| This project created a module to be offered to Communication Sciences and Disorders (CSD) students interested in working with Spanish-speaking clients consisting of activities covering terminology and vocabulary relevant to the different areas of speech-language pathology in Spanish. In order to facilitate technical vocabulary acquisition, the module was designed using vocabulary-learning strategies from studies that have investigated effective means of acquiring second language (L2) vocabulary, including use of multiple strategies in combination and combination of intentional and incidental learning (Fan, 2003; Hummel, 2010; Lawson & Hogben, 1996; Read, 2004). Participants were assessed in comprehension and production of the terms in four types of activities, including direct translations, cloze exercises using vocabulary terms in context, listening comprehension, and production of terms in context. All activities were completed through Blackboard at the student's own pace over the course of one semester. Data were collected on the effectiveness of the module in a pre-test/post-test comparison of scores, as well as Likert scale measurements of confidence, preparedness, and professional identity before and after module completion. Training activities replicated the tasks completed in the pre-test and post-test. Intermediate understanding of Spanish was required to participate in the module as evidenced by college-level coursework and cultural or personal experiences with the Spanish language. Upon completion of the module, students received a certificate to designate their participation in the course.;The study revealed changes in scores that represented significant gains made by all participants, as hypothesized and demonstrated in a paired t-test performed on totaled scores (M = 22.4167, SD =11.4692, t(5) = 4.788, p = 0.005). The reported outcomes in confidence and preparedness also supported the alternate hypothesis as demonstrated in a Wilcoxon signed rank analysis (Z = -2.232, p < .05; Z = -2.226, p < .05). However, changes in professional identity did not change as result of the training module (z = -1.414, p > .05).;Participation in the module suggested overall positive results via gains made on the post-test and exit survey comments. Participants' reports of increased feelings of confidence and preparedness after module training coincided with findings in earlier research (Bender, Lawson, Harlan, & Lopez, 2004; Kritikos, 2003; Mazor, Hampers, Chande, & Krug, 2002). Participants did not report changes in professional identity with possible explanations being student status or the view of Spanish-language proficiency as a clinical tool, rather than defining professional quality. Limitations of the study included a small sample size and lack of a face-to-face component. |
