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Global Health Promotion
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Reports from the field: Engaging learners as interpreters for developing health messages — designing the ‘Familias Sin Plomo’ English as a Second Language curriculum project

Margaret A. Handley

UCSF Center for Vulnerable Populations Department of Medicine Bldg 10, 3rd floor San Francisco General Hospital 1001 Potrero Avenue, San Francisco CA 94110, handleym{at}medsfgh.ucsf.edu

Maricel G. Santos

Department of English, San Francisco State University Teaching English as a Second Language (TESOL) Program

Jeff McClelland

Oakland Adult School

California has a recently documented problem of trans-national environmental lead exposures in imported foods from Mexico but there is limited health information available in immigrant communities about this problem. This report highlights collaborative work with English as a Second Language (ESL) learners to critically review research data on lead exposures and reframe prevention messages about lead contamination of imported foods. These messages are now integrated into ESL curricula for dissemination to Spanish-speaking populations that are disproportionately affected by lead poisoning. This ‘learners as interpreters’ approach is a participatory method that can be applied across a wide range of public health activities. ESL learners emerged as ideal partners in developing curriculum for lead poisoning prevention for several reasons: the parents expressed strong interest in lead poisoning prevention, several have children under age 6 when lead screenings are recommended, and many have emigrated from regions in Mexico where lead hazards were identified. (Global Health Promotion, 2009; 16(3): pp. 53—58)

Key Words: community-based participatory research • English as a Second Language (ESL) • health communication • lead

Global Health Promotion, Vol. 16, No. 3, 53-58 (2009)
DOI: 10.1177/1757975909339773
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