Duff, P. & Early, M. (2001). The impact of language and skills training on immigrants’ lives. TESL Canada Journal, 18(2), 1-31.

8. Model 1Impact on accessibility & quality of services • Increased presence of health and social workers from diverse linguistic/cultural backgrounds • Diversity of cultural worldviews and know-how • Clients more likely to hear about the availability of services from within their own communities • Clients more likely to access care once inside setting due to the presence of qualified professionals speaking their own language

9. Model 2 Teaching workers foreign languages • Experiential learning course* for practising social workers from US (offered through university) • Course duration: 10 days/full-time • Course design: 3 orientation sessions in Spanish on cultural awareness and social work; cultural immersion through home stays with Mexican families • Course content: 3 hours/day of speaking/listening and grammar skills for everyday functioning (emphasis on social work terminology); visits to social service agencies and daily social work/language seminars • Importance of experiential learning for an understanding of the cognitive and emotional aspects of language and culture; increase of language skills and cultural competence ____________________________ * Source: Boyle, D.P. & Barranti, C. (1999). A model for international continuing education: Cross-cultural experiential professional development. Professional Development: The International Journal of Continuing Social Work Education, 2(2), 57-62.

10. Model 2Impact on accessibility & quality of services • More workers able to communicate with clients from linguistic communities not their own (after 1 course) • Interpretation problems are avoided • Improved quality through an increase in cultural awareness; shedding preconceived notions about ethno-cultural minorities

11. Model 3 Teaching students foreign languages • Introductory Spanish course* for upper-class nursing students at a US University • Course duration: one semester • Course design: classes 2 times/ week. • Course content: speaking skills used in health care situations. Role playing, audio-visual material, homework, visits by health care professionals and social workers • Importance of combining grammar and spoken language skills (to allow for further development) • Importance of information about diversity of cultures and the socio-culturally appropriate uses of language ________________ * Source: Maier, C. (1986). Fitting it all in one semester : An intensive introductory course in Spanish for health-care personnel. Hispania, 69, 714-719.

12. Model 3Impact on accessibility & quality of services • Students are given opportunity to build language and cultural awareness skills useful in practice settings • Health care and social service practice settings have access to a greater pool of qualified bilingual (or multilingual) professionals • Enhanced quality as clients are able to express their needs in their language

13. Models: Strengths & Limitations

14. Recommendations: General • Start courses early-on in a professional’s training • Conceive of language training as professional and personal development • Build on basic skills through regular and continuing education • Ensure the existence of institutional supports

15. Recommendations: Course design • Tailor the course to student needs • Combine language training with cultural awareness • Focus on specialized language with some exposure to more general language • Balance grammar and speaking/listening skills • Focus on skills that allow students to understand the various aspects of language

16. What would a model course for workers or students look like? • Duration: • 2 semesters or 28 weeks long; meets once weekly (to accommodate busy schedules) • Instructor: • Taught by a professional language instructor with the cooperation of professionals from relevant fields • Students: • Participation limited to 20 students • Participants from same field or profession • Content: • Focus on speaking/listening with basic grammar skills • Cultural awareness component • Methods: • In-class learning combined with reflection on practice experiences • Reliance on texts, audio-visual material, role plays • Experiential or practicum component