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VESL Research Organizations National Center for ESL Literacy Education. Check out these links, in particular: Annotated Bibliography of Health Literacy for Adult English Language Learners || Health Literacy Resources TESOL (Teachers of English to Speakers of Other Languages) Check out their publication, English for Specific Purposes, which includes a chapter on ESP programs for students of nursing. (Published 2002) Mailing lists -- These are good ways to
contact others interested or knowledgeable about, the same issues you
are! Journal articles identified through various
databases, e.g., Academic Search Elite (available from the Cabrillo
College Library homepage: click on Fulltext Articles, then on
Magazine and Journal Articles)
Title: Retention of nursing students with English as a second language. Source: Journal of Advanced Nursing, Jan97, Vol. 25 Issue 1, p199, 5p Author(s): Jalili-Grenier, F; Chase, MM Abstract: The purposes of this study were to: (a) determine nursing students' perceptions of the learning activities which contribute the most to their knowledge and skills; (b) determine students' perceptions of their learning difficulties; (c) compare the perceptions of English as a second language (ESL) and non-ESL students; (d) determine nursing faculty perceptions of ESL students' learning difficulties; (e) compare the perceptions of ESL students and faculty; and (f) identify needs for educational and/or supportive programmes for faculty and students. Differences in perceptions of faculty and students regarding areas of difficulty and students' needs may influence the services provided to students and therefore contribute to their lack of success and attrition. A questionnaire was given to students in the first and second years of the University of British Columbia (UBC)/Vancouver Hospital (VH) Nursing Programme to collect data regarding their high school and post-secondary education, date of arrival in Canada, first language, and their perceptions of helpfulness and difficulty of learning activities. A similar questionnaire was given to faculty members working with these students to collect data about their perceptions of areas of difficulty and activities that contribute the most to the learning of ESL students. Data analysis consisted of t- tests for statistical comparison of the responses of ESL and non-ESL students, and ESL students and faculty. The results indicated statistically significant differences between the perceptions of faculty and ESL students, particularly in the areas of difficulty. The need for educational programmes for both faculty and students was identified.[ABSTRACT FROM AUTHOR] ERIC documents ERIC_NO: ED454707 TITLE: Discipline-Specific Literacy in a Second Language: How ESL Students Learn To Write Successfully in a B.S. Degree Nursing Program. AUTHOR: Bosher, Susan PUBLICATION_DATE: 2001 ABSTRACT: The purpose of this study is to investigate the acquisition of discipline-specific literacy in a second language, specifically how English-as-a-Second-Language (ESL) nursing students learn to write successfully in the B.S. nursing program at the College of St. Catherine in St. Paul, Minnesota. It is hoped that lessons from this longitudinal study will be useful to other nursing programs that have had little success in getting their ESL students through their program. This study, which began in the fall of 1999, follows three nursing students who are non-native speakers of English through the completion of their written assignments in their first and second year nursing courses. Data were collected through interviews with students and instructors, and through a content analysis of course syllabi, assignment handouts, students' papers, and instructors' written feedback. Preliminary findings suggest the importance of clear and consistent guidelines for assignments, handouts and tasks that break tasks down into manageable chunks, a process approach that allows for extensive written feedback from instructors and input form classmates, explicit criteria for evaluation, and repeated practice of new genres in a variety of contexts. Appendices with study data are included. (Contains 12 references.) (KFT) ERIC_NO: ED467747 TITLE: English That Works: Preparing Adult English Language Learners for Success in the Workforce and Community. ERIC Brief. AUTHOR: Marshall, Brigitte PUBLICATION_DATE: 2002 ABSTRACT: This report discusses efforts in adult English as a Second Language (ESL) education to link language instruction to workforce and civic skills (skills needed for successful participation in the community). It looks at the social forces that underlie these efforts (shifts in the U.S. economy, welfare reform, accountability requirements, and learner needs); describes how adult ESL educators can integrate workforce and civic life skills into their curricula (classroom simulations and cooperative learning); and discusses how to convey these skills to their students through learner-centered instructional strategies and classroom management techniques (establishing behavioral expectations, building skills through classroom rules and routines, generating learner involvement, and using teamwork to simulate the work environment). It concludes that instructional activities and classroom management techniques provide opportunities for learners to develop workforce and civic competencies and to apply what they are learning to the reality of their everyday lives. (Contains 13 references.) (Adjunct ERIC Clearinghouse for ESL Literacy Education) (SM) ERIC_NO: ED465309 TITLE: Health Literacy and Adult English Language Learners. ERIC Q & A. AUTHOR: Singleton, Kate PUBLICATION_DATE: 2002 ABSTRACT: This question-and-answer sheet defines health literacy and its importance in the United States, discussing implications for adult English-as-a-Second-Language (ESL) learners, instructors, and programs. It also offers recommendations for addressing health literacy in the ESL classroom. It focuses on what health literacy is (a constellation of skills, including the ability to perform basic reading and numeric tasks required to function in the health care environment); how literacy and health professionals are responding to health literacy needs; obstacles that ESL learners may encounter (e.g., lack of access to basic health care due to language barriers and lack of information, lack of language skills, and lack of awareness of the U.S. health care culture); challenges for ESL instructors (e.g., lack of knowledge about health issues and unfamiliarity