Spanish Language Research Articles

Personality disorders in people with epilepsy: a review

Epileptologists and psychiatrists have long observed a correlation between epilepsy and personality disorders (PDs) in their clinical practice. We conducted a comprehensive PubMed search looking for evidence on PDs in people with epilepsy (PwE). Out of over 600 results obtained without applying any time restriction, we selected only relevant studies (both analytical and descriptive) limited to English, Italian, French and Spanish languages, with a specific focus on PDs, rather than traits or symptoms, thus narrowing our search down to 23 eligible studies. PDs have been investigated in focal epilepsy (predominantly temporal lobe epilepsy - TLE), juvenile myoclonic epilepsy (JME) and psychogenic non-epileptic seizures (PNES), with heterogeneous methodology. Prevalence rates of PDs in focal epilepsy ranged from 18 to 42% in surgical candidates or post-surgical individuals, with Cluster C personality disorders or related traits and symptoms being most common. In JME, prevalence rates ranged from 8 to 23%, with no strong correlation with any specific PDs subtype. In PNES, prevalence rates ranged from 30 to 60%, with a notable association with Cluster B personality disorders, particularly borderline personality disorder. The presence of a PD in PwE, irrespective of subtype, complicates treatment management. However, substantial gaps of knowledge exist concerning the neurobiological substrate, effects of antiseizure medications and epilepsy surgery on concomitant PDs, all of which are indeed potential paths for future research.

Arriba por la Vida Estudio: a randomized controlled trial promoting standing behavior to reduce sitting time among postmenopausal Latinas.

Postmenopausal Hispanic/Latina (N = 254) women with a body mass index (BMI) ≥ 25kg/m2 were randomized to an intervention to reduce sitting time or a comparison condition for 12weeks. The standing intervention group received three in-person health-counseling sessions, one home visit, and up to eight motivational interviewing calls. The heart healthy lifestyle comparison group (C) received an equal number of contact hours to discuss healthy aging. The primary outcome was 12-week change in sitting time measured via thigh-worn activPAL. Group differences in outcomes were analyzed using linear mixed-effects models. Participants had a mean age of 65 (6.5) years, preferred Spanish language (89%), BMI of 32.4 (4.8) kg/m2, and sat for an average of 540 (86) minutes/day. Significant between-group differences were observed in reductions of sitting time across the 12-week period [Mdifference (SE): C - 7.5 (9.1), SI - 71.0 (9.8), p < 0.01]. Results demonstrate that coaching models to reduce sitting are feasible and effective.

Developing translingual competence and awareness in a study abroad Spanish language classroom

ABSTRACT Recent research highlights how agentive capacities for complex meaning-making can be developed among language learners during study abroad (SA) (e.g. Diao and Trentman 2021. Language Learning in Study Abroad: The Multilingual Turn. Multilingual Matters). In this regard, we focus on students’ translingual development, or their emerging capacity to communicate across sociopolitically-constructed linguistic and cultural borders (Canagarajah 2013b), during a 12-week program for U.S.-university students in Guatemala. Drawing on ethnographic data, particularly audio-recordings from a small, intermediate-level, second language (L2) Spanish class, we compare classroom interactions from the beginning and the end of students’ sojourn. Our qualitative findings demonstrate participants’ increasing utilisation of diverse semiotic strategies – along with linguistic resources associated with multiple languages and varieties – to make meaning and further their Spanish learning. In so doing, students and their instructor transformed their classroom into a translanguaging space where their full linguistic repertoires and identities were activated and encouraged (Wei 2018. “Translanguaging as a Practical Theory of Language.” Applied Linguistics 39: 9–30. https://doi.org/10.1093/applin/amx039). We further note students’ translingual development in their emerging ability to engage in transcultural reflection and communication as time progressed. As such, this paper argues for the promotion of translingual development in SA and L2 pedagogies.

Rethinking peer interaction in language classrooms: students and L1 peers as mediators and experts in higher education

ABSTRACT In today’s multilingual and multicultural societies, different languages and cultural orientations converge for complex purposes. This study examines how Spanish language students and their native peers (L1 peer = L1P) experiment with dynamic and culturally embedded language uses in higher education. The data included conversation recordings between students (N = 17) and L1Ps (N = 2). A qualitative conversation analysis of the student-L1P interaction revealed multiple and shifting learner-expert positions that led to reciprocal intercultural mediation. Both students and L1Ps mediated diverse linguistic and cultural knowledge to each other by relying on a rich array of multimodal mediational means. However, the L1Ps’ role as peers on the students’ level was crucial in fostering communication in the target language beyond native and non-native speaker positions.

