Spanish Speakers Research Articles

Dynamic Interaction Between Text Characteristics, Order and Time of Assessment on Bilingual Student Reading Efficiency in Spanish and in English

In this study, we examine the dynamic interaction between (a) text characteristics such as genre, number of multisyllabic words, order of texts, and time of assessment (i.e., beginning, middle, or end of the school year), and (b) student fluency described here as text reading efficiency (TRE; Kim et al., 2021) in Spanish and in English. TRE is operationalized as words read correct per minute (WCPM). Participants were 817 s grade Spanish native speakers attending different types of bilingual programs. To examine the interaction of text characteristics and TRE, we first equated texts and then ran a series of mixed effects models. We also examined text characteristics descriptively. Findings indicated that, in general, text characteristics, order of texts, and different timepoints had a significant effect on students’ TRE. Although a clear pattern of differences between texts within and across languages did not emerge, regardless of language, students read fewer words in texts in the beginning of the year than in the middle and at the end of the year. Spanish texts included more multisyllabic words than did English texts, which could explain, in part, lower WCPM in Spanish than in English. Impact Statement Words read correct per minute (WCPM) is considered a reliable indicator of students’ reading fluency and comprehension in the early grades in Spanish and in English. Given potential differences in text characteristics and in the time of assessment (i.e., beginning, middle, or end of the school year), equating texts and examining their differences in Spanish and in English can lead to more accurate and effective identification and support for a student population that is increasingly more culturally and linguistically diverse.

Enhanced Cohort Methods for HIV Research and Epidemiology (ENCORE): Protocol for a Nationwide Hybrid Cohort for Transgender Women in the United States.

In the United States, transgender women are disproportionately impacted by HIV and prioritized in the national strategy to end the epidemic. Individual, interpersonal, and structural vulnerabilities underlie HIV acquisition among transgender women and fuel syndemic conditions, yet no nationwide cohort monitors their HIV and other health outcomes. Our objective is to develop a nationwide cohort to estimate HIV incidence, identify risk factors, and investigate syndemic conditions co-occurring with HIV vulnerability or acquisition among US transgender women. The study is informed by the Syndemics Framework and the Social Ecological Model, positing that stigma-related conditions are synergistically driven by shared multilevel vulnerabilities. To address logistical and cost challenges while minimizing technology barriers and research distrust, we aim to establish a novel, hybrid community hub-supported digital cohort (N=3000). The digital cohort is the backbone of the study and is enhanced by hubs strategically located across the United States for increased engagement and in-person support. Study participants are English or Spanish speakers, are aged ≥18 years, identify as transgender women or along the transfeminine spectrum, reside in 1 of the 50 states or Puerto Rico, and do not have HIV (laboratory confirmed). Participants are followed for 24 months, with semiannual assessments. These include a questionnaire and laboratory-based HIV testing using self-collected specimens. Using residential zip codes, person-level data will be merged with contextual geolocated data, including population health measures and economic, housing, and other social and structural factors. Analyses will (1) evaluate the contribution of hub support to the digital cohort using descriptive statistics; (2) estimate and characterize syndemic patterns among transgender women using latent class analysis; (3) examine the role of contextual factors in driving syndemics and HIV prevention over time using multilevel regression models; (4) estimate HIV incidence in transgender women and examine the effect of syndemics and contextual factors on HIV incidence using Poisson regression models; and (5) develop dynamic, compartmental models of multilevel combination HIV prevention interventions among transgender women to simulate their impact on HIV incidence through 2030. Enrollment launched on March 15, 2023, with data collection phases occurring in spring and fall. As of February 24, 2024, a total of 3084 individuals were screened, and 996 (32.3%) met the inclusion criteria and enrolled into the cohort: 2.3% (23/996) enrolled at a hub, and 53.6% (534/996) enrolled through a community hub-supported strategy. Recruitment through purely digital methods contributed 61.5% (1895/3084) of those screened and 42.7% (425/996) of those enrolled in the cohort. Study findings will inform the development of evidence-based interventions to reduce HIV acquisition and syndemic conditions among US transgender women and advance efforts to end the US HIV epidemic. Methodological findings will also have critical implications for the design of future innovative approaches to HIV research. DERR1-10.2196/59846.

