Speaking COVID-19: supporting COVID-19 communication and engagement efforts with people from culturally and linguistically diverse communities - BMC Public Health

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Research published in BMCPublicHealth describes the critical challenges from the perspective of Culturally and Linguistically Diverse communities that were impacted by communication and engagement efforts during the COVID-19 pandemic.

Before COVID-19, outreach activities with the community were undertaken mainly face to face via caseworkers visiting clients, walk-in appointments/consultations, or group meetings . Social participation was encouraged: “

for a lot of the older community, it’s very one-on-one. We implemented the phone checking service where we were identifying the most vulnerable and providing them support and information Compounding this issue was some COVID-19 resources, as they included “technical jargon”, which may have been confusing for people with low literacy or health literacy levels, even if English was their first language. Government materials were not available across all languages, nor were they always available in simplified English that was “accessible” to communities.There are some communities that are missing the information. If we take the example of the South Sudanese community….

“Stop wasting money on things like ethnic press and TV. Sure, they do a good job and are important to a degree. Still, theree is always going to be a gap that you’re not going to be able to plug unless the community takes ownership and gets them to do the communication themselves to the people they are close to”.

”. Having verbal messages was identified as being critical. In some suburbs, organisations resorted to door-knocking to encourage people to go and get tested. “We’ve had GPs; we even had an orthopaedic surgeon present weekly COVID updates to audiences, getting the accurate advice, wash your hands, keep your distance, do all that, and talk about the specifics in the community.”

“We ran workshops called Speaking COVID. We’ve focused on engaging with the interpreters in workshops…. We did those bi-language group, and we had some content that talked about what does airborne transmission mean and what’s a droplet, what does isolation mean, and does quarantine mean, and all of the terms that became really common in that period and explained those in ways that the interpreters could understand so that they could, in turn, interpret them appropriately for the clients.” .

” . As a solution, it was suggested that education resources be developed from scratch with the targeted communities, which are not only language-specific but also count for the nuances within the community. The videos should include local faces and phrases known in the community”.In other words, you end up with 20 slightly different documents.

 

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