Spanish-speaking Community Research Articles

Drawing Spaniards in the Philippines: Displacement, Brutalization, and the Dissident Eye of Ignacio del Villar

This article explores the Spanish colonization of the Philippines and their colonial culture and society as portrayed in the comic strips by Ignacio del Villar, a Spanish cartoonist who drew for Philippine colonial magazines in Spanish. His pictures, whose principal audience was the Spanish-speaking community of Manila in the late nineteenth and early twentieth centuries, satirize the alienation of the Western individual in the Philippines. His mockery of the generalized colonial attitude of “monarch of all I survey” links del Villar with dissident colonial accounts, as discussed by Mary Louise Pratt in Imperial Eyes. This article inquires on the reasons why del Villar seemingly veered away from traditional colonial discourses, resulting in the mockery of the self-image of social superiority that Spanish residents in the Philippines strived to maintain in a complex society where class and origin were difficult notions to define.

Preferencias terminológicas acerca del autismo según participantes de un MOOC sobre inclusión educativa

The terminology used to refer to diversity has a dual power: it affects the perceptions that society can have and mold the common desire of this community to be understood and respected. The present study sought to detail the views and preferences about autism of Spanish-speaking professionals and students related to this condition. For this study, the method was exploratory-descriptive. In total, 816 participants, including teachers, psychologists, doctors, students and unemployed people, responded to an online questionnaire as an initial request of a MOOC course related to autism and inclusive education. Their answers were collected through four choice-questions based on the most controversial terminology related to autism (identity, person or diversity first, 'Asperger' / autism distinction, descriptors). The results showed that, in general, the five groups opted for more inclusive terms, discarding the use of the term 'disability' or 'weaknesses', and emphasizing the strengths of each individual (between a 75 – 83% of the participants). With regard to the active participants in their profession (teachers, psychologists and doctors), a clear preference for academic terms was denoted, such as Autism Spectrum Disorder (81% of the psychologists / educational psychologists, and 70% of the doctors and teachers). The differences between terms in Spanish compared to English are discussed in the use of person first or diversity first, as well as the importance of the context factor, and the use of the MOOC platform for the implication of the participants who usually choose this type of specific courses are emphasized. In conclusion, the use of inclusive language regarding autism by a Spanish-speaking community is highlighted.

Chair ICO/UVIC-UCC of palliative care at the University of Vic – Central University of Catalonia: an innovative multidisciplinary model of education, research and knowledge transfer

ObjectivesGeneration and dissemination of knowledge is a relevant challenge of palliative care (PC). The Chair Catalan Institute of Oncology (ICO)/University of Vic (UVIC) of Palliative Care (CPC) was founded in...

Introduction

Introduction to special issue of the Journal of Language Aggression and Conflict (2018) entitled 'Closeness and Conflict: The discourse of domestic discord across English and Spanish-speaking communities'

Patterns of Screen Time Among Rural Mexican-American Children on the New Mexico-Mexico Border.

IntroductionThe prevalence of obesity is 26% among Hispanic children and teenagers and 47% among Hispanic adults. One contributor to obesity is sedentary behavior, such as using electronic screen devices (ie, screens). Low-income and Hispanic youths spend more time using such devices than other youths.MethodsWe interviewed 202 parents of Mexican-origin children aged 6 to 10 years in 2 rural communities near the US–Mexico border to determine screen use among children. We tested for associations between covariates and heavy screen use (≥4 hours/day) and calculated adjusted odds ratios (AORs) to identify independent, modifiable risk factors for such use.ResultsMore than two-thirds (68.3%) of households had an annual income of less than $24,000, 89.1% spoke primarily Spanish, and 92.1% had internet access. The percentage of children with heavy screen use was 14.9% on weekdays and 25.2% on weekends. Smartphones were used by 62.4% of children, desktops or laptops by 60.9%; homework was the most common reason for use of these devices. One in 3 children used them for social media. Increased odds of heavy screen use were associated with having a television on while the child ate (weekday AOR = 3.02; 95% confidence interval [CI], 1.08–8.45 and weekend AOR = 2.38; 95% CI, 1.04–5.40) and using electronics to entertain (weekend AOR = 2.94; 95% CI, 1.15–7.51). More than 3 family meals per week (AOR = 0.40; 95% CI, 0.17–0.94 compared with ≤3 meals) and 2 or 3 family activities per week (AOR = 0.33; 95% CI, 0.12–0.87 compared with ≤1 activity) were associated with decreased odds of heavy weekend use.ConclusionEven in low-income, Spanish-speaking communities, children have access to electronic devices, social media, and the internet, and a substantial fraction of them are heavy users. Efforts to reduce screen time might focus on understanding and changing the social norms that promote it.