Normative data for verbal fluency and naming tests in Spanish-speaking adults in the United States.

Linguistic deficits are common across neurological and neurodegenerative disorders. Currently there are limited neuropsychological norms available for Spanish-speaking adults residing in the U.S. To generate norms for two verbal fluency tests and the Boston Naming Test (BNT) in a Spanish-speaking population in the U.S., with adjustments for demographic and cultural variables. The sample consisted of 245 adults from the U.S. Participants completed phonological and semantic verbal fluency tests and the BNT. A standardized two-step statistical procedure was used. For the phoneme F, interactions between Spanish proficiency, age, and education arose. Better performance on phonemes A, S, and M was related to education. Spanish proficiency, acculturation, and time in the U.S. were associated with the phonemes S, A, P, M, and R. An age by education interaction was found for phonemes M and R. The FAS and PMR triads were related to age, sex, time in U.S., and Spanish proficiency. For the semantic verbal fluency tests, an interaction between education and Spanish proficiency arose. For the BNT, test scores were related to education, and significant interactions were also found based on education's interaction with Spanish proficiency and acculturation. This study highlights the importance of accounting for sociodemographic and acculturative factors when developing normative data for verbal fluency tests and the BNT for dominant Spanish-speaking adults in the U.S. These sociodemographically-adjusted norms will help improve accuracy of diagnosis and interpretation of linguistic test performance in Spanish speakers living in the U.S.

Developing Infectious Disease Outbreak Emergency Communications for Populations With Limited English Proficiency: Insights to Sustain Collaborations Between Local Health Departments and Community-Based Organizations.

State and local public health departments (LHDs) are encouraged to collaborate with community-based organizations (CBOs) to enhance communication and promote protective practices with communities made vulnerable during emergencies, but there is little evidence-based understanding of practical approaches to fostering collaboration in this context. This research focuses on how collaboration enhances LHD capacity for effective communication for people with limited English proficiency (LEP) during infectious disease outbreaks specifically and strategies to facilitate productive LHD-CBO collaboration. Qualitative, telephone interviews, conducted March-October 2021. Rural and urban jurisdictions with Chinese-speaking or Spanish-speaking populations across the United States. 36 LHD and 31 CBO staff working on outreach to Chinese and Spanish speakers during COVID-19. Interviews were audio-recorded, transcribed verbatim, and analyzed using a team-based, codebook approach to thematic analysis. During COVID-19, CBOs extended LHD capacity to develop and disseminate effective communication, meaning communication that is rapidly in-language, culturally resonant, locally relevant, and trusted. Practical strategies to enable and sustain effective collaboration were needed to address operational dimensions (eg, material and administrative) and relational dimensions (eg, promoting trust and respect). Policies and financing to support LHD-CBO collaborations are critical to improving communication with people with LEP and addressing long-standing inequities in outcomes during outbreaks.

Cross-cultural adaptation and user-experience validation of the ACAD Toolkit

Design for learning involves the delicate interweaving of knowledge about learning and knowledge about design. This work is often carried out by heterogenous design teams in which members speak of and value different aspects of design, and different methods for evaluating these designs in use. The challenge of reconciling these often-competing demands is critical to the success of these teams. This short paper outlines work breaking new ground translating an educational design method, developed in English speaking contexts, for use in Spanish speaking contexts. Steeped in socio-cultural and socio[1]material awareness this project explores how the ACAD Toolkit—a set of tangible design related resources embodying networked learning ideals—shapes and is (re)shaped in and through the process of translation. Guided by two questions: (i) How can we explore the process of translating not only language but values and forms of practice? and (ii) How can the ACAD Toolkit be validated in new contexts? This qualitative study involves the thematic analysis of multimodal data including video and audio recordings, and artefacts produced during workshops. Our method builds on traditional cross[1]cultural processes of adaptation that involve adapting, expanding and splitting ideas and concepts in two stages: language translation and user-experience testing. Our analysis is, therefore, reported in two stages. In the first we explore the process of reaching agreement on a test set of translated resources, and in the second we explore how these resources are being enrolled in educational design work in new contexts. The newly translated resources have been tested in three workshops in two Spanish speaking educational settings (Spain and Argentina). After analysing the data from these workshops, the initial translation will be corrected, and instructions will be developed—in both languages—to improve future translations of the ACAD Toolkit and in its ongoing use in English contexts. These instructions and the processes through which they will be developed will produce potential research objects for future educational design research. This method, initially developed with educators in Australia and New Zealand, embodies the very heart of networked learning—the movement of people, objects, and ideas across contexts and time.

