Improving Health Literacy of Migrants in Language Courses – Lessons Learned from a Qualitative Textbook Analysis

Abstract

Health literacy (HL) programs for vulnerable groups with low HL, e.g., migrants and refugees, have been proposed to reduce health inequalities. Adult basic education and second language courses (SLC) are considered particularly important and effective. However, empirical evidence on the process of HL promotion in SLC is scarce. This study aimed to advance the understanding of HL promotion by analyzing SLC materials, deriving best practices, and informing innovative HL promotion programs. We conducted a scoping study, including a systematic literature search in seven academic databases and a grey literature search. We identified 21 manuals as eligible and qualitatively analyzed their content, theories, didactic-methodological principles, and the relationship between language and health. There are numerous, multifaceted ways to promote HL in SLC. Curricula cover various health topics, prioritizing situations in the doctor’s office, nutrition, and physical activity, others even mental and social health. Theories from three disciplines are drawn upon, and numerous methods target language skills: receptive, productive, interactive, and even advocacy skills. Three main approaches emerged: language for, information about, and skills for health, which are uniquely linked in each manual. No other educational setting is as far-reaching, innovative, and promising as SLC when implemented thoroughly by interdisciplinary teams.