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Does warning language impact perceptions? Results from an exploratory experiment comparing English, Spanish, and Dual language E-Cigarette warnings among Spanish speakers in the US.

ABSTRACT: Tobacco warnings written in English may not be as effective among Spanish speakers. We explored whether warning perceptions differ based on exposure to English, Spanish, or dual language warnings. From November 2, 2020 - December 29, 2020, we conducted an online experiment with a convenience sample of 776 Spanish-speaking adults in the US, randomizing each to one of three warning conditions: English only, Spanish only, or dual (both English and Spanish). Multivariable linear and logistic regressions examined associations between warning exposure and perceptions. Of 776 participants, 291 preferred to read in Spanish, 55.5% were male, 62.5% were Hispanic, and 48.1% reported past 30-day e-cigarette use. Negative affect (β = 1.79, p = 0.007), perceived message effectiveness (β = 0.84, p = 0.007), and psychological reactance (β = 1.55, p < 0.001) were greater among participants exposed to the dual language warnings compared to those exposed to the English warnings. Results of this exploratory study suggest that e-cigarette warning statements presented in both English and Spanish may result in stronger reactions among Spanish speakers. With increasing prevalence of Spanish speakers in the US, future work should continue to examine this topic.

SUBMITTER: Razzouk J

PROVIDER: S-EPMC8684015 | biostudies-literature | 2021 Dec

REPOSITORIES: biostudies-literature

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Does warning language impact perceptions? Results from an exploratory experiment comparing English, Spanish, and Dual language E-Cigarette warnings among Spanish speakers in the US.

Razzouk Jacob J Bilić Anna A Wackowski Olivia A OA Cornacchione Ross Jennifer J King Jensen Jessica L JL

Preventive medicine reports 20211201

Tobacco warnings written in English may not be as effective among Spanish speakers. We explored whether warning perceptions differ based on exposure to English, Spanish, or dual language warnings. From November 2, 2020 - December 29, 2020, we conducted an online experiment with a convenience sample of 776 Spanish-speaking adults in the US, randomizing each to one of three warning conditions: English only, Spanish only, or dual (both English and Spanish). Multivariable linear and logistic regress ...[more]

PMID: 34976703

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Project description:PurposeThe purpose of this study was to identify and describe latent dual language profiles in a large sample of school-age Spanish-English bilingual children designated as English learners (ELs) by their school district.MethodData for this study include 847 Spanish-speaking ELs from kindergarten to third grade. Spanish and English narrative retell language samples were collected from all participants. Four oral language measures were calculated in Spanish and English, including the subordination index, moving average type-token ratio, narrative structure scheme (NSS), and words per minute using Systematic Analysis of Language Transcript. These indicator measures were used in a latent profile analysis to identify dual language profiles.ResultsThe optimal model represents a four-profile solution, including a Spanish-dominant group (average Spanish, low English), an English-dominant group (low Spanish, average English), and two balanced groups (a balanced-average group and a balanced-high group). Additionally, participants displayed uneven performance across language domains and distinct patterns of unique strength or weakness in a specific domain in one of their two languages.ConclusionsFindings from this study highlight the large variability in English and Spanish oral language abilities in school-age Spanish-speaking ELs and suggest that a dichotomous classification of ELs versus English-proficient students may not be sufficient to determine the type of educational program that best fits a specific bilingual child's need. These findings highlight the need to assess both languages across multiple language domains to paint a representative picture of a bilingual child's language abilities. The dual language profiles identified may be used to guide the educational program selection process to improve the congruence among the linguistic needs of an individual child, teachers' use of instructional language, and the goals of the educational program (i.e., improving English proficiency vs. supporting dual language development).Supplemental materialhttps://doi.org/10.23641/asha.20151836.

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Dataset Information

Does warning language impact perceptions? Results from an exploratory experiment comparing English, Spanish, and Dual language E-Cigarette warnings among Spanish speakers in the US.

Publications

Does warning language impact perceptions? Results from an exploratory experiment comparing English, Spanish, and Dual language E-Cigarette warnings among Spanish speakers in the US.

Similar Datasets

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