Singing Blackness

In this article I propose the exploration of racial discourse in recent Black Caribbean rap and hip-hop productions. Rap and hip-hop are often used as a sociopolitical tool that—through writing and language—achieve to create activist movements. Specifically, I study the work of the Cuban hip-hop group Obsesión [Obsession] and of Cuban rapper Robe L Ninho and the work of Dominican rappers Circuito Negro and JNoa. I particularly focus on some of their songs that make of the genre an opportunity to approach the racial topic in their communities and a way to celebrate Blackness. This way, these hip-hop and rap songs break the most commercial, common, and expected pattern of lyrics that focus on topics that oversexualize the female (Black) body, that often objectify women, and that reproduce a patriarchal and heteronormative discourse. Instead, these songs, through the topics that they explore, aim to create community and craft a space for social activism. They do so, for example, by singing about hair (Obsesión and Robe L Ninho) and by singing about their Afro-Caribbean communities and their existence as Black people in their neighborhoods (Circuito Negro, JNoa). Among a variety of tracks, I mainly focus on songs that are connected in topic and that represent a continuumin the production of approximately the last decade. So, for example I analyze the songs “Los pelos [Hair]” by Obsesión (2014) and “N.E.G.R.O. [N.E.G.R.O.]” by Robe L Ninho (2022) that focus on Afro hair, celebrate the beauty of it, and denounce the prejudices against it almost a decade apart from each other. Then, I focus on the song “Revolufunk” by Circuito Negro (2011) and the song “Qué fue[What Happened?]” (2022) by JNoa. In this case also there is a generational gap between the artists that symbolize both the evolution of the genre and the consistency of the topics that they cover and that are connected to Blackness. In addition to the racial discourse and the connection of topics across the last decade, these songs also create an inter-Caribbean discourse that transcends the concept of nation and nationality and instead identifies with and shapes a message for Black Spanish-speaking Caribbean people. These songs reveal a poetic that adds urban sounds to a spoken word tradition and that mixes writing, oral tradition, and language in lieu to create a sociopolitical activist movement for Afro-Caribbean people. Also, by focusing on race in countries where the Black communities are often made invisible, they shed light on minorities that usually are relegated to the lowest layers of society. Thus, through their music, these artists raise awareness on their Blackness and on their communities, but they also create a transversal Afro-Caribbean narrative that connects and creates a sense of community among Blacks in the Caribbean in their native Spanish language. This study, so, represents an opportunity to shift a US-centered discourse on Blackness and race and opens new ways of living and understanding the African diaspora in other geographies.

Foreign Language Anxiety: A Study on Spanish Learners

Foreign language anxiety (FLA) as a crucial affective variable has been unexplored in the context of the Spanish language. This paper reports a study that investigated Spanish language anxiety (SLA) and its potential causes and inquired into the relationship between the role of a teacher and SLA. A mixed-methods research design was adopted, including a questionnaire [Foreign Language Classroom Anxiety Scale (FLCAS)], semi-structured interviews, and observation as data collection among the undergraduates (female = 32, male = 18) and Spanish teachers (2). The FLCAS data revealed that students experience low to moderate anxiety, with communication apprehension being highly rated (mean = 3.26) followed by fear of negative evaluation (mean = 2.8) and test anxiety (mean = 2.25). The interview data recorded listening and speaking tasks, fear of negative evaluation, teacher talk, negative self-comparison, and previous bad language learning experiences are the prominent sources of anxiety. In this context, Spanish teachers are found to reduce students' anxiety mostly by giving interesting activities, accepting students' mistakes, and using body language. This paper offers insight into the causes that trigger FLA and an impactful relationship between a teacher's role and FLA. Some suggestions are proposed for teachers based on the findings to mitigate students’ anxiety.