Más las oigo, mejor me parecen: comparativas proporcionales idiolectales

Abstract In this work, the symmetric comparative correlatives attested in the journalist Rubén Amón’s speech and writing are analysed. The interest of these constructions lies in the fact that they are virtually non-existent in European Spanish (and have very low frequency in American varieties, as I show). By exhaustively analysing the linguistic production of this journalist, I describe these idiolectal syntactic uses (which have not always been part of his grammar) and I propose a hypothesis about their origin, based on language contact with Italian and French. To understand how an individual feature persists despite not being shared by other members of the community, I examine the perceptions of European Spanish speakers of these constructions.

AROMHA Brain Health Test: A Remote Olfactory Assessment as a Screen for Cognitive Impairment.

Cost-effective, noninvasive screening methods for preclinical Alzheimer's disease (AD) and other neurocognitive disorders remain an unmet need. The olfactory neural circuits develop AD pathological changes prior to symptom onset. To probe these vulnerable circuits, we developed the digital remote AROMHA Brain Health Test (ABHT), an at-home odor identification, discrimination, memory, and intensity assessment. The ABHT was self-administered among cognitively normal (CN) English and Spanish speakers (n=127), participants with subjective cognitive complaints (SCC; n=34), and mild cognitive impairment (MCI; n=19). Self-administered tests took place remotely at home under unobserved (among interested CN participants) and observed modalities (CN, SCC, and MCI), as well as in-person with a research assistant present (CN, SCC, and MCI). Olfactory performance was similar across observed and unobserved remote self-administration and between English and Spanish speakers. Odor memory, identification, and discrimination scores decreased with age, and olfactory identification and discrimination were lower in the MCI group compared to CN and SCC groups, independent of age, sex, and education. The ABHT revealed age-related olfactory decline, and discriminated CN older adults from those with cognitive impairment. Replication of our results in other populations would support the use of the ABHT to identify and monitor individuals at risk for developing dementia.

COVID-19 Vaccine Hesitancy and Misinformation Endorsement among a Sample of Native Spanish-Speakers in the US: A Cross-Sectional Study.

Research on COVID-19 vaccine hesitancy and misinformation endorsement among Spanish-speaking Americans is limited. This cross-sectional study used a Spanish-language survey from May-August 2021 among 483 Spanish speakers living in the US and Puerto Rico. We applied multivariable Poisson regression with robust error variances to assess the association between independent variables and binary outcomes for vaccine acceptance versus hesitance, as well as misinformation endorsement. Vaccine acceptance was associated with COVID-19 risk perception score (PR = 1.7 high vs. low perceived risk), opinion of government transparency (PR = 2.2 very transparent vs. not transparent), and trust in vaccine information (PR = 1.8 high vs. low). There was also an interaction between time spent on social media and social media as a main source of COVID-19 information (p = 0.0484). Misinformation endorsement was associated with opinion about government transparency (PR = 0.5 moderately vs. not transparent), trust in vaccine information (PR = 0.5 high vs. low trust), social media impact on vaccine confidence (PR = 2.1 decreased vs. increased confidence), distrust vaccines (PR = 1.9 distrust vs. trust), using vaccine information from Facebook (PR = 1.4 yes vs. no), and time spent on social media by those using social media as main source of COVID-19 vaccine information (p = 0.0120). Vaccine acceptance in respondents with high misinformation endorsement scores was 0.7 times those with low scores. These findings highlight the importance of effective information dissemination, the positive role of social media, and government transparency in boosting vaccine uptake among Spanish speakers in the US.

