caroline malthus and hongyan lu
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I don’t pretend I’m a Kiwi: Insights from nursing graduates on language and identities in new cultures. Caroline Malthus and Hongyan Lu. Content Style 2. Outline of the study. Explore strategies and factors which helped EAL Nursing graduates develop spoken English - PowerPoint PPT PresentationTRANSCRIPT
I don’t pretend I’m a Kiwi: Insights from
nursing graduates on language and
identities in new cultures
Caroline Malthus and Hongyan Lu
>>UNITEC INSTITUTE OF TECHNOLOGY Te Puna Ako Learning Centre
Content Style 2
>>UNITEC INSTITUTE OF TECHNOLOGY
Outline of the studyExplore strategies and factors which helped EAL Nursing graduates develop spoken English
strategies and inputs for success
Te Puna Ako Learning Centre
>>UNITEC INSTITUTE OF TECHNOLOGY
o Qualitative : interview based; retrospectiveo Language and nursing literature
socio-cultural context, language and identity
community of practicesocialisation and professional identitypersonal agency / autonomy
o 8 graduates and 4 clinical tutors recruitedo Interviews recorded, transcribed, checkedo Thematic data analysis (Thomas, 2006)
The study:
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Pseudonym G Ethnicity Age Entry qualification
Annie F Korean 25 NZ High school qualification
Anita F Fiji Indian 38 Educated Fiji; NZ University Entrance
Peter M Korean 45 IELTS 6.5
Irina F E. European 36 Unitec Diploma in English
Ashley F Chinese 23 Unitec Foundation Studies
Miranda F Chinese 42 Unitec Foundation Studies
George M Chinese 43 Postgrad Dip in NZ
Carla F Chinese 24 NZ High school qualification
Graduate participant information
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Social learning and social identityo Communication as a subject“I think it’s more like your technique rather than you know like the words” (Carla)oRole modelling of tutors and nurses“So when you listen to them, you just, you learn from them, know their experience, it’s not about their skills, it’s not about their knowledge, it’s also about the way they speak to their colleagues, the way they interact with you know, others” (Carla)ochallenges and opportunities in clinical practice“they see you as you know, some sort of extra task for them, and being so busy with their patient load and everything else, they’re not really happy to have something extra that they have to work on” (Irina)
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“especially the beginning, at times I feel very frustrated, for the English communication. Yeah…in that moment I was upset with myself. I think from another point of view it just pushed me. It required you to improve your English as quick as you can (…) Because it will be your career (…) it’s your responsibility to meet that bar. You cannot ask others to lower the bar for you” (George)
o “She failed me for my communication… She said I will fail you this time but you need to improve this one to pass for the final assessment. So that made me thinking I need to do this.”(Annie)
Personal agency and responsibility
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o Learning is ongoing “I feel like it’s still a problem for me because I do come across sometime people are just like I don’t know what you’re talking about? … I was trying really hard to talk like to express myself but actually people just say to me I don’t know what you're talking about, so it’s like really hurt.” (Ashley)oSocial aspects at work“sometime I feel the joke if you ask them what it actually means, it’s not a joke anymore, it’s not funny anymore” (Carla)o Feel supported by senior staff and peerso Now supervising students themselves
How do they feel now in relation to English?
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o Form mixed study groups outside classo Tell staff your needs and goalso Talk to patients and staffo Work part-time in clinical environmentso Remember the situation for patientso Be proactive and self-confidento Attend to languageo Keep up to date with local newso Language good communicationo Focus on progress, not problems
The advice graduates give…
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>>UNITEC INSTITUTE OF TECHNOLOGY
o Aware of barriers for EAL studentso Assessing and giving feedback is not easyo Initial responses to negative feedbacko Good level of nursing knowledge helpso Practise constantly, speak English, use
media, mix with other students, focus on NVC, slow down
o Build relationships with clients and staff
Comments by tutors…
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Tuning into socio-cultural context Learning about communication Sense of identity Clinical practice ‘pushed’ spoken language Stress was positive Suggestions – combination of social factors and individual agency
Overall threads of success:
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What can we learn from students?
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Caroline [email protected]
Hongyan [email protected]
Te Puna Ako Learning Centre
Content Style 2
>>UNITEC INSTITUTE OF TECHNOLOGY
o What inputs made a difference to your spoken English?
o What strategies did you use to improve spoken English outside the programme?
o What feedback made a difference?
o How do you feel now about communication in English?
o What suggestions do you have for students starting out?
Questions for graduates
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>>UNITEC INSTITUTE OF TECHNOLOGY
o What strategies have you observed EAL students using to develop spoken English?
o What recommendations do you commonly make to EAL students about speaking?
o How have students responded to formal and informal feedback?
o Did you have (or have to do) any preparation to work with EAL students?
o What suggestions would you make to EAL students starting the BN programme?
o Has working with EAL students had an impact on workload for you?
Questions for tutors
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>>UNITEC INSTITUTE OF TECHNOLOGY
Sharing our research Internally Externally
•Unitec Research Committee
•Graduate and tutor participants
•BN students in 2010 and 2011
•BN staff
•Te Puna Ako Research seminar
•Wellington Language in the Workplace Project Roundtable 2010
•Australasian Nurse Educators Conference 2011
•Association for Academic Language and Learning 2011
•Article in press (Journal of Asian Pacific Communication, 2012, vol. 22:1)