Clínica Comunitaria Esperanza: Strategy for Health Promotion and Engagement With Hispanic Communities.

A 2009 community needs assessment highlighted the health care gap facing Hispanic residents in Hampton, Virginia, one of the major cities served by Eastern Virginia Medical School (EVMS). Survey respondents indicated the following as health care barriers: language, lack of knowledge, and lack of a community health center. EVMS students worked to bridge the health care gap between existing needs and services by establishing and maintaining the Clínica Comunitaria Esperanza, a culturally and linguistically competent student-run free clinic serving uninsured Hispanics in the Hampton Roads area. This article provides a model for engaging effectively with a priority population through partnerships that facilitate understanding of the community concerns, values, culture, and existing local resources that serve as determinants of health. This article further illustrates how the integration of two preexisting EVMS programs, the HOPES (Health Outreach Partnership of EVMS Students) Clinic and the Medical Spanish program, has supported the development and sustainability of Clínica Comunitaria Esperanza. The HOPES Clinic is a student-run free clinic that provides both general and specialty care to uninsured patients. EVMS' Medical Spanish program is a longitudinal service learning initiative composed of medical students, faculty, and staff dedicated to providing inclusive health care to meet the needs of the local Spanish-speaking community.

Ikastetxea 1896: un proyecto de colegio euskérico dirigido a la burguesía de Bilbao

En el artículo se investiga la experiencia escolar del colegio «Ikastetxea», centro fundado en el año 1896 en Bilbao (País Vasco), y pionero en el uso de la lengua vasca en el aula. Como tantos otros colegios privados que surgieron en la misma época y ciudad, Ikastetxea era un colegio-aula de educación primaria. Su característica más saliente era su currículum vasquista y su modelo de inmersión lingüística en euskera. En aquella época la mayoría de los bilbaínos hablaba castellano (los vascohablantes no suponían más que el 20-25% de la población de la ciudad). Además, la lengua vasca no era oficial y estaba prácticamente excluida del sistema escolar. En ese contexto, la creación de una escuela vascófona en Bilbao resulta llamativa y respondía más a motivaciones ideológicas que a necesidades utilitarias. Ikastetxea fue fundado por Resurrección María de Azkue (1864-1951), intelectual y estudioso de la lengua vasca, y contó con el patrocinio económico y político de Ramón de la Sota y Llano (1857-1936), próspero empresario y líder de la Sociedad Euskalerria. El fervor nacionalista del momento posibilitó que parte de la burguesía bilbaína, de lengua mayoritariamente castellana, apoyara el proyecto. El resultado, sin embargo, fue irregular, en parte por haberse marcado objetivos demasiado ambiciosos y no logró consolidarse.

2129 Let’s talk about sex: Does language create a barrier to women reporting and receiving treatment for dyspareunia in the Spanish-speaking community?

OBJECTIVES/SPECIFIC AIMS: Dyspareunia is a type of female sexual dysfunction estimated to affect 8%–22% of women of all ages. There is concern that these statistics do not depict the true prevalence, because it frequently goes undiagnosed and untreated. By 2050, Latinos will make up 30% of the total population in the United States. As our patient population becomes more diverse, we need to ensure that our healthcare practices accommodate the changes. Our goals are to determine the prevalence of dyspareunia within our patient population and to identify if language impacts patients reporting symptoms of sexual dysfunction to their healthcare provider. METHODS/STUDY POPULATION: Our study is a convenience sample, cross-sectional survey of English and Spanish-speaking women, ages 18–45, who present to university-affiliated clinics. In total, 100 women from each language group will be studied. The survey will be completed in REDCap and will include the validated questionnaires for the Female Sexual Function Index (FSFI), Visual Analog Scales for pain, and Patient Global Impression of Severity and Improvement. Additional data on demographics and patient discussion of pain with their healthcare provider will be collected. RESULTS/ANTICIPATED RESULTS: The demographic and pain discussion questions will identify reporting rates. The FSFI score will be used to identify patients with sexual dysfunction and dyspareunia and calculate the prevalence in each language group. The domains will be analyzed to assess variations between populations. DISCUSSION/SIGNIFICANCE OF IMPACT: Dyspareunia has a great impact on patients’ quality of life when untreated. This study will allow us to identify barriers to diagnosing and treating cases of dyspareunia. If we detect differences in reporting rates between the language groups, future research could be tailored and conducted to identify the specific problems in communication. With this knowledge, we can improve how we discuss sexual health in clinic and ultimately improve quality of care for all patients.