Diversity gaps among practicing ophthalmologists in Canada: a landscape study

ObjectiveOutline geographic disparities in access to language-and gender-concordant ophthalmologic care in Canada. DesignCross-sectional. ParticipantsPracticing ophthalmologists in Canada (September 2023). MethodsData on ophthalmologists, including demographics, languages spoken, and practice locations, were collected from provincial regulatory body websites. Population data were extracted from the 2021 Statistics Canada Census. Ratio of ophthalmologists-to-potential patients and mean distances (absolute, population-weighted) to gender- and language-concordant care were calculated. The five most common languages spoken in the included provinces were analyzed. ResultsThere were 986 and 1338 ophthalmologists in the language and gender analysis, respectively. Few ophthalmologists spoke non-official languages in Saskatchewan, Manitoba, and Nova Scotia. In a population-weighted analysis, the distance to a language-concordant ophthalmologist were 4.55 times greater for Spanish speakers compared to their English counterparts. Cantonese speakers had the shortest distances to language-concordant care but were still had 40% greater distance than English speakers in the same regions. Despite French-speaking ophthalmologists being the most prevalent per 100 000 speakers, francophones outside Quebec endured distances over double that of anglophones to access language-concordant care. Females in Newfoundland and Saskatchewan faced the longest distances to access gender-concordant care. In Ontario, females may face 3 times the distance to gender-concordant ophthalmologists compared to males. Quebec approaches gender parity with a male-to-female ratio of 55:45. ConclusionsThe results highlight the disparities in accessibility to non-English ophthalmologic care and the underrepresentation of female ophthalmologists across Canada. These disparities underscore the need for targeted strategies to ensure that the ophthalmologic workforce mirrors the demographic of the population it serves.

L2 Spanish clitics among Brazilian Portuguese-speaking learners: the predictive role of lexical knowledge

We examined the acquisition of third-person accusative clitics (e.g., lo, la, los, las) in L2 Spanish among Brazilian Portuguese (BP) speakers. In BP, the animacy of the referent is the main feature constraining accusative pronoun use while, in Spanish, animacy does not affect clitic realization. We tested Lardiere’s (2008; 2009) Feature Reassembly Hypothesis (FRH), Schwartz & Sprouse’s (1996) Full Transfer/Full Access hypothesis (FT/FA), and the suitability of productive vocabulary knowledge as a proxy for overall proficiency and its predictive power for the acquisition of clitics. 74 BP-speaking L2 Spanish learners and a comparison group of 23 native Spanish speakers completed a language background questionnaire, a vocabulary test (Prueba Léxica de Español y Portugués/Prova Léxica de Espanhol e Português, PLEP), an elicited production task, and an acceptability judgment task. Only the L2 Spanish participants completed the tasks in both languages. Our findings are consistent with the FRH, showing that the participants successfully disassemble animacy features from their L1 when acquiring the non-animacy-driven clitics in Spanish. However, animacy effects were found in the L2 production data but not in their receptive grammatical knowledge. Furthermore, animacy effects were not dependent on proficiency as no interactions between these factors were found, thus rejecting the existence of a full transfer stage.

Unpleasant words can affect the detection of morphosyntactic errors: An ERP study on individual differences.

In recent years, several ERP studies have investigated whether the early computation of agreement is permeable to the emotional content of words. Some studies have reported interactive effects of grammaticality and emotionality in the left anterior negativity (LAN) component, while others have failed to replicate these results. Furthermore, novel findings suggest that grammatical processing can elicit different neural patterns across individuals. In this study, we aim to investigate whether the interaction between grammaticality and emotionality is restricted to participants with a specific neural profile. Sixty-one female native speakers of Spanish performed an agreement judgment task in noun phrases composed of a determiner, a noun, and an unpleasant or neutral adjective that could agree or disagree in gender with the preceding noun. Our results support the existence of two different brain profiles: negative and positive dominance (individuals showing either larger LAN or larger P600 amplitudes in ungrammatical stimuli than in grammatical ones, respectively). Interestingly, the neural pattern of these two groups diverged at different points along the time course. Thus, the negative dominance group showed grammaticality effects as early as 200 ms, along with parallel and autonomous processing of grammaticality and emotionality at the LAN/N400 time window. Instead, for the positive dominance group an early interaction was found at around 200 ms, evidencing a grammaticality effect that emerged only for unpleasant words. Our findings confirm the role of individual differences in the interplay between grammar and emotion at the neural level and call for the inclusion of this perspective in studies on syntactic processing.

