Private online course · 4 weeks · 20 hours
Bata BlancaSpanish for Healthcare
Bata Blanca is a private online course that gives healthcare workers the Spanish they need at the bedside, at the pharmacy counter and in the dental chair. Over four weeks and 20 one-to-one hours, you practice the moments that matter: greeting patients, taking a history, explaining medicines and handling urgent situations with care. Words that change between Argentina, Mexico and the Caribbean are marked.
- Private 1-on-1
- 20 hours in 4 weeks
- Level A2 or higher
- Certificate of completion
The course
Who it is for and what you will do
Who it is for
Doctors, nurses, dentists, pharmacists, carers and medical students who already speak some Spanish (A2 or higher) and want to talk with Spanish-speaking patients more clearly, safely and kindly. It also suits anyone in a clinical or care setting who meets patients face to face.
What you will be able to do
- Greet a patient, take their name, age and main complaint, and understand 40 common symptoms.
- Run a 10-minute history covering allergies, medicines, chronic conditions and family history.
- Give clear exam instructions and ask yes/no questions without confusing the patient.
- Explain how to take a medicine, how to prepare for a test and when to come back, then check that the patient understood.
- Handle urgent phrases, share difficult news gently and work well with a professional interpreter.
Bata Blanca teaches language and communication only. It is not medical advice, it does not replace clinical training or your workplace policies, and it is not interpreter or translator certification.
4 weeks
The 4-week plan
- Week 1
Meet the patient
greetings, forms, the body, symptoms, the pain scale, numbers and time.
- Week 2
History and exam
allergies, medicines, chronic conditions, family history and exam commands.
- Week 3
Treatment and instructions
dosage, schedules, tests, consent, discharge and follow-up.
- Week 4
Emergencies and empathy
triage, urgent phrases, hard news, cultural humility and interpreters. The course ends with a recorded role-play of a full visit.
20 lessons
Full curriculum: 20 one-hour lessons
Each lesson follows the same shape: a 5-minute warm-up, 15 minutes of new language, 30 minutes of speaking practice and 10 minutes of feedback and homework. Imperatives are given as usted / vos.
Week 1: Meet the patient
Lesson 1 Hola, soy su enfermera: greetings and roles
- Goals: greet patients formally, introduce yourself and your role, ask the patient's name, invite them in and close politely.
- Vocabulary:
- buen día [AR] / buenos días (good morning)
- buenas tardes (good afternoon)
- el médico, la médica / el doctor, la doctora (doctor)
- el enfermero, la enfermera (nurse)
- el/la odontólogo/a [AR] / el/la dentista (dentist)
- el farmacéutico, la farmacéutica (pharmacist)
- el cuidador, la cuidadora (carer)
- el/la paciente (patient)
- el consultorio (consulting room)
- la sala de espera (waiting room)
- pase, por favor (come in, please)
- tome asiento (have a seat)
- mucho gusto (nice to meet you)
- ¿Cómo se llama? (What is your name?)
- ¿En qué lo/la puedo ayudar? (How can I help you?)
- Structures:
- Soy + role ("Soy la enfermera Ana").
- Usted as the default with adults. In Argentina many clinicians use vos with young patients, so follow the patient's lead.
- The object pronouns lo/la for usted.
- ¿Cómo prefiere que lo/la llame? (What would you like me to call you?)
- Speaking task: greet three patients (an older man, a young woman, and a mother with a child), introduce yourself, ask their names and invite them to sit.
- Homework: record a 60-second introduction covering your name, role, workplace and why you are learning Spanish.
Lesson 2 Datos personales: forms, numbers and dates
- Goals: ask the questions on an intake form, use numbers up to 100 and years, spell names, and take a date of birth and phone number.
