Medical Spanish for the Health Professionals: First Semester SPAN 289, Section 500 Tues./Thurs., 2:20-3:35 p.m., Zach 119C

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1 Department of Hispanic Studies Fall Semester, 2014 Medical Spanish for the Health Professionals: First Semester SPAN 289, Section 500 Tues./Thurs., 2:20-3:35 p.m., Zach 119C Instructor: Profesora N. Arizpe Office: 129 A Academic Bldg. Office hours: 11:00 12:00 noon, Tues. & Thurs., or by appt. address: Course Description Spanish for the Health Professionals is comprised of a two-semester course of study. Part I and Part II are designed specifically for those students who have chosen to pursue a career in the health professions. Students will practice the Spanish sound system, grammar, vocabulary, and cultural lessons necessary to communicate and interact well with the Hispanic patient/client. 3 credit hours. Prerequisites SPAN 202, or approval of instructor Methodology This course stresses communication skills in Spanish. Every effort will be made to make this class student-centered. To help students succeed in this course, the class will engage in a variety of activities and assignments, including but not limited to activities such as the following: Practice and communication using vocabulary and grammar learned in oral and written modes Sociolinguistic practice and functions through communicative activities Reading activities and exercises, such as pre- and post-reading Writing activities ranging from charting the vocabulary of the anatomy to writing dialogues for role-playing Integration of skills in projects and tasks Video/audio/computer exercises, presentation, and discussions

2 Course Learning Outcomes By the end of the semester, students will: 1. Demonstrate the ability to pronounce and comprehend all the basic sounds of the Spanish language. 2. Reproduce the Spanish language to communicate in basic situations that require the ability to greet, ask questions, express needs, emotions and opinions with the Hispanic patient/client using the vocabulary and grammar structures studied in the text. 3. Interpret ideas articulated within the framework of the vocabulary and grammar points presented. 4. Learn the basic vocabulary of the anatomy in Spanish. 5. Recognize, discern and analyze cultural signs that distinguish the attitude, expectations and points of view of Hispanic patients living in the United States regarding medical emergencies, illness, medical treatments and interpersonal interactions with the health professional. 6. Be able to interpret common clinical encounters. 7. Have a clear understanding of the basic medical terminology related to human anatomy and physiology. 8. Understand, through cultural lessons, the primary public health concerns related to language barriers and limited English proficiency. 9. The student will be able to articulate, analyze and apply his/her knowledge related to intercultural topics. Required texts Salud! Introductory Spanish for the Health Professionals Lunsford, Ernest J. Salud! Introductory Spanish for Health Professionals. Prentice Hall, ISBN 13:

3 Chong, Nilda. The Latino Patient: A Cultural Guide for Health Care Providers. Intercultural Press, ISBN: Spanish/English, English/Spanish online translator: Online medical terminology dictionary: Lab online: MySpanishlab optional. You may use these exercises to help you if you feel you need to use them. If you use this program: 1) You need an Access Code to get started. 2) On your PC check MySpanishLab tune-up for browser specifications. 3) Perform the MySpanishLab browser tune-up immediately, and any time you start to experience problems. Any other technological problems with MySpanishLab should be handled by contacting their tech support at the first sign of trouble. If you have any questions or issues registering for your course, please go to: Click CHAT on the top toolbar. Fill in the form and click, SUBMIT. An IM box will open and a technical support assistant will be able to help you with your specific issue. Need help once you are enrolled in your instructor s course? Once you are logged into your MySpanishLab course and have any questions or issues, please click on the SUPPORT link in the upper right hand corner of your course. If you need extra practice with the grammar, set aside specific times each week and work on the online activities. Americans with Disabilities Act (ADA) Policy Statement The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact Disability Services in Cain Hall, or call For additional information, visit Academic Integrity Statement An Aggie does not lie, cheat, or steal or tolerate those who do. Upon accepting admission to Texas A&M University, a student immediately assumes a commitment to uphold the Honor Code, to accept responsibility for learning, and to follow the philosophy and rules of the Honor System. Students may be required to state their