“Beyond the literal meaning” processing implied emotion in second language discourse: an ERP study

ABSTRACT Emotion is processed incrementally during sentence comprehension in a first language (L1) due to unification operations. Since processing multiple types of information is cognitively more demanding in a second language (L2), we investigated implied emotion processing in L1 and L2 using event-related brain potentials. We presented native Spanish speakers with sentences whose context rendered neutral words either negative-congruent, neutral-congruent or neutral-incongruent in Spanish (L1) and English (L2). Results showed differences in early emotion processing across languages: a larger N100 for neutral than negative sentences in L1 and a more positive P300 for negative than neutral sentences in L2. Effects in the N400 and LPP time windows were not language dependent. An N400 semantic incongruity effect was present in both languages. A gradual LPP effect was larger for negative than incongruent sentences in both languages, with neutral sentences in between. Results indicate early time-window differences in implied emotion processing across languages.

Refusals in Japanese and Spanish: Pragmatic Transfer in L2

The article presents a heuristic approach to studying the strategies of refusal employed by advanced Japanese learners of Spanish as a foreign language when compared with those of native speakers of Spanish and of Japanese. It examines responses of refusal to requests, invitations, offers, and suggestions while observing the linguistic phenomena of pragmatic transfer used by the speakers. We administered a discourse completion to elicit refusal strategies from participants. The data include 1101 strategies employed in 432 responses formulated by 54 participants comprising advanced Japanese learners of Spanish, native speakers of Spanish, and native speakers of Japanese We found that linguistic ability among Japanese learners correlated positively with pragmatic transfer. The findings demonstrate how cultural priming and the degree of freedom with which learners prompt their responses are interrelated within their mental pragmatic interface in given situations.

Prenatal Maternal Occupation and Child Epigenetic Age Acceleration in an Agricultural Region

Research on fetal epigenetic programming suggests that the intrauterine environment can have long-term effects on offspring disease susceptibility. To examine the association between prenatal maternal occupation and child epigenetic age acceleration (EAA) among a farmworker community. This cohort study included participants in the Center for the Health Assessment of Mothers and Children of Salinas, a prospective, Latino, prebirth cohort. Pregnant women were recruited from October 1, 1999, to October 1, 2000, from 6 community clinics in California's Salinas Valley agricultural region. Participants were 18 years or older, English or Spanish speaking, Medicaid eligible, and at 20 weeks' gestation or earlier at enrollment. Mother-child pairs who had blood DNA methylation measured at the ages of 7, 9, and 14 years were included. Data were analyzed from July 2021 to November 2023. Prenatal maternal occupation was ascertained through study interviews conducted during prenatal visits and shortly after delivery. Child EAA at 7, 9, and 14 years of age was estimated using DNA methylation-based epigenetic age biomarkers. Three EAA measures were calculated: the Horvath EAA, skin and blood EAA, and intrinsic EAA. Linear mixed-effects models were used to estimate longitudinal associations of prenatal maternal occupation and child EAA, adjusting for confounders and prenatal organophosphate pesticide exposure. Analyses included 290 mother-child pairs (mean [SD] maternal age at delivery, 26.5 [5.2] years; 152 [52.4%] female infants); 254 mothers (87.6%) were born in Mexico, 33 (11.4%) in the US, and 3 (1.0%) in other countries; and 179 families (61.7%) were below the federal poverty line during pregnancy. Mothers reported engaging in several types of work during pregnancy, including agricultural fieldwork (90 [31.0%]), other agricultural work (40 [13.8%]), nonagricultural work (53 [18.3%]), or no work (107 [36.9%]). Children whose mothers worked in agricultural fields during pregnancy had a mean of 0.66 (95% CI, 0.17-1.15) years of greater Horvath EAA, 0.62 (95% CI, 0.31-0.94) years of greater skin and blood EAA, and 0.45 (95% CI, 0.07-0.83) years of greater intrinsic EAA compared with children whose mothers did not work during pregnancy. In this cohort study, prenatal maternal agricultural fieldwork was associated with accelerated childhood epigenetic aging independent of organophosphate pesticide exposure. Future research on which factors related to agricultural fieldwork accelerate aging in the next generation can inform targeted prevention programs and policies that protect children's health.