- Vocabulary:
- nombre y apellido (first and last name)
- la edad (age)
- la fecha de nacimiento (date of birth)
- el domicilio / la dirección (address)
- el celular (mobile phone)
- el documento: DNI [AR], INE [MX], cédula [CAR] (ID document)
- la obra social, la prepaga [AR] / el seguro médico [MX] / el plan médico [PR] (health insurance)
- casado/a, soltero/a (married, single)
- el contacto de emergencia (emergency contact)
- el peso (weight)
- la altura / la estatura (height)
- ¿Me lo deletrea? (Can you spell it for me?)
- firmar (to sign)
- Structures:
- ¿Cuál es su...? for data ("¿Cuál es su fecha de nacimiento?").
- ¿Cuántos años tiene? / Tengo 54 años.
- Dates: "el 14 de marzo de 1972".
- Many Latin Americans have two surnames, so ask for both.
- Kilos and meters are standard. Patients living in the US may give pounds (libras).
- Speaking task: fill in intake forms for two patients over the phone. The teacher plays a patient with a double surname who speaks quickly.
- Homework: write 6 intake questions from memory and do the numbers listening drill.
Lesson 3 El cuerpo: the body
- Goals: name the main body parts, say left and right, and ask the patient to point.
- Vocabulary:
- la cabeza (head)
- los ojos (eyes)
- el oído / la oreja (inner ear / outer ear)
- la garganta (throat)
- el cuello (neck)
- el hombro (shoulder)
- el pecho (chest)
- el corazón (heart)
- los pulmones (lungs)
- la panza [AR, MX] / la barriga [CAR] / el abdomen (belly)
- la espalda (back)
- la cintura [AR, lower back for many patients] (waist, lower back)
- la rodilla (knee)
- el tobillo (ankle)
- la piel (skin)
- Structures:
- Use the definite article with body parts: "Me duele la mano", not "mi mano".
- izquierdo/a, derecho/a (left, right).
- ¿Me puede señalar dónde? (Can you point to where?)
- Speaking task: point and name, then mark a body diagram while the teacher describes where a patient's problems are.
- Homework: label a blank body diagram and study deck cards 13 to 36.
Lesson 4 Los síntomas: symptoms
- Goals: understand 40 common symptoms (deck cards 37 to 76) and ask about them using tengo, me duele and me siento.
- Vocabulary:
- la fiebre (fever)
- la tos (cough)
- el dolor de cabeza (headache)
- el mareo (dizziness)
- las náuseas (nausea)
- los vómitos (vomiting)
- la diarrea (diarrhea)
- la falta de aire (shortness of breath)
- el cansancio (tiredness)
- los escalofríos (chills)
- la picazón [AR] / la comezón [MX] (itching)
- las ronchas (hives, welts)
- la hinchazón (swelling)
- el sangrado (bleeding)
- el hormigueo (tingling)
- Structures:
- Tengo + noun ("Tengo fiebre").
- Me duele + singular / Me duelen + plural ("Me duelen los pies").
- Me siento + adjective ("Me siento mareado").
- Patient phrases to recognize: "estoy descompuesto" [AR] means "I feel sick" (nausea or an upset stomach). "Me da fatiga" [CAR] may mean shortness of breath.
- Speaking task: the teacher plays six patients who describe symptoms in everyday words. You confirm each one in Spanish and name it in English.
- Homework: self-test on deck cards 37 to 76.
Lesson 5 ¿Dónde le duele?: pain, onset and time
- Goals: locate pain, use the 0 to 10 scale, describe what the pain feels like, ask when it started, and take name, age and main complaint (the Week 1 outcome).
- Vocabulary:
- ¿Dónde le duele? (Where does it hurt?)
- del 0 al 10 (from 0 to 10)
- leve, moderado, fuerte (mild, moderate, severe)
- punzante (stabbing)
- el ardor (burning)
- como un peso / una presión (like a weight, pressure)
- tipo cólico / el retorcijón [AR] / el retortijón [MX] (cramping)
- ¿Desde cuándo? (Since when?)
