Abstract
In an effort to reform patient-provider communication, most notably in underrepresented populations, a series of English classes were offered to patients of a metropolitan free clinic in the intermountain region of the United States (U.S.). A cohort of sociological studies undergraduates, graduate students and professors from a local university assembled to conduct research in the summer of 2018. Fifty-two participants enrolled in 39 classes, with 35 participants completing a comprehensive survey. In addition, pre-class surveys, field notes and class satisfaction surveys were collected to accurately capture participant characteristics, evaluate class quality and identify participants’ motivation, needs/challenges, or barriers to learning English in their U.S. community. The classes elicited mostly positive feedback with the majority of participants showing excitement, motivation to continue, and inquiry as to future classes at the clinic. Field note findings indicated that language proficiency is essential to communication in clinical and communal settings. Due to the qualitative nature of this study, participants were able to express personal recounts of barriers and challenges to learning English. The study also resulted in several implications for holistic improvements in future classes offered to the free clinic patients.
Highlights
IntroductionMany reported limited English proficiency, along with existing trauma while facing discrimination in their receiving communities [1]
The United States (U.S.) receives approximately two million immigrants annually [1]
Children born to parents with Limited English proficiency are at higher risk of low birth weight and/or are increasingly lacking physical activity at a young age, compared to children born to parents with higher levels of English proficiency [9]
Summary
Many reported limited English proficiency, along with existing trauma while facing discrimination in their receiving communities [1]. Limited English proficiency was identified as the most challenging barrier for immigrants, adversely impacting their overall wellbeing in a foreign community [2]. English proficiency is associated with higher levels of self-esteem, increased social capital and social participation at a younger age, resulting in long-term effects on one’s success later in life [4]. Language barriers displace immigrants of limited English proficiency in the U.S healthcare system [5]. Patients with limited English proficiency present more often with psychological distress, poorer emotional and mental health, lower vaccination rates, higher fall risks, adverse maternal and child health outcomes, increased length of hospital stay and inadequate healthcare utilization [59]. Children born to parents with Limited English proficiency are at higher risk of low birth weight and/or are increasingly lacking physical activity at a young age, compared to children born to parents with higher levels of English proficiency [9]
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