Preparing Mexican-Origin Community Health Advocates (Promotores) to Conduct SBIRT for Problem Drinking in the Emergency Room.

Community Health Advocates (CHAs), known as Promotores in Spanish-speaking communities, are an important resource for the mobilization, empowerment, and the delivery of health education messages in Hispanic/Latino communities. This article focuses on understanding cultural, didactic, and logistical aspects of preparing CHAs to become competent to perform a brief intervention and referral to treatment (SBIRT) in the emergency room (ER). The CHAs training emphasizes making connections with Mexican-origin young adults aged 18-30, and capitalizing on a teachable moment to effect change in alcohol consumption and negative outcomes associated with alcohol use. We outline a CHA recruitment, content/methods training, and the analysis of advantages and challenges presented by the delivery of an intervention by CHAs.

The impact of health and health insurance literacy on access to care for Hispanic/Latino communities.

The aim of this study was to assess the impact of health literacy (HL) and health insurance literacy (HIL) on health insurance status and access to health care services for Spanish-speaking communities living in Massachusetts. A total of 139 surveys (descriptive, knowledge-based HIL questions, and Short Assessment of Health Literacy in Spanish) and 30 semi-structured interviews were collected and analyzed using chi-square, Mann-Whitney U test, and logistic regression analysis. The majority of participants had inadequate HL (56%) and HIL (93%). There were differences in HL scores (t=4.1; p<.0001) between the insured (M=12.3, SD=5.7) and uninsured (M=7.9, SD=6.7) and differences (t=1.9; p=.05) between those with adequate HIL (M=14.3, SD=4.3) and inadequate HIL (M=10.2, SD=6.6). Participants who were uninsured (MW U=37.6; p<.0001) and who had inadequate HL (MW U=5.2; p=.02) were more likely to have never accessed health care in the U.S. Participants who had never accessed health care were 93% less likely to be insured and those with adequate HL were three times more likely to be insured. Health literacy and HIL are closely associated with insurance status and access to health care for Spanish-speaking communities, indicating the need for further research and enhanced public health efforts to improve knowledge and awareness around navigating health care systems.

EVI-LINHD. A Virtual Research Environment for the Spanish-speaking Community

Laboratorio de Innovacion en Humanidades Digitales (UNED) has developed Entorno Virtual de Investigacion del Laboratorio de Innovacion en Humanidades Digitales (EVI-LINHD), the first virtual research environment devoted mainly to Spanish speakers interested in digital scholarly edition. EVI-LINHD combines different open-source software for developing a complete digital project: (1) a Webbased application markup tool—TEIscribe—combined with an eXistdb solution and a TEIPublisher platform, (2) Omeka for digital libraries, and (3) WordPress for simple Web pages. All these instances are linked to a local installation of the LINDAT/Common Language Resources and Technology Infrastructure (CLARIN) digital repository. LINDAT/CLARIN allows EVI-LINHD users to have their projects deposited and stored safely. Thanks to this solution, EVI-LINHD projects also improve their visibility. The specific metadata profile used in the repository is based on Dublin Core, and it is enriched with the Spanish translation of DARIAH’s Taxonomy of Digital Research Activities in the Humanities.

Transforming academia and theorizing spaces for Latinx in higher education: voces perdidas and voces de poder

The concepts of voces perdias and voces de poder are used as a symbolic representations and reflections of oppression and power in academia. Seventy-four percent of scholarship across the world is published in English. The author argues the importance of publishing in Spanish as form of liberatory practice to provide a voice for Spanish-speaking communities who currently do not have access (to the power of academia and of information), and whose lived experiences are not acknowledged or captured in this medium, and who have by-and-large been marginalized and forgotten in research. In attempt to help improve our understandings of Latinos/as in society – and provide access, give a voice, and reflect on their lived experiences – we must publish in Spanish and teach about the voces perdidas that have been erased from the educational curriculum, and the voces de poder who have dominated and silenced the voces perdidas.