- hace dos días (two days ago)
- de golpe (suddenly)
- de a poco [AR] / poco a poco (gradually)
- ¿Se va hacia algún lado? (Does it spread anywhere?)
- mejora / empeora (gets better / gets worse)
- ¿Qué lo alivia? (What relieves it?)
- Structures:
- hace + time ("hace tres horas").
- desde + point in time ("desde anoche").
- Clock times: "a las tres de la mañana", "a la madrugada" [AR].
- "Del 0 al 10, ¿cuánto le duele?"
- Speaking task: Week 1 check. Run a 5-minute mini-intake covering name, age, main complaint, where it hurts, pain score and onset.
- Homework: record yourself asking the 10 core questions of the week.
Week 2: History and exam
Lesson 6 Alergias y medicamentos: allergies and medicines
- Goals: ask about allergies and reactions, and list current medicines with dose and frequency.
- Vocabulary:
- la alergia (allergy)
- ser alérgico/a a (to be allergic to)
- la penicilina (penicillin)
- el látex (latex)
- la reacción (reaction)
- el medicamento / el remedio [AR] / la medicina [MX, CAR] (medicine)
- la pastilla (pill)
- la dosis (dose)
- la receta (prescription)
- de venta libre (over the counter)
- las vitaminas (vitamins)
- los remedios caseros (home remedies)
- el anticoagulante (blood thinner)
- ¿Lo trajo? (Did you bring it?)
- Structures:
- ¿Es alérgico/a a algún medicamento?
- ¿Qué le pasó cuando lo tomó? (What happened when you took it?)
- ¿Qué toma, cuánto y cada cuánto? (What do you take, how much and how often?)
- ¿Me muestra las cajas? (Can you show me the boxes?)
- Speaking task: medicine review. Using pictures, the patient "empties a bag" of medicines and you record the name, dose and frequency of each.
- Homework: write 6 allergy and medicine questions and study the history cards (77 to 90).
Lesson 7 Enfermedades crónicas y antecedentes: chronic conditions and past history
- Goals: ask about long-term conditions, surgery, hospital stays and pregnancy, using the past tense.
- Vocabulary:
- la presión alta / la hipertensión (high blood pressure)
- la diabetes / el azúcar alta (diabetes / high blood sugar)
- el asma (asthma)
- la enfermedad del corazón (heart disease)
- el colesterol (cholesterol)
- la tiroides (thyroid)
- los riñones (kidneys)
- el hígado (liver)
- la operación / la cirugía (operation, surgery)
- la internación [AR] / la hospitalización (hospital stay)
- el embarazo (pregnancy)
- la última menstruación (last period)
- ¿Lo/la operaron de algo? (Have you had any operations?)
- Structures:
- The preterite for past events: "¿Alguna vez estuvo internado/a?", "Me operaron en 2019".
- ¿Tiene o tuvo...? (Do you have or have you had...?)
- ¿Está embarazada o podría estarlo? (Are you pregnant or could you be?)
- Speaking task: a past-history interview with a 68-year-old patient who has three conditions.
- Homework: write a 5-line patient summary in Spanish.
Lesson 8 Familia y hábitos: family and social history
- Goals: ask about family illnesses and about habits, including sensitive topics, with tact.
- Vocabulary:
- los antecedentes familiares (family history)
- padre, madre, hermanos, hijos (father, mother, siblings, children)
- falleció (passed away)
- el cáncer (cancer)
- el infarto (heart attack)
- el ACV [AR] / el derrame cerebral, la embolia [MX] (stroke)
- fumar (to smoke)
- los cigarrillos (cigarettes)
- tomar alcohol (to drink alcohol)
- las drogas (drugs)
- el trabajo (work)
- vivir solo/a (to live alone)
- hacer ejercicio (to exercise)
- Structures:
- ¿Alguien en su familia tiene o tuvo...?
- ¿De qué falleció? (What did they die of?)
