Project SHINE s ESL Health Literacy Units Resource Guide

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1 Project SHINE s ESL Health Literacy Units Resource Guide In order to help ESL learners communicate with healthcare providers and learn more about staying healthy, SHINE created ESL health units which can be used by tutors and teachers. The units offer content about health topics, such as dealing with emergencies and managing health problems, along with listening, discussion, reading, and writing activities. ESL Health Units Designed for older immigrants and refugees learning ESL, these units can be used by learners of all ages who want to improve their English and communicate more effectively in healthcare settings. There are five units on varying topics related to health and wellness. Each unit offers activities to improve listening, speaking, reading and writing skills, along with a Real Practice section which encourages learners to apply what they have learned to their own lives. If you have already determined your learners proficiency level and interests, you can click on the appropriate level to access the units. These materials are for educational purposes only and are not a substitute for professional medical advice and care. The information provided should not be used for diagnosing or treating health problems. If your learners suspect that they have a health problem, they should consult a healthcare provider. If they find a topic in the materials that is particularly relevant to their own health issues, encourage them to discuss the topic with their doctor. Selecting the Right Units for Your Learners Is your Learner Advanced Beginner or Intermediate? In making the decision about which health literacy units are most appropriate for your learners, the first thing you will need to do is determine your learner(s) proficiency level. The SHINE ESL Health Units are designed for advanced beginner and intermediate learners. This means that the instructional activities provided require learners to, at a minimum, be able read, write and speak English at a basic level. As you look over the lessons you will see that these materials are not for absolute beginners. If your learner cannot read or write in English at all, then these units are definitely not for him/her. We have provided the descriptions below to help you to think about which level (advanced beginner or intermediate) is most appropriate for your learner. Remember, however, that this process is not an exact science. You may feel like your learner is a beginner in one category (say, in speaking) while being quite advanced in another (for example, reading). As you make your way through the materials you will, through a process of trial and error, get a better sense of what works best. As a rule of thumb, if the reading and listening passages require the learner to be searching feverishly through their dictionaries to determine the meaning of every other word, the level is probably too high. The texts are supposed to be springboards for the more valuable speaking and writing activities. If your learner(s) cannot get the text, then the rest of the instructional activities will fall apart.

2 English Proficiency Descriptions Use the descriptions below to decide which level is most appropriate for your learner(s). Advanced Beginner Listening and Speaking Your learner can understand and participate in fairly simple conversations about familiar topics (basic personal background and needs, social conventions, such as making introductions and simple requests, and routine tasks, such as getting meals and receiving simple instructions and directions). You may often need to repeat/reword what you have said for your learner to fully comprehend you. Your learner can successfully handle participation in basic social situations. He/she can ask and answer simple questions, initiate and respond to simple statements, and handle conversations required for introducing yourself, ordering a meal, asking directions, and making purchases. Vocabulary is limited to expressing elementary concepts/needs. Your learner Intermediate Your learner can understand and participate in slightly more complex conversations such as short telephone conversations with strangers, and short announcements and reports over the media. Learners can participate in discussions of a greater variety of topics including those that are new or unfamiliar. Comprehension continues to be uneven and learner may still require repetition or rewording for full comprehension. Your learner can successfully handle participation in most uncomplicated social situations. S/he can initiate, sustain, and close a general conversation on a variety of topics but errors in grammar and word choice are evident. The learner can participate in a wider variety of social conventions such as giving and receiving complements, asking for and giving advice. Learners at this level can generally be understood even by

3 can talk about: hunger/thirst, basic personal information like physical characteristics, address, and jobs held. non-native speakers who are not accustomed to dealing with nonnative speakers, but repetition may still be required. Misunderstandings frequently arise, but with repetition, learners can generally be understood by native speakers who are used to talking with non-native speakers. Reading and Writing Your learner can understand main ideas from simple texts dealing with basic personal and social needs, such as signs, short public service announcements and short, straightforward instructions dealing with everyday life, such as simple directions, and recipes. Some misunderstandings will occur. Your learner may have to read several times for understanding. Your learner can meet limited practical writing needs creating statements or questions within the scope of limited language experience. Can write short messages, postcards, and take simple notes, such as simple telephone messages. The learner can fill out very simple forms and write names and numbers. S/he can write short Your learner can read simple connected texts dealing with basic personal and social needs about which the reader has personal interest and/or knowledge consistently with full understanding. Your learner can get some main ideas and information from short, authentic news articles, forms and narratives on topics of interest, such as job postings and applications, medical/insurance forms, short news articles, letters. S/he may need to read material several times for understanding. Your learner can meet a number of practical writing needs and can write short, simple letters. Content involves personal preferences, daily routine, everyday events, and other topics that involve personal experience. S/he can

4 simple sentences that express basic personal needs/experiences. For example, My name is I live at I work at Written material often consists of recombination of learned vocabulary and structures into simple sentences on very familiar topics. express present time and at least one other time frame, e.g. past or future. Writing tends to be a loose, choppy collection of sentences or sentence fragments on a given topic and provides little evidence of conscious organization.