4 commitment on examinations, research papers, and other academic work. Ignorance of the rules does not exclude any member of the TAMU community from the requirements or the processes of the Honor System. For additional information, please visit: aggiehonor Grading Scale Grades will be assigned on the basis of the following scale ( 10 ): A % B 80-89% C 70-79% D 60-69% F 0-59% Assessment Pre-Assessment of Oral Skills (not graded) in my office (129 A Academic Bldg.) 0% Active Participation (100 pts.). 10% Exams 100 pts. ea.) 30% Dialogues/Conversations 100 pts. ea.).. 30% Post-Assessment of Oral Skills (100 pts.) in my office (129 A Academic Bldg.). 10% Final Oral Presentation. 20% 100% Active Participation Active Participation means not only your physical presence in the classroom, but also your active contribution to the class and interaction with the instructor and classmates. Exams There will be an exam at the end of each chapter. Each exam will cover the grammar, vocabulary, and cultural lesson studied for the particular chapter. Dialogues/Conversations For each chapter, the students will be given a prompt to create a conversation using the grammar and vocabulary of the chapter. The instructor will guide and assist the students. These role-playing activities are to re-create common health professional and patient/client situations. Post Oral Skills Assessment At the end of the semester, each student will have an appointment with the instructor (in the office) and will be asked questions regarding the structures, vocabulary, and cultural lessons studied. For example, one question will be to greet a patient and ask how s/he is, ask what symptoms s/he has, and then end the appointment. Another question might be: How do you instill trust with a Hispanic patient at the onset of the appointment?

5 Final Oral Presentation At the end of the semester, the students are to make an oral presentation in Spanish. The topic will be chosen by the students and will be health related focusing on the Hispanic patient/client. For example, it could be informative about a specific illness or culturally pertinent as it relates to Hispanic health issues, or it could be a group presentation such as an appointment with a patient that incorporates the lessons learned during the semester. Pre-Assessment of Oral Skills At the beginning of the semester, each student will have an appointment with the instructor to assess his/her Spanish oral skills. There will be no assigned grade for this activity. Oral work Because effective oral communication is one of the primary goals of the beginning Medical Spanish Course sequence, there will be six communicative speaking tasks to assess your progress toward this goal. Six times during the semester you will prepare and present dialogues/conversations that will help you practice sentence structure and develop your thinking in Spanish. The topics will be varied, but always with the goal of learning to communicate well with the Hispanic patient/client. You will write and present brief dialogues with a partner(s). There will be one for each chapter and the one with the lowest grade will be dropped. Each speaking activity will be assessed on the thoroughness and effort evident in the completion of the task. Attendance Each university-unauthorized absence beyond three will result in a 1% reduction of your final grade PER ABSENCE. Also, without a university-authorized excuse, (1) tardiness or leaving class early will be counted as ½ of an absence, and (2) arriving more than 15 minutes late will be counted as an absence. Please familiarize yourself with TAMU attendance policies [See Participation It is especially important to be consistently prepared for and actively involved in the class meetings. Your instructor will use these meetings to review important concepts and practice speaking in Spanish. For this reason, it is important that you read the assigned pages before coming to class meetings. Your instructor will grade your participation and preparedness for class. Don t be shy! The more willing you are to share, talk, and interact with your instructor and your classmates, the more you will get out of your class time. And don t worry; everyone feels the same way, even if they don t show it!

6 Make-ups and late-work policy If an absence is excused, the instructor will either provide the student an opportunity to make up any quiz, exam or other work that contributes to the final grade or provide a satisfactory alternative by a date agreed upon by the student and instructor. If the instructor has a regularly scheduled make up exam, students are expected to attend unless they have a university approved excuse. The make-up work must be completed in a timeframe not to exceed 30 calendar days from the last day of the initial absence. The reasons absences are considered excused by the university are listed below. See Student Rule 7 for details ( The fact that these are university-excused absences does not relieve the student of responsibility for prior notification and documentation. Failure to notify and/or document properly may result in an unexcused absence. Falsification of documentation is a violation of the Honor Code. 1) Participation in an activity that is required for a class and appears on the university authorized activity list at 2) Death or major illness in a student's immediate family. 3) Illness of a dependent family member. 4) Participation in legal proceedings or administrative procedures that require a student's presence. 5) Religious holy day. NOTE: Prior notification is NOT required. 6) Injury or illness that is too severe or contagious for the student to attend class. a) Injury or illness of three or more class days: Student will provide a medical confirmation note from his or her medical provider within one week of the last date of the absence (see Student Rules ) b) Injury or illness of less than three class days: Student will provide one or both of these (at instructor s discretion), within one week of the last date of the absence: (i.)texas A&M University Explanatory Statement for Absence from Class form available at or (ii.) Confirmation of visit to a health care professional affirming date and time of visit. 7) Required participation in military duties. 8) Mandatory admission interviews for professional or graduate school that cannot be rescheduled. Other absences may be excused at the discretion of the instructor with prior notification and proper documentation. In cases where prior notification is not feasible (e.g., accident or emergency) the student must provide notification by the end of the second working day after the absence, including an explanation of why notice could not be sent prior to the class.