Speech Biomarkers for Dysarthria in Parkinson's Disease — Clinical Validation Across Spanish and Czech Languages

Speech Biomarkers for Dysarthria in Parkinson's Disease — Clinical Validation Across Spanish and Czech Languages

Towards the Implications of Positive Teacher Interpersonal Behaviors for Spanish Learners’ Academic Engagement: Voices from Chinese SFL Learners

With the advent of positive psychology in the area of language education, more focus has been placed on the consequences of favorable teacher communication behaviors in language classes. Nonetheless, the function of language instructors’ interpersonal behaviors in raising learners’ engagement is somehow unknown. Furthermore, to the best of our knowledge, no research study has been carried out in Spanish language classes to explore the function of teacher communication behaviors in learners’ engagement. To fill this lacuna, the current inquiry looked into the role of teachers’ positive interpersonal factors in Chinese SFL learners’ behavioral, cognitive, and emotional engagement. For this purpose, a random sample of 32 SFL learners was chosen to participate in our online interview sessions. The answers of SFL learners to the interview questions were thematically analyzed via MAXQDA software. The thematic analysis findings pointed to the value of teacher communication behaviors in improving SFL learners’ engagement. The analysis outcomes also demonstrated the potential of 11 positive interpersonal behaviors (rapport, care, clarity, credibility, confirmation, immediacy, closeness, praise, feedback, respect, and stroke) in increasing Spanish language learners’ academic engagement. The practical implications that may emerge from the present study’s outcomes are finally discussed.

In vitro diagnostic methods of Chagas disease in the clinical laboratory: a scoping review

BackgroundChagas disease (CD), caused by Trypanosoma cruzi, is a global health concern with expanding geographical reach. Despite improved and accessible test methods, diagnosing CD in its various phases remains complex. The existence of clinical scenarios, including immunosuppressed patients, transplant-related CD reactivation, transfusion-associated cases, and orally transmitted acute infections, adds to the diagnostic challenge. No singular gold standard test exists for all phases, and recommendations from PAHO and the CDC advocate for the use of two serological methods for chronic CD diagnosis, while molecular methods or direct parasite detection are suggested for the acute phase. Given the complexity in the diagnostic landscape of CD, the goal of this scoping review is to characterize available diagnostic tests for CD in the clinical laboratory.MethodsA literature search in PubMed was conducted on studies related to In vitro diagnosis (IVD) in humans published in English, Spanish, or Portuguese language as of 28 August 2023, and extended backward with no predefined time frame. Studies underwent title and abstract screening, followed by full-text review. Studies included were classified based on the diagnostic method used. Test methods were grouped as serological, molecular, and other methods. Performance, availability, and regulatory status were also characterized.ResultsOut of 85 studies included in the final review, 115 different tests were identified. These tests comprised 89 serological test types, 21 molecular test types, and 5 other test methods. Predominant serological tests included ELISA (38 studies, 44.70%), Rapid tests (19 studies, 22.35%), and chemiluminescence (10 studies, 11.76%). Among molecular tests, Polymerase Chain Reaction (PCR) assays were notable. Twenty-eight tests were approved globally for IVD or donor testing, all being serological methods. Molecular assays lacked approval for IVD in the United States, with only European and Colombian regulatory acceptance.Discussion and conclusionSerological tests, specifically ELISAs, remain the most used and commercially available diagnostic methods. This makes sense considering that most Chagas disease diagnoses occur in the chronic phase and that the WHO gold standard relies on 2 serological tests to establish the diagnosis of chronic Chagas. ELISAs are feasible and relatively low-cost, with good performance with sensitivities ranging between 77.4% and 100%, and with specificities ranging between 84.2% and 100%. Molecular methods allow the detection of specific variants but rely on the parasite’s presence, which limits their utility to parasitemia levels. Depending on the PCR method and the phase of the disease, the sensitivity ranged from 58.88 to 100% while the mean specificity ranged from 68.8% to 100%. Despite their performance, molecular testing remains mostly unavailable for IVD use. Only 3 molecular tests are approved for IVD, which are available only in Europe. Six commercial serological assays approved by the FDA are available for blood and organ donor screening. Currently, there are no guidelines for testing CD oral outbreaks. Although more evidence is needed on how testing methods should be used in special clinical scenarios, a comprehensive approach of clinical assessment and diagnostics tests, including not IVD methods, is required for an accurate CD diagnosis.

The IndagApp mobile app: an inquiry-based science teaching resource: usability evaluation with pre-service teachers

Virtual laboratories and simulations have emerged as innovative solutions for science teaching. However, existing resources have various limitations and constraints including cognitive load/mental burden and limited coverage of all necessary steps in scientific inquiry, focusing mainly on the experimental simulation. To bridge this gap and address these challenges, the present study introduces the design and usability evaluation of IndagApp, an innovative educational resource explicitly developed to support inquiry-based science teaching. A convergent mixed methods design and a convenience sampling of 90 pre-service teachers were used. The findings indicate that IndagApp exhibits a high level of technological and pedagogical usability. Feedback from the users was incorporated to improve the app, resulting in its final version, which incorporates best practices from existing literature on authentic inquiry-based science teaching. IndagApp is freely accessible in the Spanish language, and compatible with Android 5.0 + smartphones and tablets, as well as PCs running Windows 7 or above operating systems. This research provides a timely and significant educational resource that may assist educators in enacting reform-oriented teaching practices.