Context, transparency and culture in motor resonance phenomena: Causal evidence of the motor cortex

A connection between language and movement information in metaphorical and literal expressions activates the motor system. Despite numerous studies exploring distinctions between idioms and metaphors, a notable research gap remains in the specific effect of idioms with different transparency levels concerning motor resonance. Our primary focus was analysing the functional role of the primary motor cortex (M1) in processing hand motor verbs both in literal expressions and in two idiomatic contexts, i.e., opaque and transparent idioms. Additionally, we explored a potential language and cultural effect by comparing Turkish and Spanish speakers. An overt priming task with self-paced reading was used to judge the relatedness of a primer and a target sentence. We implemented a repetitive transcranial magnetic stimulation (TMS) protocol using continuous theta-burst stimulation (cTBS) compared to sham stimulation over the M1 in both Turkish and Spanish native speakers prior to the experimental task. Our findings reveal that the performance of Turkish and Spanish participants in processing hand motor actions was facilitated after the application of cTBS over the left M1. Moreover, brain stimulation specifically facilitated the processing of only transparent—but not opaque—idioms in both Spanish and Turkish participants. Our study reports distinct motor resonance results between different types of idioms with a parallel cross-cultural effect.

Comparing Patients’ Perceptions of Dry Eye Disease Between Spanish- and English-Speaking Patients in the United States

Purpose It is well-known that patients’ perceptions of their disease can impact management strategies and disease outcomes. Limited knowledge exists on such perceptions in dry eye disease (DED) and the role of language in these perceptions. Herein, we compared the perceptions about DED between Spanish- and English-speaking patients. Methods This cross-sectional study included 146 patients with DED who underwent ophthalmic evaluation and completed questionnaires assessing their perceptions of DED on a 10-point scale during their routine appointments. Perceptions included opinions on the level of satisfaction with understanding of DED, ease of following doctor’s advice, effectiveness of treatment, satisfaction with DED care, and outlook on DED. Perceptions were categorized as low (scores 0–2), moderate (scores 3–7), and high (scores 8–10). The percentage of patients with high perception scores were then compared between Spanish- and English-speaking patients. Results There were 48 Spanish speakers and 98 English speakers. Overall, high scores of DED perceptions were identified in 47.9% for satisfaction with the level of understanding of DED, 72.6% for ease of following doctor’s advice, 52.1% for helpfulness of DED treatment, 64.4% for satisfaction with DED care, and 52.1% for optimistic outlook on DED. High scores for satisfaction with the level of understanding of DED were significantly lower in Spanish speakers (27.1%) than English speakers (58.2%, p < .001). No significant differences were observed in other perceptions between Spanish- and English-speaking participants. Conclusions Spanish-speaking subjects reported lower satisfaction with their understanding of DED than English speakers. Clinicians should provide health services and educational materials in the patient’s preferred language to minimize barriers to understanding their disease.

Impression / Expression

In this paper, I will ponder my connection with printmaking not only as a professor, artist, and researcher but also as a Spanish speaker who is interested in the fact that Spanish-speaking and English-speaking nations use different expressions to refer to this artistic discipline. In addition, I will reflect on how these expressions could interfere with the way I relate to my creative process. I will not go deeply into specific linguistic studies, just enough observations to make my point.

