Business Spanish Course descriptions

Business Spanish 1 -- SA 115 (This course is equivalent to SA 110)

This course has been designed to provide a balanced approach to basic everyday life communication with native speakers of the Spanish language. For this purpose, students will be required to actively participate in all the assignments and activities in Spanish at the novice level according to ACTFL (American Council of Teachers of Foreign Languages) Oral Proficiency Guidelines. Activities will consist of communicative tasks and negotiation of meaning for scenarios related to the field of business and finance. 

Business Spanish 2 -- SA 215 (This course is equivalent to SA 210)

This course has been designed to provide a balanced approach to basic everyday life communication with native speakers of the Spanish language. For this purpose, students will be required to actively participate in all the assignments and activities in Spanish at the novice-high to intermediate low level according to ACTFL (American Council of Teachers of Foreign Languages) Oral Proficiency Guidelines. Activities will consist of communicative tasks and negotiation of meaning for scenarios related to the field of business and finance. 

Medical Spanish Course Descriptions

Medical Spanish 1 -- SA 112 (this course is equivalent to SA 110)

Students will develop their target language skills to speak, listen, read, and write at the NOVICE MID level according to ACTFL Proficiency Guidelines by the end of this course. Students will use their first language to problem-solve and think critically in the target language to complete the following tasks: Greeting the Patient, Making Appointments, Discussing How the Patients Feel, and Talking about the Daily Routine. 

The course is organized around the following professional objectives:

• Learn how respect is shown through the proper use of family names.

• Develop strategies for ensuring good communication when trained interpreters are not available.

• Describe how healthcare providers can support patients to meet their own goals and expectations while living in a culture different from their own.

• Develop strategies to assist patients to maintain their dignity in new or confusing situations.

• Describe strategies for communicating with patients from another culture who are under stress.

• Recognize the importance of colleagues who serve as bridges between cultures.

• Recognize that patients' cultural values and belief are important and consider these when teaching or counseling.

• Recognize how body language can promote, impede communication.

Medical Spanish 2 -- SA 212 (This course is equivalent to SA 210)

Students will develop their target language skills to speak, listen, read, and write at the NOVICE HIGH level according to ACTFL Proficiency Guidelines by the end of this course. Students will use their first language to problem-solve and think critically in the target language to complete the following tasks: Discussing "Where Does it Hurt?", Talking about Doubts and Fears, Discussing When Patients go to the Hospital, Discussing the Patient's Emotions. 

The course is organized around the following professional objectives: 

• Know how to communicate instruction in clear and simple language

• Practice asking patients to repeat your instructions, whether an interpreter is used or not, as a "safe-check" on patient understanding.

• Recognize that the mother is generally the primary caretaker in the home

• Practice asking questions about herbal medicines alternative practices and medications sent from the patient's home country.

• Practice giving health information

• Develop skill for "chit-chat" in Spanish to ease long waits or lighten patients' concerns or anxiety.

• Ask patients about  their experiences associated with migration that may influence physical and emotional health

• Describe how social isolation and separation may affect immigrants and their families her or in their county of origin

Medical Spanish 3 -- SA 313 Sections "C" and "ZC"

Students will develop their target language skills to speak, listen, read, and write at the INTERMEDIATE LOW level according to ACTFL Proficiency Guidelines by the end of this course. Students will use their first language to problem-solve and think critically in the target language to complete the following tasks: Taking the Patient's History, Discussing Past and Present Symptoms with Patients, Responding to the Question "Have You Ever . . ?", and Discussing Hypothetical Situations with Patients. 

The course is organized around the following professional objectives:

• Practice taking a history of present illness, paying particular attention to the context of migration and country and place (rural or urban) of origin

• Develop strategies for learning about patients' views of their illnesses and remedies used for treatment

• Describe strategies for assessing the amount and frequency of drinking

• Explore what your patient's attitudes are toward drinking and driving, and ascertain if they know the drinking and driving laws in the US.

• Develop strategies for determining when to use an interpreter for delivering sensitive information

• Develop strategies to teach your patient about risk behaviors

• Recognize the importance of family to your patients

• Explore ways to support patients who have no family in the US.

SA 339C/ZC Reading & Conversation

La Entrevista Médica/The Medical Interview

Prereq:

SA 313  OR Placement

Dr. Rachel Spaulding rspauldi@emporia.edu 

Course Description

This is a fourth-semester intermediate Spanish course designed to improve reading and speaking skills in the target language. This course presents topics for discussion based on the medical interview. Students will work in Ortega, Hernández M. P. Spanish and the Medical Interview: A Textbook for Clinically Relevant Medical Spanish and its online components.

