Building Confianza: Empowering Latinos/as Through Transcultural Health Care Communication: Global Latin/o Americas
Autor Dalia Magañaen Limba Engleză Paperback – 25 oct 2021
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|---|---|---|
| Paperback (1) | 258.72 lei 38-44 zile | |
| Ohio State University Press – 25 oct 2021 | 258.72 lei 38-44 zile | |
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| Ohio State University Press – 25 oct 2021 | 787.59 lei 38-44 zile |
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Specificații
ISBN-13: 9780814258095
ISBN-10: 0814258093
Pagini: 164
Ilustrații: 3 diagrams; 9 tables
Dimensiuni: 152 x 229 x 18 mm
Greutate: 0.29 kg
Editura: Ohio State University Press
Colecția Ohio State University Press
Seria Global Latin/o Americas
ISBN-10: 0814258093
Pagini: 164
Ilustrații: 3 diagrams; 9 tables
Dimensiuni: 152 x 229 x 18 mm
Greutate: 0.29 kg
Editura: Ohio State University Press
Colecția Ohio State University Press
Seria Global Latin/o Americas
Recenzii
“This timely book offers an important contribution to the field of health care by providing a thorough and nuanced linguistic analysis. It is replete with detailed, authentic discourse examples that can be used to model appropriate interactions with patients and enhance current instruction of Spanish for health care professions.” —Karol Hardin, author of Conversational Spanish for Medical Professions: Activity Manual
Notă biografică
Dalia Magaña is Associate Professor of Spanish linguistics at the University of California, Merced.
Extras
When I served as an instructor for basic-level Spanish during my graduate training in Hispanic linguistics at UC Davis, I gained a new perspective on why medical practitioners and interpreters had so often failed my mother. California has many Spanish-speaking communities, including my family’s, yet the assigned textbook did not teach my students how to speak to any of them. The vocabulary I was teaching would have been mostly unfamiliar to my mother. It was supposed to be teaching generic, hyperstandard world Spanish, but it privileged the language of middle-class speakers, sometimes focused on Peninsular Spanish phrases and terms. Everyday vocabulary lessons included topics such as skiing, getting service at restaurants, and traveling. It clearly reflected language ideologies of how middle-class speakers use Spanish. Varieties of working-class people, those in need of language services in our immediate communities, were not included. Our students might be prepared to travel to Spain or Argentina, but they would not be able to converse with the Mexican immigrants who predominate in California.
It was explained to me that I was supposed to be preparing students for interactions across numerous Spanish speakers, that we should not limit our teaching to one variety, because Spanish is spoken across numerous countries. Indeed, Spanish in the US varies widely—Puerto Rican Spanish is most common in parts of the Midwest and the East Coast and is different from Cuban Spanish in Florida, Central American Spanish in California and the East Coast, and Mexican Spanish in the Southwest and Midwest. Yet, preparing students for study abroad in Spain or Argentina and only for speaking to middle-class people did not seem neutral, and many of my students hoped to be able to use their Spanish locally. Thus, I began to supplement course materials with colloquial Mexican Spanish and emphasized the value of local knowledge. I wanted to help prepare students for local interactions even if it contradicted some of the language ideologies of the textbook in terms of what was proper Spanish. If any of my students entered health care practice in California, they would need these lessons.
More classrooms need to teach working-class Spanish to address health care disparities that affect Latino/as across the US. But as this book describes, teaching varieties that are disregarded in language textbooks or frankly called wrong in Spanish-language classrooms is the tip of the iceberg. This book reflects on authentic interactions in health care discourse, assessing the many tools that a Mexican immigrant doctor uses to reach patients similar linguistically and culturally to my mother. In so doing, it uses linguistics as a tool to center voices of working-class Spanish speakers as recipients of health care. This book brings to light explicit awareness of what cultural and linguistic competence means during interactions between Mexican patients and a Mexican doctor across numerous real-world examples. I hope to raise awareness about how to train providers and interpreters to connect to local communities of Spanish speakers when they seek health care, a highly vulnerable and critical moment. In doing so, I hope to contribute to a more inclusive society by promoting the language and culture of Mexican-origin people in critical contexts, to ensure that immigrants like my mother receive the high-quality care and respect they deserve.
It was explained to me that I was supposed to be preparing students for interactions across numerous Spanish speakers, that we should not limit our teaching to one variety, because Spanish is spoken across numerous countries. Indeed, Spanish in the US varies widely—Puerto Rican Spanish is most common in parts of the Midwest and the East Coast and is different from Cuban Spanish in Florida, Central American Spanish in California and the East Coast, and Mexican Spanish in the Southwest and Midwest. Yet, preparing students for study abroad in Spain or Argentina and only for speaking to middle-class people did not seem neutral, and many of my students hoped to be able to use their Spanish locally. Thus, I began to supplement course materials with colloquial Mexican Spanish and emphasized the value of local knowledge. I wanted to help prepare students for local interactions even if it contradicted some of the language ideologies of the textbook in terms of what was proper Spanish. If any of my students entered health care practice in California, they would need these lessons.
More classrooms need to teach working-class Spanish to address health care disparities that affect Latino/as across the US. But as this book describes, teaching varieties that are disregarded in language textbooks or frankly called wrong in Spanish-language classrooms is the tip of the iceberg. This book reflects on authentic interactions in health care discourse, assessing the many tools that a Mexican immigrant doctor uses to reach patients similar linguistically and culturally to my mother. In so doing, it uses linguistics as a tool to center voices of working-class Spanish speakers as recipients of health care. This book brings to light explicit awareness of what cultural and linguistic competence means during interactions between Mexican patients and a Mexican doctor across numerous real-world examples. I hope to raise awareness about how to train providers and interpreters to connect to local communities of Spanish speakers when they seek health care, a highly vulnerable and critical moment. In doing so, I hope to contribute to a more inclusive society by promoting the language and culture of Mexican-origin people in critical contexts, to ensure that immigrants like my mother receive the high-quality care and respect they deserve.
Cuprins
List of Illustrations
Acknowledgments
Prologue
Chapter 1 Communicating with Latino/as in Health Care: Language Barriers and Transcultural Competence
Chapter 2 Psychiatric Interviews as a Genre and Patients’ Narratives
Chapter 3 Hacer Plática: Small Talk Subgenres
Chapter 4 Register of the Psychiatric Interview: Interlocutors, Power, and Solidarity
Chapter 5 Translanguaging in Health Care Interactions
Chapter 6 Expressing Verbal Modality and Other Politeness Strategies in Psychiatric Interviews
Chapter 7 Conclusions: Spanish and Transcultural Discourse in Health, Teaching, and Research
Appendix I Summary of Patients’ Backgrounds
Appendix II Sample of a Complete Interview
References
Index
Acknowledgments
Prologue
Chapter 1 Communicating with Latino/as in Health Care: Language Barriers and Transcultural Competence
Chapter 2 Psychiatric Interviews as a Genre and Patients’ Narratives
Chapter 3 Hacer Plática: Small Talk Subgenres
Chapter 4 Register of the Psychiatric Interview: Interlocutors, Power, and Solidarity
Chapter 5 Translanguaging in Health Care Interactions
Chapter 6 Expressing Verbal Modality and Other Politeness Strategies in Psychiatric Interviews
Chapter 7 Conclusions: Spanish and Transcultural Discourse in Health, Teaching, and Research
Appendix I Summary of Patients’ Backgrounds
Appendix II Sample of a Complete Interview
References
Index
Descriere
Using linguistic analysis, identifies strategies that medical providers can use to improve transcultural competence and effectiveness when communicating with Spanish-speaking patients.