7 Help Instructor office hours are listed above and you are encouraged to seek help if you are having trouble with any assignment. Beyond consultation with your instructor, help is also available in the Language Support Office (LSO) in ACAD 124. You are encourage to visit the LSO to consult language problems you may be having, to practice with material from Salud!, or to practice with the LSO staff. Additional information Arrive on time. Come prepared and ready to participate for every class meeting. Use only Spanish in class. Use a No. 2 pencil with a good eraser for all work done in class. All work should be neat and professional when turned in. Write legibly. Please turn-off your cell phone when you enter the classroom. Overview of course outline : on syllabus and given in class Chapter 1 Greeting the Patient Chapter 2 Making Appointments Chapter 3 Discussing How Patients Feel Chapter 4 The Daily Routine Chapter 5 Where Does it Hurt? Chapter 6 Talking about Doubts and Fears Course Schedule Tentative Schedule The following course schedule is tentative and may change according to the needs of the class. For example, a lesson may not end on the stated day, but continue to the next class meeting. Please be aware of any changes to the syllabus. You are to read and prepare the assigned pages before each class meeting begins. Day Objective Textbook

8 Day Objective Textbook Greeting, introducing, and Chapter 1: Greeting the 2 saying farewell to patients Patient 2 4 Learn about names in Spanish-speaking countries; Refer to people by their titles Use articles to identify nouns by their number and gender; Count from 0-100; Pronounce and name the letters in the Spanish alphabet Sección 1.1 Introducción: Getting Started, pp. 1-2 Sección 1.2 Estructura: Greetings, Introductions, and Farewells, pp. 2-5 Cultura: Names in Spanish- Speaking Countries, pp. 6-7 Cultura: People s Titles, pp. 7-8 Sección 1.3 Estructura: Nouns, Number, Gender, and Articles, pp Sección 1.4 Estructura: Numbers and the Spanish Alphabet, pp Objetivos Preparación Pronunciación Vocabulario Lenguaje Personaje nuevo Pronunciación Historia: Prólogo Historia: Episodio 9 9 Use subject pronouns and the verb ser to talk about who people are and where they are from Make small talk about the weather; Use the verb hay to say there is or there are Sección 1.5 Estructura: Subject Pronouns and the Verb Ser (to be), pp Cultura: The Terms Latino, Hispanic, Latin American, and American, pp chapter 1- Who are the Latinos? Sección 1.6 Estructura: Qué tiempo hace? Talking About the Weather, pp ; Sección 1.7 Estructura: Three Important Verbs, How to Say There is or There are, pp Aplicación: Lenguaje Aplicación: Escuchar Aplicación: En la práctica; Consejos

9 Day Objective Textbook How to say I like ; Discussing how patients feel; Recognizing cognates and false cognates Review Chapter 1 Test Naming and discussing family members; Showing possession Telling time in Spanish; Count using numbers higher than 100 Discuss appointments using the days of the week and months of the year; Ask about patients birthdays and dates of birth Form sentences using regular present-tense verbs Sección 1.7 Estructura: Three Important Verbs, How to Say, I like in Spanish, pp Cómo se siente? How do you feel today?, pp ; Sección 1.8 Nota lingüística: Cognates and False Cognates, pp Chapter 2 Chapter 1 communicative activities Chapter 2: Making Appointments Sección 2.1 Introducción, pp Sección 2.2 Vocabulario: La familia, pp Sección 2.3 Estructura: Expressing Possession in Spanish, pp Sección 2.4 Estructura: Telling Time in Spanish, pp Sección 2.5 Vocabulario: Numbers Above 100, pp Chapter 3 Sección 2.5 Vocabulario: Days of the Week, Months, and Years, pp Cuál es la fecha?: How to Say Dates in Spanish, pp Cultura: Nuestra Señora de Guadalupe, pp Cuál es su fecha de nacimineto? How to Say Years in Spanish, pp Sección 2.6 Estructura: Regular Present-Tense Verbs, pp Aplicación: conversaciones Aplicación: Prueba Objetivos Pronuncación; Vocabulario Personaje nuevo Historia: Resumen Historia: Episodio Lenguaje Aplicación: Escuchar

10 Day Objective Textbook Use register to differentiate between formal and informal relationships; ask and answer questions Use negative constructions such as nothing and never ; Give locations and describe current conditions using the verb estar Review Chapter 2 Test Discuss activities using irregular verbs in the present tense Discuss a wide variety of activities using stemchanging verbs in the present tense Talk about the future using the ir a + infinitive construction; Talk about what and whom you know using saber and conocer Describe people, places, and things using adjectives; Identify articles of clothing Distinguish between the two verbs of being, ser and estar Sección 2.7 Estrctura: Register, pp Sección 2.8 Estructura: Asking Questions in Spanish, pp Chapter 4 Sección 2.8 Esctructura: How to Form Negatives, pp Sección 2.8 Estructura: Estar : The Other Verb To Be, pp Communicative activities Chapter 3: Discussing How Patients Feel Sección 3.1 Introducción, p. 67 Sección 3.2 Estructura: Irregular Verbs, pp Sección 3.3 Estructura: Stem- Changing Verbs, pp Chapter 5 Sección 3.4 Estructura: The Verb ir (to go); How to Talk About the Future, pp Sección 3.5 Estructura: Saber vs. Conocer, Two Ways to Say To Know, pp Sección 3.6 Estructura: Adjectives and Adjectival Agreement, pp Sección 3.7 Estructura: The Contrast Between Ser and Estar, pp Aplicación: Lenguaje Aplicación: En la práctica; Consejos Apliación: Objetivos Pronunciación Vocabulario Personaje nuevo Historia: Resumen Historia: Episodio Aplicación: Escuchar Aplicación: En la práctica; Consejos Aplicación: Lenguaje Aplicación: Lenguaje

