Academic Literacy Requirements of Health Professions Programs: Challenges for ESL Students

Autor/inn/en	Lum, Lillie; Alqazli, Mahmoud; Englander, Karen
Titel	Academic Literacy Requirements of Health Professions Programs: Challenges for ESL Students
Quelle	In: TESL Canada Journal, 35 (2018) 1, S.1-28 (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0826-435X
Schlagwörter	Foreign Countries; College Students; Foreign Students; English Language Learners; Medical Education; Allied Health Occupations; Admission Criteria; College Admission; Literacy; Medicine; Nursing; Pharmacy; Writing Assignments; Vocabulary; Language Proficiency; Standardized Tests; Language Tests; Prior Learning; Canada + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Medizinische Ausbildung; Gesundheitsberuf; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Hochschulzugang; Hochschulzulassung; Alphabetisierung; Schreib- und Lesefähigkeit; Medizin; Krankenpflege; Apotheke; Wortschatz; Language skill; Language skills; Sprachkompetenz; Standadised tests; Standardisierter Test; Language test; Sprachtest; Vorkenntnisse; Kanada
Abstract	To succeed in Canadian health professions, university education programs students must initially meet a variety of program-specific and English-language admission requirements. For non-native English-speaking (NNES) students, a major challenge can be the demonstration of profession-specific academic literacy and, in particular, adequate language competency prior to admission and throughout the program. Despite the increased numbers in the adult NNES student population in Canada, the current academic literacy requirements within these programs have received minimal research focus. This study explores the congruency of program requirements and learning supports within three major health professions programs across six Canadian universities. The data analyzed for this qualitative study include program documents on publicly accessible websites and a focused literature review. Findings suggest that in medicine, nursing, and pharmacy programs, discipline-specific academic literacy manifests itself in a wide variety of specialized written genres, ranging from reflections to theoretical analysis. Academic literacy is essential to the socialization of new students into these specialized programs and into the professions. Suggestions are offered to enhance universities' support of the development of academic literacy of NNES students. (As Provided).
Anmerkungen	TESL Canada Federation. 408-4370 Dominion Street, Burnaby, BC V5G 4L7, Canada. Tel: 604-298-0312; Fax: 604-298-0372; e-mail: admin@tesl.ca; Web site: http://www.tesl.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01