Contributions to the development of an anatomical terminology in Spanish from South America.

The development of a standard anatomical language in Spanish dates back to the early stages of medicine, and its significance lies in the necessity for a common vocabulary to describe the structures of the human body. Anatomists and morphologists have been striving to achieve this goal since the late nineteenth century when the first Anatomical Nomenclature was created in Basel in 1895. Over the years, various versions of the International Anatomical Terminology have been published in Spanish, following the guidelines of the International Federation of Associations of Anatomists (IFAA). These versions have been produced in partnership with the Spanish Anatomical Society and have aimed to adjust the terms to the Spanish language and linguistic rules. The Ibero-Latin American Symposia on Anatomical, Histological, and Embryological Terminology (SILAT) have embraced the naming of morphological structures, keeping in mind the Latin and Greek roots, while respecting the translations accepted by the linguistic rules of the official languages. These symposia stick to the principles of universality, precision in structure description, and consistency in terminology. Despite more than a century of progress in anatomical terminology, there is a need for frequent revisions and adjustments to anatomical terms, particularly when translating them into various languages and because of the high number of international publications related to anatomy. A shared anatomical language is essential for the study and application of anatomy across various medical practices and in undergraduate education. Finally, the establishment of anatomical terminology in Spanish represents a long history of efforts to create a universal and precise language in this field. Despite advancements, the revision and adaptation of anatomical terms remain a continuous challenge to keep up with scientific progress and ensure effective communication in the field of anatomy.

Shifting the perception of languages and their status through the use of pedagogical translanguaging as a tool to increase language awareness

ABSTRACT The objective of the study is to explore the possibilities of pedagogical translanguaging as a strategy to develop critical language awareness among a group of primary school students from the Basque Autonomous Community (Spain). The study is part of a broader ethnographically based research project, which was developed over two school years in Basque, Spanish and English language subjects. Participants were 51 primary school students studying through the medium of the minority language Basque in an area where the dominant language in society is Spanish, in addition, these students were learning English as a foreign language. The findings show how students’ critical language awareness is developed when sociolinguistically informed didactic strategies are integrated together with translanguaging pedagogies in the classroom. As a result of translanguaging pedagogies and the sociolinguistic reflection carried out during the intervention, the students built up their awareness of minority languages and affective attitudes towards their own. In turn, the simultaneous use of several languages in the classroom brought to the surface the unbalanced power relation among Basque, Spanish and English. This study’s findings reinforce the need for creating and maintaining spaces for minority languages to breathe within the framework of translanguaging pedagogies.

Spanish heritage language students’ writing perspectives

Although the field of heritage language education has thrived in recent years and has focused primarily on the development of biliteracies in Spanish heritage language (SHL) students (e.g., Belpoliti &amp; Bermejo, 2020; Samaniego &amp; Warner, 2016), there is a scarcity of research on SHL students’ writing practices. Moreover, instructional practices and technological developments have transformed the landscape of SHL writing, underscoring the need to understand SHL students’ practices and perceptions of writing. The present study explores this gap in the literature by reporting on an online survey taken by 96 SHL students in the United States. SHL students reported a desire to improve their writing and regarded linguistic issues (e.g., accuracy, accent marks, and writing conventions) as their primary challenges. They considered technology helpful while writing in Spanish, but their use of social tools was not widespread. Although student responses often aligned with educators’ perspectives from previous research (Padial et al., 2024), students reported using English to plan their writing more frequently than instructors reported teaching the use of English as strategy. Students overestimated the importance that their instructors gave to grammar and orthography/accentuation.