Parental Ideologies and Family Language Policies among Spanish-speaking Migrants to New Zealand

The latest New Zealand Census figures indicate that between 2006 and 2013 over five thousand speakers of Spanish joined the nation’s population, mostly as the result, we can assume, of the recent spike in immigration from Spanish-speaking countries. Within migrant and/or transnational families, the maintenance of linguistic and cultural legacies depends on effective intergenerational transmission of the heritage language, which in turn is dependent on parental decisions on language practices and management in the home. In view of this, what do Spanish-speaking migrants to New Zealand take in consideration when making decisions relating to family language policies? The present article reports on a small qualitative study of the beliefs at the basis of the self-reported home language policies of a group of New Zealand immigrants in the transmission of their native language(s) to their children. Through a specific focus on narrative data from a small number of Spanish-speaking participants, it illustrates these parents’ attitudes towards their part in the bi/multilingual development of their children, highlighting, in particular, the key role that local, mixed-origin Spanish-speaking communities can play in supporting and extending linguistic and cultural maintenance in the home.

Using an iPad for Basic Communication Between Spanish-Speaking Families and Nurses in Pediatric Acute Care: A Feasibility Pilot Study.

The growing number of Spanish speakers in the United States poses communication challenges for healthcare providers. Language barriers in pediatric acute care have been associated with an increased risk for adverse events, longer hospital stays, and decreased quality of care. In addition, clinicians' usage of interpreter services is inconsistent. In fact, nurses often lack interpreter support during daily bedside care. Nursing staff at a pediatric children's hospital in the southeastern United States identified bedside communication with Spanish-speaking patients and families as a clinical challenge. To address this challenge, a basic communication interface, UTalk version 1.0 (the author is the owner and proprietor), supported by an Apple iPad, was developed by the researcher with input from nursing staff, a certified medical interpreter, and Spanish-speaking community members. A feasibility pilot study of the interface's usability and engagement was conducted on the hospital's pediatric medical-surgical unit through qualitative interviews with nurse-family dyads. Three themes emerged from the data: UTalk-facilitated communication, UTalk needs improvement, and interpreter miscommunication. These findings indicate that a mobile digital device interface is a feasible method for augmenting bedside communication with Spanish-speaking patients and families. These results also may serve as a reference for the development of similar mobile device interfaces. Further research with a larger sample size is needed.

Evidence of Reliability and Validity for the Pictorial Scale of Perceived Movement Skill Competence in Spanish Children

Perceived motor competence is a subdomain of perceived physical competence that is related to the practice of physical activity and motor skills. The Pictorial Scale of Perceived Movement Skill Competence (PMSC) assesses perceived motor competence (locomotor, object control, and active play skills) in children. The purpose of the present study was twofold: first, to translate the PMSC into Spanish and to test the reliability (internal consistency and test-retest) and construct validity of the aforementioned scale in a Spanish sample; second, to analyze children’s perception of motor competence according to gender. Two hundred and forty-seven typically developed children (51% boys) between 5 and 11 years old participated in the study. Internal consistency reliability was acceptable. Children’s test-retest reliability was between high and excellent. A Bayesian Structural Equation approach showed the original hypothesized three-factor model was a poor fit, but a two-factor model (i.e., locomotion and object control) was an adequate fit. Boys reported higher perception in the object control and overall motor competence, but similar perception in locomotor skills to girls. The PMSC can provide a useful way to study the nature and impact of motor competence perception in young children of Spanish-speaking communities.

Collection Diversity Has No Borders: A Librarian’s Experience at FIL, CILELIJ and FILIJ

Many public libraries in communities where Spanish is a language preferred by a significant percentage of the population have dedicated Spanish language collections and bilingual/ bicultural staff that provides library services and programs. In Oregon, the Latino population is growing faster than the national average, and nearly half of Oregon Latinos are bilingual (Oregon Community Foundation, 2016). In alignment with best practices, and upholding the core values of our profession, libraries dedicate funds and shelving space to Spanish language materials to serve the informational, educational, and recreational needs of Spanish-speaking communities. Libraries that are dedicated to developing and maintaining rich and diverse collections that support thriving and empowered communities demonstrate this commitment through a holistic effort encompassing community engagement, strong relationships with vendors, as well as active participation in professional associations both locally and internationally. In my work as a bilingual/bicultural librarian, previously in California and currently in Oregon, I contribute to selecting and promoting rich and diverse Spanish language collections. As part of this work, I have been able to expand my knowledge of Spanish language materials while connecting with and learning from professionals locally and internationally. In this article, I will share my experience at three professional development events held in Mexico between 2012 and 2016: FIL (Guadalajara International Book Fair), CILELIJ (Iberoamerican Congress of Language and Literature for Children and Youth) and FILIJ (International Book Fair for Children and Youth). Lastly, I will highlight the benefits of being an active member of a professional organization like REFORMA, and working to develop and promote library resources and services within the Latino/Spanish-speaking community.