with students' cultural beliefs on health issues); types of activities to develop health literacy (e.g., practice dialogues); and how programs can use a participatory approach to health literacy instruction. A list of relevant resources is included. (Contains 15 references.) Adjunct ERIC Clearinghouse for ESL Literacy Education) (SM) ERIC_NO: ED377745 TITLE: Bilingual Vocational Training for Health Care Workers: A Guide for Practitioners. PUBLICATION_DATE: 1994 ABSTRACT: A model for bilingual vocational training of health care workers, designed for immigrants and refugees with limited English skills, is presented. The model's seven components include: recruitment; intake assessment; adapted vocational instruction; Vocational English as a Second Language (VESL); counseling and support services; job development and placement; and coordination of the first six elements so they are mutually supportive. The intensive 18-week program prepares participants as office workers and medical assistants, combining classroom instruction and on-the-job training. Job placement activities and further education options follow program completion. Course descriptions or outlines are included for each of these courses: medical terminology (I, II); medical assisting (I,II); job search; patient relations; telephone training; 10-key/business math; Windows 3.1; Wordperfect 6.0; typing; and Medical Manager (software). Procedures by which instructional materials are developed for the courses, including needs assessment and adaptation of materials for non-native English-speakers, are detailed and principles underlying practice are presented for bilingual instruction, coordination between ESL and vocational instructors, working with non-native-speaking students, and the cooperative learning approach. Strategies for setting up internships and for job development are offered. Finally, organizational sources for guest speakers are listed and student support services suggested. (MSE) ERIC_NO: ED372792 TITLE: Model VESL Program Guide, Office Information Systems, International: One Semester Intensive Training Certificate of Achievement Programs in General, Medical, and Legal Office. AUTHOR: Alvarez, Irma J. PUBLICATION_DATE: 1994 ABSTRACT: The Office Information Systems-International Program at Southwestern College, in California, was designed to provide Hispanic students with training for entry-level office employment. This model program guide stems from a project to improve curricula and delivery and focuses on changes in three intensive bilingual programs in general, medical, and legal office skills. The first section describes initial surveys of businesses and English-as-a-Second-Language (ESL) students to assess needs, the community advisory committees for each program, student recruitment efforts, the bilingual mode of instruction utilized in the programs, and a statewide consortium for promoting access to vocational education. The next section reviews the major units covered in the programs, indicating that the General Office-Administrative Office Assistant-Bilingual includes instruction in business English, wordprocessing and spreadsheets, and office procedures; the Medical Office Clerk-Bilingual covers medical terminology, translation/interpretation, computer skills, cardiovascular resuscitation and vital signs training; and the Legal Office Clerk-Bilingual includes computer skills, legal terminology, research, office procedures, and translation/interpretation. The final section reviews features of the intensive programs, including entrance requirements, classroom techniques, a panel discussion on bilingual careers, employment preparation, and student job placement assistance. The business and ESL student surveys are appended. (KP) ERIC_NO: EJ529456 TITLE: Integrating ESL, Basic Skills, and Job Training in a Bridge Program. AUTHOR: Rothkrug, Steve; McGhee, Kristi Webster PUBLICATION_DATE: 1996 JOURNAL_CITATION: TESOL Journal; v5 n3 p24-28 Spr 1996 ABSTRACT: Discusses the elements of a successful English-as-a-Second-Language (ESL) bridge program to assist students seeking certification as nursing assistants. The article focuses on unique situations requiring special needs assessment and on the relationship between ESL and basic skills instruction. The keys to success include small class size and a common focus. (seven references) (CK) ERIC_NO: ED403453 TITLE: Preparing a Diverse Workforce for the Twenty-First Century. A Position Paper. Education Series [and] Preparing a Diverse Workforce for the Twenty-First Century. A Resource Manual. Monograph Series. PUBLICATION_DATE: 1996 ABSTRACT: This position paper and companion resource manual highlight the critical importance the National Council for Occupational Education (NCOE) gives to diversity issues in work force development. The position paper reports the NCOE's examination of the implications presented by the changing demographics in the U.S. work force and the potential mismatch with the increasingly technological work environment. It identifies a key role for the nation's community colleges in preparing a diverse work force. The position paper outlines a strong role for community colleges in a national work force development strategy and provides recommendations for local and national action. The resource manual consists of two sections. The first is a self-assessment document designed to assist colleges in looking critically at how well their institutions are preparing students to enter a work environment likely to be dramatically impacted by diversity. The second section consists of 10 exemplary programs selected for their outstanding approaches to serving students from diverse backgrounds. Components of each description include program title, institution, program type, abstract, and demographics. The programs are as follows: Visions: Learning for Life Initiative; Nursing Success Program; Environmental Technology; Project H.I.R.E.; ESL [English as a Second Language] and Electronics Technology; Minority Engineering Scholars; TMCC [Truckee Meadows Community College] Smart Starts 2; Pathway Program for Nursing and Allied Health; Women in Technology; and A.S.P.I.R.E. (YLB) California Community Colleges with VESL
Programs How to get to this Page on the Web
Topsy N. Smalley || tosmalle@cabrillo.edu || 4/10/03 |
[Added 4/10/03] Title: From
Needs Analysis to Curriculum Development: Designing a Course in Health-Care
Communication for Immigrant Students in the USA. Source: English
for Specific Purposes, 2002, Vol. 21 Issue 1, p. 59-79. Author(s): Susan
Bosher, and Kari Smalkoski