Students give two oral presentations that will present a role play of a medical interview, participate in class discussions and online FLIPGRID discussions, and complete semester long team projects (tertulias) that demonstrate knowledge of the subject matter and Spanish language oral proficiency at the Intermediate Mid-Level for Speaking and Reading based on ACTFL guidelines.  Please reference the ACTFL website for a complete description of the skill sets for language learners. The following cultural topics are the basis for discussion:

• Spanish pronunciation; Soft c and z sounds; Colloquial variations in pronunciation; Confianza; Dialectal variations in the usage of tú versus usted

• Greetings; Physical contact; Last names; Hispanic, Latino, and Spanish

• Dialectal variations of calentura; Quantification of pain

• Herbal medications; Calmantes; Sharing medications; Traditional role of the pharmacy; Food schedule

• Extended family; Godparents; Avoiding assumptions in family relationships; Family values; Asking relatives to leave; Balancing family and autonomy

• Young adults in the home; Domestic violence; Immigration and literacy; Smoking; Coffee; Homosexuality; Contraception; Gender and sexual expression

• Emotions and cultural expressions of pain; Spirituality and mental health; Santería; Cultural health beliefs and practices; Literacy and cognitive testing; Stigma of psychiatric illness

• Urgent care health care model; Barriers to cancer screening; Exercise and dance; Tortillas; Meal types and times; Appearance of healthy weight

• Popular children’s songs; Mal de ojo; Empacho and lead poisoning; Corporal punishment; Ear piercing; Breastfeeding; Mollera caída; Cólico infantil

• Physical contact; Modesty

• Patient autonomy; Testigos de Jehová

• Frío y calor; Signage; Requests for nondisclosure; Religion in times of sickness and death, Artritis: a cold condition; Hypertension: a hot condition; Bilis: a hot condition; Menstruation: a cold condition

• The nodding patient; Confidentiality in the community

SA 349C/ZC: Spanish in the Professions

La Terminología Médica/Medical Terminology

Prereq:

SA 339  OR Placement

Dr. Rachel Spaulding rspauldi@emporia.edu 

Course Description

This is a fourth-semester intermediate Spanish course designed to improve reading and speaking skills in the target language. This course presents materials that may include vocabulary assignments, lectures or presentations, images, watching videos, writing assignments, discussion forums, and projects based on Cárdenas, de P. E, Muñoz B. Rivera, and Javier L. Fraga. Terminología Médica. México: Mcgraw-Hill Interamericana Editores, S.A. de C.V, 2014. Print.  Students will learn how to apply technology skills for language acquisition.  Students will be required to speak, understand, read and write at the INTERMEDIATE HIGH TO ADVANCED LOW level according to ACTFL Proficiency Guidelines

(Enlace a un sitio externo)

 by the end of this course. 

Student Learning Outcomes

Al término, los estudiantes podrán:

• Asociar los conocimientos adquiridos sobre las enfermedades con la descripción y explicación según los recursos de las lecturas obligatorias en CANVAS.

• Definir qué es enfermedad, qué la produce, cuál es su evolución y sus complicaciones.

• Explicar al menos dos funciones principales de los sistemas del cuerpo humano.

• Enunciar los componentes anatómicos básicos de los diferentes sistemas del cuerpo humano.

• Enunciar el significado de algunos de los sufijos más comunes para denominar a las enfermedades y cómo se relacionan con las raíces de los términos.

SA 365C & ZC: Medical Narrative

Prereq:

SA 359  OR Placement

Dr. Rachel Spaulding rspauldi@emporia.edu 

OER TEXTBOOK

AUTORES

Kathryn Joy McKnight y Jill Kuhnheim

LICENCIA

Excepto cuando se especifiquen otros términos, Para vivir con salud: leyendo la salud y la literatura por Kathryn Joy McKnight and Jill S. Kuhnheim se distribuye bajo una Licencia Creative Commons Atribución-NoComercial 4.0 Internacional.

Para vivir con salud: Leyendo la salud y la literatura is the first ever textbook to introduce literary and textual analysis through the lens of health, illness, and medicine. The book meets the needs of the fast-growing numbers of Spanish majors and minors who are preparing themselves for careers in healthcare, in which they will engage Hispanic communities. These students seek advanced-level study of Hispanic culture and language that prepares them to communicate about health-related issues. While a growing number of literature departments teach Spanish courses with a health focus and most require their majors and minors to take an introductory course in literary or textual analysis, the crucial connection between the study of literature and professionalization in healthcare is generally not being made for or by these students.