Machine Learning and Deep Learning Sentiment Analysis Models: Case Study on the SENT-COVID Corpus of Tweets in Mexican Spanish

This article presents a comprehensive evaluation of traditional machine learning and deep learning models in analyzing sentiment trends within the SENT-COVID Twitter corpus, curated during the COVID-19 pandemic. The corpus, filtered by COVID-19 related keywords and manually annotated for polarity, is a pivotal resource for conducting sentiment analysis experiments. Our study investigates various approaches, including classic vector-based systems such as word2vec, doc2vec, and diverse phrase modeling techniques, alongside Spanish pre-trained BERT models. We assess the performance of readily available sentiment analysis libraries for Python users, including TextBlob, VADER, and Pysentimiento. Additionally, we implement and evaluate traditional classification algorithms such as Logistic Regression, Naive Bayes, Support Vector Machines, and simple neural networks like Multilayer Perceptron. Throughout the research, we explore different dimensionality reduction techniques. This methodology enables a precise comparison among classification methods, with BETO-uncased achieving the highest accuracy of 0.73 on the test set. Our findings underscore the efficacy and applicability of traditional machine learning and deep learning models in analyzing sentiment trends within the context of low-resource Spanish language scenarios and emerging topics like COVID-19.

How Do We Flip Our Language Classroom? Reassessing the Flipped Method

AbstractThis study has a twofold purpose. First, from an action research approach, the study re-visits how the flipped method is implemented in a Spanish Second Language program at a United States university, and contributes to the literature on the potential benefits and challenges when adopting the flipped method in Second Language programs. Through the analysis of data obtained from a questionnaire, which consists of an agreement-based survey and open-ended questions, we report on how participants and co-researchers—261 Spanish language students and 11 teachers—are affected by the outcomes of this pedagogical implementation. Participants report three benefits and three areas for improvement. Second, based on students and teachers’ experiences, we conclude with a re-assessment of the method and a set of recommendations for language educators interested in integrating the flipped method in their teaching. This study contributes to the ongoing debate about the effects of a flipped classroom in language learning, and proposes a reevaluation of the most common applications of the flipped method.

Racial/ethnic differences in the associations between trust in the U.S. healthcare system and willingness to test for and vaccinate against COVID-19

BackgroundTrust in the healthcare system may impact adherence to recommended healthcare practices, including willingness to test for and vaccinate against COVID-19. This study examined racial/ethnic differences in the associations between trust in the U.S. healthcare system and willingness to test for and vaccinate against COVID-19 during the first year of the pandemic.MethodsThis cross-sectional study used data from the REACH-US study, a nationally representative online survey conducted among a diverse sample of U.S. adults from January 26, 2021-March 3, 2021 (N = 5,121). Multivariable logistic regression estimated the associations between trust in the U.S. healthcare system (measured as “Always”, “Most of the time”, “Sometimes/Almost Never”, and “Never”) and willingness to test for COVID-19, and willingness to receive the COVID-19 vaccine. Racial/ethnic differences in these associations were examined using interaction terms and multigroup analyses.ResultsAlways trusting the U.S. healthcare system was highest among Hispanic/Latino Spanish Language Preference (24.9%) and Asian (16.7%) adults and lowest among Multiracial (8.7%) and Black/African American (10.7%) adults. Always trusting the U.S. healthcare system, compared to never, was associated with greater willingness to test for COVID-19 (AOR: 3.20, 95% CI: 2.38–4.30) and greater willingness to receive the COVID-19 vaccine (AOR: 2.68, 95% CI: 1.97–3.65).ConclusionsTrust in the U.S. healthcare system was associated with greater willingness to test for COVID-19 and receive the COVID-19 vaccine, however, trust in the U.S. healthcare system was lower among most marginalized racial/ethnic groups. Efforts to establish a more equitable healthcare system that increases trust may encourage COVID-19 preventive behaviors.

“Dime con Quién Andas y te Diré Qué Piensas Sobre el Español de los US”: Language Attitudes and Motivation to Learn Spanish as a Heritage Language through the Lens of Social Networks

This study explores the motivation and attitudes of heritage speakers (HSs) of Spanish, focusing on the influence of their social networks. Previous research highlighted variations in HS motivation, attributed to social, cultural, and contextual factors. The study investigates how HS communities shape motivation and attitudes towards learning the heritage language (HL). Employing personal network analysis, the research surveyed 26 Spanish HSs in a Spanish heritage language program. Results revealed that HS networks primarily consisted of emotionally close family members. Positive and negative factors within these networks, such as language support, confidence, shame, and expectations, significantly influenced HS motivation and attitudes. Language attitudes within the network positively impacted individual attitudes, indicating a process of internalizing shared values. The study emphasizes the importance of considering the context surrounding HSs and suggests that addressing language expectations and fostering language support in communities may positively transform perceptions of Spanish in the United States. The findings underscore the effectiveness of a personal network approach in recreating the external environment beyond the language classroom.

