Learning Language for Work and Life: The Linguistic Socialization of Immigrant Canadians Seeking Careers in Healthcare

Abstract

This article discusses research on ESL for the workplace, identifying gaps in the existing literature and promising directions for new explorations. A qualitative study was conducted in one type of program for immigrant women and men in Western Canada seeking to become long-term resident care aides or home support workers. The study examined the linguistic and social processes at work in the education and integration of immigrant ESL speakers into the workforce and the broader community; the issues participants in such programs face; and the insights that can be gleaned for understanding language socialization in this context. Of particular interest was the contrast observed in one such program between the focus on medical and general English language proficiency, as well as nursing skills, and the actual communication requirements within institutions with large numbers of staff and patients who do not speak English, and who, in the case of the elderly, may also face communication

Older Learners in SLA Research: A First Look at Working Memory, Feedback, and L2 Development

“…Naturally, not all of them will begin learning English at advanced ages, but older adults do comprise at least a portion of community-based classes in English as a second language (ESL). Unfortunately, as Duff, Wong, and Early's (2000) ethnographic research in Canada has shown, there can be vast disparities in language learning opportunities for younger versus older immigrants. Meanwhile, a lack of language skills can hinder social integration and impede accessibility to important social services for older immigrants (Treas & Mazumdar, 2002).…”

Teaching Languages to Future Health Professionals: A Needs Assessment Study

“…Indeed, many languages are in contact situations with English. Working in the context of ESL, Duff, Wong, and Early (2000) observed that "the monolingual English workplaces for which program curricula and textbooks prepare students simply do not exist any longer in large cities in many parts of the 'English-speaking world'" (p. 49).…”

Insights into the agency, positioning and development of professional Finnish language skills of international nursing students

“…out (translated) Ritva speaks in the voice of a professional when she points to nonverbal communication and how it nousee uuteen ulottuvuuteen [gains a new dimension], that is, how it becomes an essential tool for the students when dealing with communicative settings, such as taking care of a patient. Thus nonverbal communication is seen as compensation for a lack of language proficiency: friendly and respectful manners make the patients feel they receive good care (see also Andersson, 2010;Duff et al, 2002;Jansson, 2014;Virtanen, 2011). According to Ritva's narrative, it is tosiasia [a fact] that international students do not gain access to the same resources as the local ones do when it comes to documentation because of their insufficient Finnish language skills: englanninkielisiltä tämä jää (.)…”