Repository logo

School of Continuing Education

Permanent link for this community

https://hdl.handle.net/20.500.14078/33

Browse

Browsing School of Continuing Education by Author "Yeung, May"

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    Developing communicative cultural competencies with internationally educated nurses in a Canadian English for Specific Purposes course
    (2022) Yeung, May; Mah, Eaman
    This project was the result of the Teaching Impact Fund, an internal institutional grant, and a collaboration within the university’s School of Continuing Education between the Department of Academic and Language Preparation and the Professional Health Education Unit. The participants were 2 cohorts of internationally trained nurses from India and the Philippines enrolled in the Gerontology and Hospice Palliative (GHP) care program during the intensive 7-week spring and summer terms. This study measured the communicative cultural competencies (CCC) of internationally educated students (IENs) with a pre-survey. This was followed by an educational intervention with culturally responsive teaching (CRT) practices. Near the end of the course, a post-survey was administered, and the data indicated a rise of CCC among IENs in both cohorts. This report identifies the study components in depth and offers resources to implement CRT practices in non-health courses.
  • Thumbnail Image
    Item
    From EAP to ESP: curriculum redesign for IENs’ L2 reading and writing
    (2023) Yeung, May; Mah, Eaman
    This article describes the process where by MacEwan University modified an existing EAP course, consisting of broad reading and writing topics, into an ESP course with a more targeted focus on relevant nursing-related themes to better serve the unique literacy needs of internationally educated nurses (IENs). Differing from the existing EAP course, the newly devised ESP course drew on authentic, nursing-specific content provided by IENs themselves with a view toward tailoring the course to their academic and discipline-specific language and literacy needs. The new ESP course, piloted over two terms, was found to have strengthened student outcomes in their L2 literacy, while their disciplinary knowledge contributions also enriched the curriculum. These modifications also assisted in the identification of similarities and differences between EAP and ESP for the institution. In this article, we describe the modification and implementation of this newly devised ESP course, which drew on learner input—a “negotiated syllabus.” We also provide recommendations regarding determining and designing appropriate language pathways (EAP versus ESP course offering) to respond to the language and literacy needs of diverse student groups in the Canadian context.