- ¿Cuántos cigarrillos por día? (How many cigarettes a day?)
- Frequency words: nunca, a veces, todos los días (never, sometimes, every day).
- Softener: "Le hago estas preguntas a todos mis pacientes" (I ask all my patients these questions).
- Speaking task: draw a family tree with the patient, then take a social history from a reluctant patient.
- Homework: describe the health of an invented family in 8 sentences.
Lesson 9 El examen físico: exam commands
- Goals: give clear exam instructions, say what you are about to do and ask permission.
- Vocabulary:
- respire hondo / respirá hondo (breathe in deeply)
- aguante el aire / aguantá el aire (hold your breath)
- suelte el aire / soltá el aire (breathe out)
- abra la boca / abrí la boca (open your mouth)
- saque la lengua / sacá la lengua (stick out your tongue)
- tosa / tosé (cough)
- siéntese / sentate (sit up)
- acuéstese / acostate (lie down)
- boca arriba, boca abajo (on your back, on your front)
- de costado (on your side)
- levante el brazo / levantá el brazo (raise your arm)
- apriete mi mano / apretá mi mano (squeeze my hand)
- siga mi dedo / seguí mi dedo (follow my finger)
- relájese / relajate (relax)
- ¿Le duele acá [AR] / aquí? (Does it hurt here?)
- Structures:
- Usted and vos imperatives. Tú forms (respira, siéntate) are common in Mexico and the Caribbean.
- Voy a + infinitive ("Voy a escuchar su corazón").
- ¿Me permite? (May I?)
- Avíseme si le duele (Tell me if it hurts).
- Speaking task: a "Simon says" exam game, then a full head-to-toe exam narrated aloud.
- Homework: record all the commands in both the usted and vos forms.
Lesson 10 Historia clínica en 10 minutos: the full history
- Goals: combine open and closed questions, ask yes/no questions with care, summarize back and run a 10-minute history (the Week 2 outcome).
- Vocabulary:
- cuénteme / contame (tell me)
- ¿Por qué vino hoy? (Why did you come in today?)
- ¿Algo más? (Anything else?)
- ¿Qué le preocupa? (What worries you?)
- la molestia (discomfort)
- empezó (it started)
- empeoró (it got worse)
- a ver si entendí (let me check I understood)
- o sea (so, in other words)
- ¿Es correcto? (Is that right?)
- ¿Cómo está de ánimo? (How is your mood?)
- tranquilo/a (calm, relaxed)
- Structures:
- Open questions first, then closed ones.
- Avoid negative questions: "¿No tiene fiebre?" gets an unclear "sí" or "no". Ask "¿Tiene fiebre?" instead.
- Ask one thing at a time.
- Summary frame: "Entonces, usted tiene... desde hace..."
- Speaking task: Week 2 check. A timed 10-minute history, scored by the teacher against a checklist.
- Homework: listen to the recording and note 3 gaps to fix.
Week 3: Treatment and instructions
Lesson 11 Formas y dosis: forms and doses
- Goals: name medicine forms, read doses and units aloud, and say what a medicine is for.
- Vocabulary:
- la pastilla / el comprimido [AR] (pill, tablet)
- la cápsula (capsule)
- el jarabe (syrup)
- las gotas (drops)
- la cucharadita (teaspoon, 5 ml)
- el inhalador / el aerosol [AR] / la pompa [PR] (inhaler)
- la pomada / la crema (ointment, cream)
- el parche (patch)
- la inyección (injection)
- los miligramos (milligrams)
- media pastilla (half a pill)
- la caja / el frasco (box, bottle)
- el genérico (generic)
- por boca (by mouth)
- Structures:
- Numbers with units ("quinientos miligramos").
- Fractions: media, un cuarto (half, a quarter).
- Es para + purpose ("Es para la presión").
- Speaking task: read six labels aloud and explain to the patient what each one is for.
- Homework: read aloud 5 medicine labels from your workplace. Use no patient data.