Pronoun interpretation in intermediate-advanced L2 English speakers: L2 to L1 cross-linguistic effects

Aims and objectives: L2 learners who speak a null subject (L1 Spanish) and a non-null subject language (L2 English) may experience cross-linguistic interference from the L2 on L1 pronoun interpretation. In this study, we test pronoun interpretation in the L1 and L2 of adult learners, in comparison with two groups of monolingual speakers, to assess if L1 pronoun interpretation can change as a result of L2 acquisition at intermediate-advanced levels of L2 proficiency and in the absence of long L2 immersion. Methodology: A group of L2 English speakers (L1 Spanish) participated in two offline sentence comprehension tasks where they interpreted pronouns in the L1 and L2. The results are compared with English and Spanish monolingual speakers. Data and analysis: We find that adult English learners comprehend pronouns in their L1 (Spanish) differently than Spanish monolingual speakers, demonstrating a strong subject bias for interpreting null and overt pronouns. In addition, we show that pronoun interpretation patterns acquired in the L2 explain the changes to L1 interpretation biases. Conclusions: The results of this study significantly advance the understanding of the factors that contribute to bilingual language comprehension, showing the permeability of the L1 comprehension system at the discourse level as soon as the L2 sets in.

Facilitative Processing of Grammatical Gender in Heritage Speakers with Two Gender Systems

Abstract This study investigates facilitative processing of grammatical gender in heritage Spanish speakers whose dominant language is German, using eye-tracking in the Visual World Paradigm. Bilinguals with two gender systems are known to have an integrated mental lexicon with shared gender features that are co-activated during language processing and can result in interference. The present study shows that, despite observed effects of gender congruency with German, heritage speakers were able to use gender information on prenominal articles in Spanish to facilitate lexical retrieval of the target noun. This suggests that processing of gender agreement in the heritage language is resilient to competition from gender in the dominant language during real-time spoken-language comprehension. Moreover, direct comparison with previous results from heritage Spanish speakers in the USA does not show evidence that overall speed of facilitative processing in the heritage language is modulated by the presence or absence of gender in the majority language.

Spanish translation of the Expert Recommendations for Implementing Change (ERIC) compilation

BackgroundMost implementation science resources (e.g., taxonomies) are published in English. Linguistic inaccessibility creates a barrier to the conduct of implementation research among non-English-speaking populations, so translation of resources is needed. Translation into Spanish can facilitate widespread reach, given the large proportion of Spanish speakers around the world. This research aimed to systematically translate the Expert Recommendations for Implementation Change (ERIC) compilation into Spanish as an exemplar for the linguistic translation process.MethodsUsing the World Health Organization guidelines, this work translated the ERIC compilation strategy names, short definitions, and thematic clusters through a three-step process: 1) forward translation into Spanish by a native Spanish-speaking implementation scientist, 2) back-translation into English by a bilingual global health researcher, and 3) piloting via virtual focus group discussions with bilingual researchers not conducting implementation research. To achieve a generalizable translation, recruitment targeted a multicultural group of Spanish-speaking researchers. At the conclusion of each step, the transdisciplinary research team (N = 7) met to discuss discrepancies and refine translations. The Spanish version of the ERIC compilation was finalized through group consensus. Reflections from research team meetings and focus group discussions were synthesized qualitatively.ResultsGiven that dialectical nuances exist between Spanish-speaking regions, efforts prioritized universally accepted terminology. Team discussions focused on difficult translations, word choice, and clarity of concepts. Seven researchers participated in two focus groups, where discussion surrounded clarity of concepts, alternative word choice for Spanish translations, linguistic formality, grammar, and conciseness. Translation difficulties highlighted lack of precision in implementation science terminology, and the lack of conceptual clarity of words underscored limitations in the application of the compilation.ConclusionsThe work demonstrated the feasibility of translating implementation science resources. As one of the first systematic efforts to translate implementation resources, this study can serve as a model for additional efforts, including translation into other languages and the expansion to conceptual modifications. Further, this work yielded insights into the need to provide conceptual clarity in implementation science terminology. Importantly, the development of Spanish resources will increase access to conduct implementation research among Spanish-speaking populations.