Incorporating Health Literacy Into English as a Second Language Classes.

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Autor/Urheber	Teresa Wagner
Institution	SLACK Incorporated
Titel	Incorporating Health Literacy Into English as a Second Language Classes.
Quelle	In: doi:10.3928/24748307-20190405-02; 2474-8307; Health Literacy Research and Practice, Vol 3, Iss 3, Pp s37-s41 (2019)(2019) PDF als Volltext kostenfreie Datei
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
DOI	10.3928/24748307-20190405-02
Schlagwörter	adult basic education; health literacy; health information; Public aspects of medicine
Abstract	Adult learners attend English as a second language (ESL) classes to improve their skills in specific areas. They may desire to read and write better, learn to spell, communicate in English, or build their vocabulary. These goals have a multitude of purposes such as getting a better job, helping their children with their homework, dealing more effectively with their health and the health care system, or gaining ability to hold conversations (Bryson, 2013). Embedding health literacy content into adult learner classes helps promote understanding and application of health information to stay healthy and well. In addition, most adults learn best if the knowledge, skills, and strategies to be acquired are linked to real-life contexts that either mirror their own circumstances or illustrate a reality they would like to know (Bryson, 2013). In a study by Rowlands, Shaw, Jaswal, Smith, and Harpham (2017), adult learners recognized that their health and that of their families depends greatly on their level of health literacy. For this reason, learners are highly motivated to study health-related topics in the classroom.
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