Natural Language Understanding for Navigation of Service Robots in Low-Resource Domains and Languages: Scenarios in Spanish and Nahuatl

Human–robot interaction is becoming increasingly common to perform useful tasks in everyday life. From the human–machine communication perspective, achieving effective interaction in natural language is one challenge. To address it, natural language processing strategies have recently been used, commonly following a supervised machine learning framework. In this context, most approaches rely on the use of linguistic resources (e.g., taggers or embeddings), including training corpora. Unfortunately, such resources are scarce for some languages in specific domains, increasing the complexity of solution approaches. Motivated by these challenges, this paper explores deep learning methods for understanding natural language commands emitted to service robots that guide their movements in low-resource scenarios, defined by the use of Spanish and Nahuatl languages, for which linguistic resources are scarcely unavailable for this specific task. Particularly, we applied natural language understanding (NLU) techniques using deep neural networks and transformers-based models. As part of the research methodology, we introduced a labeled dataset of movement commands in the mentioned languages. The results show that models based on transformers work well to recognize commands (intent classification task) and their parameters (e.g., quantities and movement units) in Spanish, achieving a performance of 98.70% (accuracy) and 96.96% (F1) for the intent classification and slot-filling tasks, respectively). In Nahuatl, the best performance obtained was 93.5% (accuracy) and 88.57% (F1) in these tasks, respectively. In general, this study shows that robot movements can be guided in natural language through machine learning models using neural models and cross-lingual transfer strategies, even in low-resource scenarios.

Los Angeles' Ethnic Cinemas

The author investigates ethnic movie theatres in Los Angeles in the mid-20th century, situating them in the city’s cinema landscape. By tracing the history of the LA German-language theatre, the La Tosca Filmbühne, she highlights how the cinema attempted to create a community of Germanness through its exhibition practices. She positions the audiences’ draw to these movie theatres in the context of Alison Landsberg’s notion of prosthetic memory, regarding the films screened there as evoking images and reminiscences of the viewers’ home countries. Through extensive archival research, the author also highlights the other Angeleno ethnic cinemas – Spanish language cinemas in particular – to examine what role foreign language theatres played in the cinemagoing communities of immigrant populations.

Attitudes Toward COVID-19 Vaccines Among Pregnant and Recently Pregnant Individuals

Pregnant people and infants are at high risk of severe COVID-19 outcomes. Understanding changes in attitudes toward COVID-19 vaccines among pregnant and recently pregnant people is important for public health messaging. To assess attitudinal trends regarding COVID-19 vaccines by (1) vaccination status and (2) race, ethnicity, and language among samples of pregnant and recently pregnant Vaccine Safety Datalink (VSD) members from 2021 to 2023. This cross-sectional surveye study included pregnant or recently pregnant members of the VSD, a collaboration of 13 health care systems and the US Centers for Disease Control and Prevention. Unvaccinated, non-Hispanic Black, and Spanish-speaking members were oversampled. Wave 1 took place from October 2021 to February 2022, and wave 2 took place from November 2022 to February 2023. Data were analyzed from May 2022 to September 2023. Self-reported or electronic health record (EHR)-derived race, ethnicity, and preferred language. Self-reported vaccination status and attitudes toward monovalent (wave 1) or bivalent Omicron booster (wave 2) COVID-19 vaccines. Sample- and response-weighted analyses assessed attitudes by vaccination status and 3 race, ethnicity, and language groupings of interest. There were 1227 respondents; all identified as female, the mean (SD) age was 31.7 (5.6) years, 356 (29.0%) identified as Black race, 555 (45.2%) identified as Hispanic ethnicity, and 445 (36.3%) preferred the Spanish language. Response rates were 43.5% for wave 1 (652 of 1500 individuals sampled) and 39.5% for wave 2 (575 of 1456 individuals sampled). Respondents were more likely than nonrespondents to be White, non-Hispanic, and vaccinated per EHR. Overall, 76.8% (95% CI, 71.5%-82.2%) reported 1 or more COVID-19 vaccinations; Spanish-speaking Hispanic respondents had the highest weighted proportion of respondents with 1 or more vaccination. Weighted estimates of somewhat or strongly agreeing that COVID-19 vaccines are safe decreased from wave 1 to 2 for respondents who reported 1 or more vaccinations (76% vs 50%; χ21 = 7.8; P < .001), non-Hispanic White respondents (72% vs 43%; χ21 = 5.4; P = .02), and Spanish-speaking Hispanic respondents (76% vs 53%; χ21 = 22.8; P = .002). Decreasing confidence in COVID-19 vaccine safety in a large, diverse pregnant and recently pregnant insured population is a public health concern.