Lesson 12 Cómo tomarlo: schedules and instructions
- Goals: explain how and when to take a medicine and check understanding with teach-back.
- Vocabulary:
- cada 8 horas (every 8 hours)
- una vez al día (once a day)
- dos veces por día [AR] / al día (twice a day)
- en ayunas (on an empty stomach)
- con las comidas (with meals)
- antes de dormir (before bed)
- durante 7 días (for 7 days)
- hasta terminar la caja (until the box is finished)
- si hace falta / si lo necesita (as needed)
- no más de (no more than)
- los efectos secundarios (side effects)
- dejar de tomar (to stop taking)
- el alcohol (alcohol)
- Structures:
- Tome... / No tome...
- Tiene que + infinitive.
- Es importante que + subjunctive ("Es importante que termine el tratamiento").
- Teach-back: "Para estar seguro/a, ¿me dice cómo lo va a tomar?"
- Speaking task: at the pharmacy counter, explain three prescriptions to the teacher using teach-back. Practice examples are examples only. Always follow the real prescription.
- Homework: write a schedule card for an invented prescription.
Lesson 13 Estudios y pruebas: tests and preparation
- Goals: explain what test the patient will have, how to prepare and when results come back.
- Vocabulary:
- el análisis de sangre [AR] / los estudios de laboratorio [MX] / los laboratorios [CAR] (blood test)
- sacar sangre (to draw blood)
- la muestra de orina (urine sample)
- la radiografía / la placa (x-ray)
- la ecografía [AR] / el ultrasonido [MX] / el sonograma [PR, DR] (ultrasound)
- la tomografía (CT scan)
- el electrocardiograma (ECG)
- los resultados (results)
- estar en ayunas (to be fasting)
- la vena (vein)
- el pinchazo (prick, jab)
- normal (normal)
- Structures:
- ir a + infinitive ("Le van a sacar sangre").
- Antes del estudio, no coma nada.
- Los resultados están en dos días.
- Speaking task: explain the preparation for three tests and answer the patient's questions.
- Homework: write a short preparation note for a fasting blood test.
Lesson 14 Consentimiento: explaining and asking for consent
- Goals: explain a simple procedure, its risks, benefits and alternatives, invite questions and check understanding.
- Vocabulary:
- el consentimiento informado (informed consent)
- el procedimiento (procedure)
- los riesgos (risks)
- los beneficios (benefits)
- las alternativas (alternatives)
- la anestesia (anesthesia)
- el formulario (form)
- firmar (to sign)
- decidir (to decide)
- aceptar (to agree)
- decir que no (to say no)
- la duda (question, doubt)
- el/la intérprete (interpreter)
- Structures:
- Le voy a explicar... (I am going to explain...)
- Puede que + subjunctive ("Puede que sienta un poco de dolor").
- Si no está seguro/a, puede pensarlo (If you are not sure, you can think about it).
- Teach-back.
- Speaking task: explain a blood draw or a dental filling and check understanding.
- Important: for real consent to procedures, follow your workplace policy and use a qualified interpreter. This course does not qualify you to interpret.
- Homework: read the consent phrase sheet aloud and record it.
Lesson 15 Alta y seguimiento: discharge and follow-up
- Goals: give discharge instructions and warning signs and set a follow-up visit (the Week 3 outcome).
- Vocabulary:
- dar de alta / el alta (to discharge / discharge)
- el control [AR] / la cita de seguimiento (follow-up visit)
- volver (to come back)
- las indicaciones (instructions)
- el reposo (rest)
- los signos de alarma (warning signs)
- la herida (wound)
- los puntos (stitches)
- la gasa (gauze)
- la venda (bandage)
- la guardia [AR] / urgencias [MX] / emergencia [CAR] (emergency department)
- el certificado médico (doctor's note)
- Structures:
- Si + present + imperative ("Si tiene fiebre, vuelva").
