Hits 3.981 – 4.000 of 183.538
3981 |
Helping Language Learners Align with Readers Through Narrative: Insights into the Breadth, Targets, and Explicitness of Evaluation from Appraisal Studies of Second Language German Writers
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3982 |
Incorporating Environmental Education into TESOL through Nature Journaling: A Literature Review and Curriculum Recommendations
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3983 |
The Impact of Direct Instruction at English Learner Instructional Sites Compared to Indirect Instruction at English Learner Support Sites
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3984 |
Nursing Faculties’ Perceptions of Teaching Students Who Speak English as Second Language
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Abstract:
Nursing students who speak English as a second language (ESL) often struggle due to language barriers, the complexity of the medical vocabulary, and the knowledge base that they must develop in a short time. These struggles may be due in part to the preparation of nursing educators to meet the specific needs of the ESL student population. The purpose of this qualitative research study was to develop a greater understanding of nurse educators' perceptions when teaching ESL nursing students. The conceptual framework used was Cummins' framework for the development of language proficiency. Four research questions guided this basic qualitative research allowing the understanding of nursing faculties’ perceptions about teaching ESL students. The research questions also focused on their practices and challenges of their teaching experience and the immediate need for training and development. An online survey and standardized interview protocol were used to collect data. Eight nursing faculty members participated in one-on-one phone interviews. Thematic data analysis identified four themes: interpretations on how to support ESL nursing students, the academic gap due to the lack of academic language, suggestions of teaching environments that harm or help ESL students, and faculties’ skill development needs. This study may contribute to a researched-based foundation that supported a positive change in faculty feelings of success. It might also bring a positive social change at state and local levels by advocating for a standardized nursing curriculum that meets the academic needs of minority nursing students improving their graduation rates.
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Keyword:
Nursing|English as a Second Language|Public Health Education|Higher education
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URL: http://pqdtopen.proquest.com/#viewpdf?dispub=28024860
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3985 |
Negotiating Identity in Community ESL Classes: A Narrative Inquiry
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3986 |
Redesigning an International Pathway Program: a Change Management Plan
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3987 |
Culturally Responsive Teaching: an Investigation of Effective Practices for Korean English Language Learners
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Kim, Kisong. - : St. John's University (New York), 2020
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3988 |
Supporting the Needs of General Education Teachers of English Language Learners
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3989 |
An Investigation of the Learning Perspectives of Non-Native English Speakers in an ESL / EPP Writing Program
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3990 |
The Interplay between Working Memory and Topic Familiarity in L2 Reading Comprehension
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3991 |
Investigating Omani Parental Involvement in Their Children's English Language Learning
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3992 |
Non-Native English-Speaking Teachers (NNESTs) in Diverse Classrooms
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3993 |
The Promise of Educational Media for Dual Language Learners’ L1 and L2 Vocabulary Development
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3994 |
Predictors of Code-Switching in Young Spanish-English Bilinguals
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3996 |
Personal Narratives of Long-Term English Learners: High School Perspectives from Inside English Learner Policy
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3997 |
If You Start from Behind, the Race Isn't Fair: Math Placement of Language Minority High School Students
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3998 |
Culturally Valid Assessment of the Alphabetic Principle for Early Elementary Hmong Students Learning English
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3999 |
Be-Insertion in Interlanguage: A Topic Marker, A Tense/Agreement Morpheme, or Both?
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4000 |
On Identifying Situations of Use: L1 and L2 Knowledge about Situation-Bound Utterances
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