Interprofessional learning to enhance Spanish communication skills in Latinx pharmacy students

Authors

DOI:

https://doi.org/10.21283/2376905X.15.1.263

Keywords:

INTERDISCIPLINARY INSTRUCTION, L2 SPANISH FOR PHARMACY STUDENTS, COMMUNITY-ORIENTED LEARNING, COLLABORATIVE TRANSLATION

Abstract

This case study focuses on an interdisciplinary educational experience in which university Pharmacy and Humanities early and late Spanish-English bilinguals were paired to translate questions related to sociobehavioral aspects of medication use. This work describes the personal and professional benefits reported by the translators and the prevailing themes from verbal negotiations. The participants were an undergraduate in Spanish, seven pharmacy professional doctorate students, and five Hispanic studies graduate students. After completing individual translations, students were paired and met virtually to create a final, collaborative version of their translation. Participants were subsequently invited to answer open-ended questions about their experience. Translators’ transcribed interactions and questionnaire responses became the basis for this article. Results show that the main reported perceived benefit was the participants’ improved language skills. The findings also suggest that length, quality, and richness of interactions depended on whether the members of the pairings exhibited mutual respect, curiosity, and empathy.

Author Biographies

Gabriela C. Zapata, Texas A&M University

Dr. Gabriela C. Zapata (Ph.D., Penn State University) is Professor of Hispanic Studies at Texas A&M University. Her research foci are second (L2) and heritage (HL) language pedagogy, multiliteracies, multimodal social semiotics, and teacher education. Throughout her career, she has been involved in the development and implementation of researchguided methodologies and open resources for the teaching of L2 and HL Spanish. Dr. Zapata has published numerous peer-reviewed articles, book chapters, and volumes on bilingualism, innovative L2 and HL teaching practices, teacher cognition, and multimodal social semiotics, and she has written textbooks for the teaching of L2 Spanish.

María Irene Moyna, Texas A&M University

Dr. María Irene Moyna (Ph.D., University of Florida) is Professor of Hispanic Linguistics in the Department of Hispanic Studies at Texas A&M University. Her work focuses on variation and change in Spanish. She is the author of Compound Words in Spanish: Theory and History (John Benjamins, 2011), and co-editor of Recovering the U.S. Hispanic Linguistic Heritage (Arte Público Press, 2008), Forms of Address in the Spanish of the Americas (John Benjamins, 2016), and It's Not All About You: New Perspectives on Address Research (John Benjamins, 2019). Her articles have appeared in over 30 journals and scholarly collections.

Michael Miller, Mid-Atlantic Permanente Research Institute

Dr. Michael Miller is a Research Scientist at Kaiser Permanente’s Mid-Atlantic Permanente Research Institute. Throughout his career, he has served as a pharmacist in clinical, management, and research environments across private, government, and academic sectors. He holds Bachelor and Master of Science degrees in pharmacy, a Doctor of Public Health degree, and is a Fellow of the American Pharmacists Association. His research focuses on refining methods to identify those at risk for low health literacy, evaluating the literacy-sensitivity of pharmacy processes and environments, and identifying interventions that improve health literacy to optimize medication use and risk communication in underserved populations.

Published

04/30/2022

How to Cite

Zapata, G. C., Moyna, M. I., & Miller, M. (2022). Interprofessional learning to enhance Spanish communication skills in Latinx pharmacy students. EuroAmerican Journal of Applied Linguistics and Languages, 9(1), 122–139. https://doi.org/10.21283/2376905X.15.1.263

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Section

Research Articles

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