4. Give students time to complete the form.
Assist them as necessary.
5. If you think your students would be comfortable with it, ask if anyone
would like to share any information from their forms.
they do not have to share information that they feel is private.
6. If students are having trouble with the form or find it difficult to complete,
encourage them to take it home and complete it for the next class.
7. Tell students to keep the form and bring it with them to any medical
Offer students additional copies of the form in case their
health information is more lengthy.
8. If students are computer proficient, ask if they would like to receive an
email link to the form.
9. Follow a similar format with the “My Medication List” form on page 6.
However, take the time to review the two examples that appear at the top of
Medication information can be complicated, and students may not
have answers for all columns. Using the Word version of the form
available on the toolkit website (go to
and click on the “.docx format” for items 6.4 and 6.5),
you can eliminate some of the columns that appear on the “My
Medication List” form to tailor it for beginning learners. You can also
increase the size of the boxes.
10. If students have a higher proficiency level, discuss the value of listing
both prescription and over-the-counter medications.
Here are more links from the
toolkit that may be of interest.
Health Literacy Basics
Includes a brief discussion of what
health literacy is and why it is important.
Links for Learners
Includes links to seven areas to as-
sist students in understanding health
information. Two of the links are
featured in this article.
Using Online Resources in ESOL
Health Literacy Instruction
Features some websites that can
be used to help ESOL students with
health literacy concerns.
Healthy Literacy Significance for
Scroll down to Health Literacy Signi-
ficance for Special Populations, and
you’ll find links to health concerns
specific to populations found among
ESOL learners: migrant workers,
the incarcerated, the elderly, family
literacy, the sandwich generation,
refugees, learners who are deaf or
hard of hearing, and learners who
are blind or have low vision.