- en una semana, dentro de 10 días (in a week, within 10 days).
- Vuelva el lunes (Come back on Monday).
- Speaking task: Week 3 check. Explain how to take a medicine and when to come back. The teacher uses teach-back.
- Homework: write plain discharge instructions for an invented case.
Week 4: Emergencies and empathy
Lesson 16 Triage: urgent phrases
- Goals: ask fast, clear yes/no questions and give short commands in urgent situations.
- Vocabulary:
- ¿Qué pasó? (What happened?)
- ¿Puede respirar bien? (Can you breathe well?)
- ¿Le duele el pecho? (Does your chest hurt?)
- ¿Perdió el conocimiento? (Did you lose consciousness?)
- ¿Se golpeó la cabeza? (Did you hit your head?)
- la convulsión (seizure)
- el sangrado (bleeding)
- apriete fuerte acá (press hard here)
- no se mueva (don't move)
- quédese acostado/a (stay lying down)
- la ambulancia (ambulance)
- la camilla (stretcher)
- el suero (IV drip)
- ya viene el médico (the doctor is coming)
- Structures:
- Short imperatives.
- One question per breath.
- ¿Desde hace cuánto? (For how long?)
- Pair each question with a gesture.
- Speaking task: a rapid triage drill with three patients, two minutes each.
- Homework: memorize the safe phrases card.
Lesson 17 Calmar y acompañar: reassuring patients and families
- Goals: calm frightened patients, speak with children and relatives, and soften instructions.
- Vocabulary:
- tranquilo/a (it's okay, stay calm)
- está en buenas manos (you are in good hands)
- no está solo/a (you are not alone)
- el familiar / el acompañante (relative / companion)
- el nene, la nena [AR, PR] / el niño, la niña (child)
- asustado/a (scared)
- ¿Tiene miedo? (Are you afraid?)
- respire conmigo (breathe with me)
- ya casi terminamos (we are almost done)
- va a sentir un pinchazo (you will feel a prick)
- muy bien (very good)
- perdón por la espera (sorry for the wait)
- Structures:
- Va a sentir... (You will feel...)
- Diminutives soften in Argentina and Mexico: "un pinchacito", "un ratito".
- ¿Quiere que llame a alguien? (Would you like me to call someone?)
- Speaking task: an anxious parent with a feverish child, then a confused older patient.
- Homework: write 6 reassuring lines and say them aloud.
Lesson 18 Malas noticias con cuidado: sharing hard news kindly
- Goals: prepare the patient, share a result simply, pause, respond to emotion and plan next steps.
- Vocabulary:
- lamento decirle (I am sorry to tell you)
- los resultados muestran (the results show)
- preocupante (concerning)
- grave (serious)
- el tratamiento (treatment)
- las opciones (options)
- entiendo (I understand)
- es normal sentirse así (it is normal to feel this way)
- tómese su tiempo (take your time)
- ¿Qué entendió? (What did you understand?)
- ¿Qué es lo más importante para usted? (What matters most to you?)
- acompañar (to support, to be with)
- Structures:
- A warning sentence: "Tengo los resultados y no son los que esperábamos."
- Lamento que + subjunctive.
- ¿Quiere que siga? (Shall I go on?)
- Silence is allowed.
- Speaking task: share an abnormal result that needs more tests, then discuss when you would use a professional interpreter instead.
- Homework: write the conversation in 12 lines.
Lesson 19 Humildad cultural e intérpretes: cultural humility and interpreters
- Goals: ask about beliefs and home remedies with curiosity, include family respectfully and run a three-way conversation through an interpreter.
- Vocabulary:
- el/la intérprete (interpreter)
- en primera persona (in the first person)
- frases cortas (short sentences)
- la creencia (belief)
- la religión (religion)
- el remedio casero (home remedy)
- el té de yuyos [AR] / el té de hierbas (herbal tea)
- el empacho, el susto, el mal de ojo (folk illness names a patient may use, mostly in Mexico and the Caribbean)
- la familia decide (the family decides)
- respetar (to respect)
- ¿Qué cree que le causó esto? (What do you think caused this?)