5 What are your learners' language needs and goals? One way that you can determine your learners language needs and goals is to interview them either one-on-one or in small groups (either in English or in their native language). This can provide valuable information about what learners know, what their interests are, and what they hope to gain during their time with you. To begin this conversation with your learner, you may want to use this list of questions: Why are you studying English? Which language skill is most important to you? (Reading, writing, speaking, or listening?) Why is this skill important for you? When do you use this skill in your daily life? When is that skill difficult for you? Think of a time when you could not do something in English. What do you want to be able to do when you finish our time together? If you find that your learners are more interested in improving their ability to participate in conversations in English, you might focus primarily on the Speaking and Listening modules of the ESL Health Units. If you find that your learners are most concerned with being able to read the newspaper, or to read and fill out forms, you might want to focus instead on the Reading and Writing modules. As you work with your learners, you will gain a clearer picture of exactly what your learners language needs are. Perhaps, for instance, they have very little ability to convey a sense of time when they speak. You may notice that they can only use the present tense, causing confusion when they are giving a personal health history, or that they have difficulty pronouncing numbers. As you become more familiar with your learners needs you can also choose lessons from the units that focus specifically on the development of these particular skills through grammar or pronunciation activities. For example, the lessons of unit one focus on using the correct tenses to tell personal health stories. Please be aware that these units are not exhaustive in their presentation of new vocabulary, grammar and pronunciation points. As you work through these activities, please keep in mind that they were designed based on an assumption that this would neither be the first nor the last time your learner(s) would be exposed to an instructional point (for example the present perfect tense or prepositions). If the learner has a special interest in developing a particular skill, you may want to supplement the lesson with further explanation and/or practice opportunities.

6 What health topics are your learners interested in? Your learners interest in health topics is an important factor in choosing lessons. As you review the units, you will see that the variety of topics is quite wide. Topics range from the development of simple conversational skills and vocabulary to more complicated subjects such as risk factors for common illnesses. As a tutor you should remember that these materials are designed for educational purposes only and are not a substitute for professional medical advice and care. The information provided throughout the lessons should not be used for diagnosing or treating health problems. If your learners suspect that they have a health problem, they should consult a healthcare provider. If they do find something in the materials that is particularly relevant to their own health issues, encourage them to discuss this with their doctor. Teachers who used the units in their ESL classes found that it was difficult to predict learner interest in and comfort level with the various topics. For example, in the first unit, The Doctor s Office, some learners were uncomfortable sharing their personal health histories or experiences with their classmates and teachers, while for others this activity was a wonderful opportunity to learn new vocabulary. In another case, an instructor working with the lesson on stress from Unit Three: Healthy Aging told us that her seniors became very uncomfortable and embarrassed talking about depression. They were okay talking about everyday stress but when we got to this part they clammed up! Because it is a very complicated task to pre-determine what topics might be culturally or personally taboo for your learners, we suggest that you get their input when selecting the health topics you plan to cover. As mentioned earlier, each lesson is a stand-alone instructional component, so you do not need to worry about picking and choosing from the materials. Ask your learners what they are interested in personally and what topics they might find uncomfortable or boring perhaps they are most excited about simply learning how to describe their symptoms to their health care providers, or they may want to learn more about a particular illness that they or a loved one is coping with. Whatever their motivation, involving your learner(s) in planning their instructional experience will make for a more relaxed and productive study experience. To determine your learners interests and goals, you may want to interview them either one-on-one or in small groups (either in English or in their native language). Here is a simple questionnaire to help you determine your learners interests. Print the questionnaire and bring it with you to your tutoring session. 1. Here is a list of situations where you may need to use English for medical or

7 health reasons. Which ones can you already do ο Make appointments ο Use voic ο Describe pain/symptoms ο Talk with your doctor ο Describe your personal and family health history ο Call 911 ο Take care of yourself before and after surgery ο Prevent and/or manage diabetes ο Prevent and/or manage high blood pressure ο Prevent and/or manage heart attack and stroke ο Eat a healthy diet ο Start a healthy exercise plan ο Manage stress in your life ο Read prescription and over-the-counter medication labels ο Talk to your pharmacist about drug side effects and interactions ο Make your home safe to help prevent accidents such as falls ο Talk to your doctor about different types of alternative medicines and practices. 2. Which of the following topics would you like to learn more about? ο Making appointments (Unit 1 lesson 1) ο Using voic (Unit 1 lesson 1) ο Describing pain/symptoms (Unit 1 lesson 2) ο Talking with your doctor (Unit 1 lesson 2) ο Describing your personal and family health history (Unit 1 lesson 3) ο Calling 911 (Unit 2 lesson 1) ο Taking care of yourself before and after surgery (Unit 2 lesson 2/3) ο Preventing and/or manage diabetes (Unit 3 lesson 1) ο Preventing and/or manage high blood pressure (Unit 3 lesson 2) ο Preventing and/or manage heart attack and stroke (Unit 3 lesson 3) ο Eating a healthy diet (Unit 4 lesson 1) ο Starting a healthy exercise plan (Unit 4 lesson 2) ο Managing stress in your life (Unit 4 lesson 3) ο Reading prescription and over-the-counter medication labels (Unit 5 lesson 1) ο Talking to your pharmacist about drug side effects and interactions (Unit 5 lesson 1) ο Making your home safe to help prevent accidents like falls (Unit 5 lesson 2) ο Talking to your doctor about types of alternative medicines and practices (Unit 5 lesson 3)

8 Tips for Being a More Effective Tutor Communicating with someone that speaks a different language can be difficult. Here you can find some tips for being a more effective tutor. SHINE resource library includes links such topics as: Teaching Vocabulary Tips for Teaching ESL Reading Managing Discussion Activities Teaching Listening Skills Tips for Working with Beginning Learners

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