Heatley, Sue, Allibone, Lorraine, Ooms, Ann, Burke, Linda and Akroyd, Karen (2011) Providing writing and language support for students who have English as a second language – a pilot study. Journal of Vocational Education and Training, 63 (1). pp. 101-114. ISSN 1747-5090 (Online) (doi:10.1080/13636820.2010.529500)

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Abstract

This paper reports on a pilot project which provided writing support for registered nurses undertaking Continuing Professional Development (CPD) and for preregistration nursing students. Both groups of students have English as a second language (ESL). The aims of the project were to extend the scope of the available writing support within the faculty for ESL students through the provision of one-to- one sessions and workshops. In addition, workshops were provided for lecturers to improve their understanding of the barriers faced by ESL students. Literature indicates that communication with tutors and the need for clear feedback are important factors for ESL students. Quantitative and qualitative data were collected from questionnaires completed by participants after teaching sessions and were analysed against pre-agreed success criteria. Findings indicate that students were very positive about the effectiveness of the sessions in helping them improve their academic writing. Additionally, three themes emerged from the student data: reasons for using the ELS support service; what they liked most about the ELS service and suggestions for improvements to the service. Data from staff show that the sessions have given staff a greater insight into the problems faced by ESL students.

Item Type:	Article
Uncontrolled Keywords:	nursing students, pre-registration nursing, English as a second language (ESL), continuing professional development, writing support
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education R Medicine > RT Nursing
Pre-2014 Departments:	School of Health & Social Care
Related URLs:	Publisher Publisher
Last Modified:	14 Oct 2016 09:18
URI:	http://gala.gre.ac.uk/id/eprint/7435

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