Bilingual Comics on the Border as Graphic Medicine: Journaling and Doodling for Dementia Caregiving during the COVID-19 Pandemic

The use of comics can be a powerful tool to expand educational outreach efforts for improving the health and well-being of people everywhere. Dr. Ian Williams coined the term graphic medicine to denote the use of comics in medical education and patient care ( Graphic Medicine ). Alzheimer\u27s disease affects approximately five million Americans and is expected to triple to 13.8 million by 2050. Hispanics and Blacks are disproportionately affected at a higher rate than other groups ( Facts and Figures ). There is a lack of culturally relevant educational materials available for these populations. To address this disparity, an interdisciplinary community engaged collaboration was initiated with the Alzheimer\u27s Association West Texas Chapter, The University of Texas at El Paso (UTEP), and Dukes Comics to produce a series of virtual workshops entitled, Journaling and Doodling for Stress Reduction and Relaxation for caregivers of people living with Alzheimer\u27s and other dementias. These sessions were live-streamed and began during the COVID-19 pandemic. Spanish sessions have also been provided to the public. Health information about the disease process and common caregiver challenges are provided in each session. A guided journaling and doodling activity are also included. Journaling has been shown to be an effective and easy tool to use for stress management (Scott). The impetus behind this project was to address the dire need for increasing access to Alzheimer\u27s disease education and resources in El Paso, Texas, a border community that is also home to Fort Bliss Army base. Hispanics comprise approximately 82% of the population and include a large Spanish-speaking segment. Language is often a barrier to health care access and education. To meet the aim of increasing accessibility, the workshops and comics are available in both English and Spanish and soon in-person. This project received a 2022 joint seed grant from Texas Tech University Health Sciences Center El Paso and UTEP to conduct research and examine data from these workshops that will be provided in-person in marginalized and multilingual Latina communities surrounding El Paso starting in the fall

Using Spanish in English-Language Spaces: Identifying Bilingual Composition Students\u27 Translanguaging Practices

This dissertation is a qualitative study that uses ethnographic research methods to examine the translanguaging practices of bilingual students in first-year composition at a university along the U.S.-Mexico border. Specifically, I observe how and why bilingual students employ translanguaging practices, as they are encouraged or invited by their instructors, in contexts where English Standard Language policies exist. The results of this qualitative project demonstrate bilingual students’ use of translation as part of their translanguaging practices, as well as a tool that uncovers students’ writing processes which also demonstrates their language negotiation. Furthermore, the students’ translanguaging practices reveal the rhetorical use of language and bilinguals’ agentic role. Findings also show that there are also firmly established ideologies that prevent bilingual students from realizing the benefits of translanguaging. Understanding bilingual students’ translanguaging practices can aid in remapping and enhancing institutional policies and pedagogical practices and move in a positive direction toward adopting more inclusive approaches that honor students’ linguistic repertoires and their cultural backgrounds, and thus, gradually reorienting standard language ideology