Abstract WMP96: Stroke Warning Signs In Spanish Speaking Communities: Camaleon Strategy Proposal

Introduction: early recognition of stroke signs lead to a better opportunity for acute management, to decrease morbidity and mortality impact. Public awareness campaigns have been developed with English language acronyms for recognition of these signs, but language and cultural differences should be taken into account for these educational strategies. Hypothesis: we assessed the hypothesis that there is a need for a validated tool for Spanish speaking population for early recognition of stroke warning signs. Material and methods: a 12-item electronic and paper-based survey for non-health related professionals evaluated the knowledge of early stroke signs in a Costa Rican sample. Using data from the FAST acronym, we developed a Spanish based acronym focused on the 3 most common symptoms, which was evaluated with medical professionals and non-medical population for clarity of message and informative content through a 10-item survey. Results: 706 non-medical professional subjects answered the evaluation survey (56.7% female, median age 33 years [IQR 24-43 years]), with 76.2% answering that they were not capable of diagnose an acute stroke, and 97.2% considering the necessity of develop an educational campaign for acute stroke signs recognition. CAMALEON acronym (CAra [face], MAno/brazo [hand/arm], LEnguaje [language] and teléfONo [telephone]) was created adapting FAST acronym to Spanish. 25 medical professionals evaluated the medical content of the Spanish acronym (based on an educational video) with a 95% of acceptance of its content to explain medical symptoms; also 91% of 100 non-medical subjects were able to recognize adequately the symptoms after viewing the video material. This academic initiative is endorsed by the World Stroke Academy from the World Stroke Organization. Conclusion: CAMALEON strategy is an adequate acronym for early recognition of acute stroke signs for Spanish speaking countries that should be validated in stroke awareness campaigns.

Validation of a Spanish Version of the Mental Health Continuum-Short Form Questionnaire.

The Mental Health Continuum-Short Form (MHC-SF) is a multidimensional measure of well-being designed to assess emotional, psychological and social well-being. It has been translated into different languages; however, there is no validated Spanish version. Our aim was to provide the Spanish-speaking community with a validated version of the MHC-SF. We translated the questionnaire into Spanish (s-MHC-SF) and assessed its validity in a sample of 3,355 Chilean adults. The data was subjected to a confirmatory factor analysis using the original correlated-traits three-factor model and a recently described bifactor model. The scores obtained with s-MHC-SF had excellent reliability (α = .94). While the correlated-traits three-factor model provided an acceptable fit to the data, the bifactor model yielded a superior fit. According to measurement invariance results, both models could be used to compare scores over gender, geographical region, age, and time in the sample. s-MHC-SF is a valid questionnaire for the evaluation of personal well-being in Spanish-speaking populations.

A New Approach to Health Literacy: Working with Spanish Speaking Community Health Workers

ABSTRACTThis case study describes the integration of pop culture, music, and scenarios into a consumer health curriculum for community health workers (CHW)/Promotoras De Salud of Hispanic/Latino decent. The class goal is to ensure that participants learn about reliable health resources and how to use them when reaching out to their clientele. This interactive approach to teaching consumer health information was something that evolved after teaching this topic for many years and finding the need to reach the CHW population and enhance their learning experience of health information.

Who Needs Linguistics? Service-Learning and Linguistics for Spanish Heritage Language Learners

In recent years, the World Languages field has witnessed an increased interest in service-learning (SL) initiatives. Many SL projects focus on the potential that Spanish-speaking communities offer students of Spanish, as a foreign language, to increase their language skills and cultural understanding of these communities. Some authors, however, have expressed reservations about the instrumentalist perspective of the community that some SL initiatives adopt. In addition, the presence of Spanish heritage language learners (HLL) in Spanish classrooms has driven researchers and instructors to rethink the learning objectives of SL. In recent years, some SL proposals have appeared around the critical examination of the social construction of language issues and dominant language ideologies. Despite the benefits for the linguistic, sociolinguistic, and cultural self-esteem and empowerment of Spanish HLL, one of the main challenges and limitations that has been identified in SL courses is the reinforcement of critical attitudes about the Latino community and the resilience of standard language ideologies. The goal of this study was to explore the ways Spanish HLL interact with language issues in their own community and to examine how students negotiate the critical perspective of language acquired in the classroom with language ideologies generally assumed and expressed by the community.