- Structures:
- ¿Qué cree que le pasa? (What do you think is happening to you?)
- ¿Hay algo de su cultura o religión que debamos tener en cuenta? (Is there anything about your culture or religion we should keep in mind?)
- Le presento a..., va a interpretar todo lo que digamos (This is..., who will interpret everything we say).
- Speaking task: a three-way role-play in which the teacher switches between interpreter and patient.
- Homework: outline your final role-play scenario.
Lesson 20 Visita completa: the final recorded role-play
- Goals: run a full visit from greeting to goodbye, record it and get detailed feedback.
- Review vocabulary:
- ¿En qué lo puedo ayudar?
- ¿Dónde le duele?
- del 0 al 10
- ¿Desde cuándo?
- ¿Es alérgico/a a algo?
- ¿Qué medicamentos toma?
- ¿Alguien en su familia...?
- respire hondo
- voy a + infinitive
- tome... cada... horas
- si..., vuelva
- ¿me dice cómo lo va a tomar?
- tranquilo/a
- ¿quiere que llame a alguien?
- el/la intérprete
- Structures: all the core frames from Weeks 1 to 4.
- Speaking task: a 20 to 25 minute recorded role-play chosen by profession: emergency nurse, family doctor, dentist, pharmacist or home carer. Feedback takes about 15 minutes, using the rubric in the teacher guide.
- Homework: review the recording and the teacher's notes, and choose three personal goals for after the course.
US$419
Format and price
| Format | Private 1-on-1 classes, online |
|---|---|
| Length | 4 weeks, 20 hours (5 hours a week) |
| Schedule | You choose your times, Monday to Friday, between 08:00 and 22:00 Argentina time |
| Level | A2 or higher. Take the free level test first |
| Price | US$419 for the full course, all-in |
| Deposit | Optional: secure your place with a 30% deposit (US$125.70) when your course starts 10 or more days from today. The balance (US$293.30) is due 5 days before your start date. |
| Included | Student guide (PDF) and your teacher's course materials |
| Certificate | Vamos Academy certificate of completion |
Student guide (PDF)
See the whole course before you book: how it works, the weekly plan and the practice materials you will use in class.
Download the student guide (PDF)Certificate
You finish with a Vamos Academy certificate of completion. It is not a licence, and it is not interpreter or translator certification.
Questions
Questions about Bata Blanca
What level of Spanish do I need for Bata Blanca?
You need A2 level or higher, which means you can handle simple everyday conversations. Before you book, take the free level test so your teacher can confirm your level and adjust the course to you.
Does this course certify me as a medical interpreter?
No. Bata Blanca ends with a Vamos Academy certificate of completion. It is not a licence and it is not interpreter or translator certification. The course teaches you to communicate better with patients and to know when to call a professional interpreter.
Which Spanish does the course teach?
The course uses clear Spanish that patients from most countries understand, with Argentine (Rioplatense) usage where it is natural. Words that change between Argentina, Mexico and the Caribbean, such as "turno" and "cita" for an appointment, are marked so you recognize them all.
How do the classes work?
All classes are private, one-to-one and online. You take 20 hours over 4 weeks, about 5 hours a week, at times you choose between 08:00 and 22:00 Argentina time. Each lesson is built around speaking practice and role-plays based on real clinical situations.
Does Bata Blanca give medical advice?
The course teaches language and communication phrases only. It does not give medical advice or replace clinical training.
Ready to start Bata Blanca?
20 private hours in 4 weeks, at times you choose. US$419.
Questions? Write to us on WhatsApp (opens in a new tab), call 1-888-808-1242 or e-mail online@vamospanish.live
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Prefer general Spanish? See all our online Spanish classes: small groups and private packs.