Meeting English Language Needs in Teacher Education: a flexible support model for non-English speaking background students

Cruickshank, Ken; Newell, Sandra; Cole, Stephanie

doi:10.1080/0955236032000149373

Cited by 22 publications

(6 citation statements)

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“…Research findings from the U.S., UK, and Australia indicated the same results ( 9 – 11 ). These researchers noted that the clinical experiences of non-native speakers created significant challenges for them, including finding suitable methods for coping with the difficulties and getting to the point that they felt accepted by their peers.…”

Section: Introductionmentioning

confidence: 53%

Effective Communication Barriers in Clinical Teaching among Malaysian Medical Students in Zagazig Faculty of Medicine (Egypt)

Abass¹,

Said²,

Zahed³

et al. 2015

Electron physician

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Introductioneffective communication in a clinical environment plays a vital role in patient assessment and treatment. The aim of this study was to understand the experiences of Malaysian medical students concerning communication barriers during clinical practice. The goal was to provide answers for three important research questions, i.e., 1) Are communication barriers an impediment to Malaysian students during clinical teaching? 2) What is the nature of the language barriers that the students encounter? and 3) What are the best ways of reducing these barriers during clinical teaching?MethodsThe qualitative method was used to conduct the research, and open-ended questionnaires were used to collect the data. The study was conducted on 95 fourth-, fifth-, and sixth-year students, 80% of whom completed the study.ResultsMedical students from Malaysia who have limited knowledge of the Arabic language experience some difficulties in communicating with staff members, patients, and nurses during their clinical practices.ConclusionSuccessful orientation of students to the language used in the clinical environment will help the students overcome the communication barriers they encounter during their clinical practices.

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Section: Introductionmentioning

confidence: 53%

Effective Communication Barriers in Clinical Teaching among Malaysian Medical Students in Zagazig Faculty of Medicine (Egypt)

Abass¹,

Said²,

Zahed³

et al. 2015

Electron physician

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“…Responses, and research, have taken two predominant approaches. There has been a focus on researching the teaching of academic skills, primarily academic writing, and the training and support of students to enable participation and the completion of academic tasks (see for example, Clerehan, 2004;Cruickshank, Newell, & Cole, 2003;Hawthorne et al, 2004;Samuelowicz, 1987). This model sees students identified as requiring support directed to language and learning support services or discrete language enrichment courses.…”

Section: Current Approachesmentioning

confidence: 99%

“…This model sees students identified as requiring support directed to language and learning support services or discrete language enrichment courses. One study (Cruickshank et al, 2003) of a PTEP's responses to students at a leading Australian university outlines a remediation-based response integrated in the course of study. Studies suggest the capacity of this approach to develop discipline-specific language-focused practices is questionable (for example, Liyanage & Birch, 2001).…”

Section: Current Approachesmentioning

confidence: 99%

Accommodating Asian Eap Practices Within Postgraduate Teacher Education

Liyanage

Walker

2014

English for Academic Purposes (EAP) in Asia

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“…In this model, there is less opportunity for extensive preparation of preservice teachers for field placement. For students from CALD backgrounds, this problem presents additional and unique challenges given the raft of prior research that highlights language, logistical and emotional barriers to practicum success (see Ashman, Short, Muir, Jales, & Myhill, 2013;Campbell, Tangen, & Spooner-Lane, 2006;Cruickshank, Newell, & Cole, 2003;Iyer & Reese, 2013;Jeong et al, 2011). Such issues are reflected within field experience reports on students' progress completed by teacher supervisors in the field.…”

Section: Introductionmentioning

confidence: 99%

Preparing culturally and linguistically diverse preservice Early Childhood teachers for field experience

Miller

McFadden

Heirdsfield

2016

SUCCESS

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<p class="FAbstract"><em>This article reports on an action research project focussed on preparing culturally and linguistically diverse (CALD) preservice early childhood teachers for field experience. A series of targeted workshops delivered over one semester was designed to support the students to develop intercultural competence in relation to knowledge, attitude, skills and behaviours that contribute to success on field placement. Findings indicate that short-term initiatives targeted specifically to students’ identified needs and strengths can help to build intercultural competence for both students and teacher educators. For the participants, access to communication strategies, opportunities for rehearsal of teaching practice, and peer and academic support contributed to shifts in attitude, and the development of skills and new knowledge. New learnings for the teacher educators included challenging assumptions about CALD students’ sense of community and belonging in the university context.</em></p>

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Meeting English Language Needs in Teacher Education: a flexible support model for non-English speaking background students

Cited by 22 publications

References 0 publications

Effective Communication Barriers in Clinical Teaching among Malaysian Medical Students in Zagazig Faculty of Medicine (Egypt)

Effective Communication Barriers in Clinical Teaching among Malaysian Medical Students in Zagazig Faculty of Medicine (Egypt)

Accommodating Asian Eap Practices Within Postgraduate Teacher Education

Preparing culturally and linguistically diverse preservice Early Childhood teachers for field experience

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