11 Day Objective Textbook Tell others how you feel using the tener idioms; Use proper telephone etiquette Review Chapter 3 Test Discuss your patients daily routine using reflexive verbs Distinguish between things that are close and far away using demonstrative adjectives; Refer to direct objects by their pronouns Describe what is happening right now using the present progressive Discuss how long a certain activity or behavior has been occurring using the hace que construction Talk about food and diet with your patients; Use certain idiomatic expressions to make your speech sound more natural Sección 3.8 Estructura: Idioms Using Tener, pp ; Sección 3.9 Vocabulario: Talking on the Telephone in Spanish, pp. 97 chapter 6 Communicative activities Chapter 4: The Daily Routine Sección 4.1 Introducción, p. 100 Sección 4.2 Estructura: Reflexive Verbs, pp Sección 4.3 Estructura: Demonstrative Adjectives, pp Sección 4.4 Estructura: Direct Object Pronouns, pp Sección 4.5 Estructura: The Present Progressive, pp chapter 7 Sección 4.6 Estructura: Time Constructions Using Hace que, pp Sección 4.7 Vocabulario: Food and Diet, pp Sección 4.8 Nota Lingüística: Hay que and Other Special Expressions, pp chapter 8 Aplicación: Coversaciones Objetivos Pronunciación Vocabulario Lenguaje Personaje nuevo Historia: Resumen Historia: Episodio Aplicación: Lenguaje Aplicación: Escuchar Aplicación: En la práctica, Consejos Aplicación: Review Communicative activities Aplicación:

12 Day Objective Textbook Chapter 4 Test 30 Identify the parts of the Chapter 5: Where Does it 4 body Hurt? Refer to indirect objects by their pronouns Ask and tell where it hurts, what you like and dislike, and what bothers you using verbs that require an indirect object pronoun; Use double object pronouns Politely tell someone to do something using formal commands Answer questions such as When? and To what degree? using by adverbs; Compare people, places, and things Sección 5.1 Introducción, p. 130 Sección 5.2 Vocabulario: Parts of the Body, pp Sección 5.3 Estructura: Indirect Object Pronouns, pp Sección 5.4 Estructura: Verbs that Require and Indirect Object Pronoun, pp Sección 5.5 Estructura: Double Object Pronouns, pp Sección 5.6 Estructura: Formal Commands, pp chapter 9 Sección 5.7 Estructura: Adverbs, pp Sección 5.8 Estructura: Comparisons and Superlatives, pp Objetivos Pronunciación Vocabulario Personaje nuevo Historia: Resumen Lenguaje Aplicación: Lenguaje Historia: Episodio Aplicación: Escuchar Aplicación: En la práctica; Consejos Aplicación: Review Communicative activities Aplicación: Convesaciones Chapter 5 Test Become familiar with the concept and conjugation of the present subjunctive Chapter 6: Talking About Doubts and Fears Sección 6.1 Introducción, p. 161 Sección 6.2 Estructura: The Present Subjunctive, Part I, pp Objetivos Pronunciación Vocabulario

13 Day Objective Textbook 25 Dec. 2 Dec. 2 Dec. 4 Dec. 4 Dec. 9 Affirm or deny information using the present subjunctive or the present indicative Tell children and friends how to do something using the familiar tú commands Identify objects and rooms in the house Say mine, yours, etc. using possessive pronouns; Speaking informally in various parts of Latin America by using the pronoun vos Sección 6.3 Estructura: The Present Subjunctive, Part II, Affirmation Versus Non- Affirmation, pp Presentations Cultura: The Spanish Language s Debt to Arabic, pp Sección 6.4 Estructura: Familiar tú Commands, pp Presentations Sección 6.5 Vocabulario: La casa, pp chapter 10 Presentations Sección 6.6 Estructura: Possessive Pronouns, pp Sección 6.7 Nota Lingüística, pp Lenguaje Personaje nuevo Historia: Resumen Historia: Episodio Aplicación: Lenguaje Aplicación: Escuchar Aplicación: En la práctica; Consejos Aplicación: Chapter 6 test Presentations Aplicación: Semester review Communicative activities - Presentations THERE IS NO FINAL EXAM.

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