WHAT DO WE KNOWAboutEducating Asian ESL Nursing Students?A Literature Review

Abstract

Because of cultural differences and language barriers, some Asian nursing students who speak English as a second language (ESL) have not realized their full potential and career goals. Based on an exhaustive search through existing electronic databases in health sciences, this article synthesizes the published literature between 1980 and 2010 on this subgroup of nursing students in four domains: conceptual frameworks, language and communication, support and infrastructure, and instructional strategies. However, some of the classic works were published before 1980. Findings indicate that a body of literature on ESL nursing students has emerged in the last decades, with several limitations. Based on this review, implications for future educational practice and research are elaborated, with an emphasis on an evidence-based approach.

Comparative Difficulties with Non-Scientific General Vocabulary and Scientific - Medical Terminology in English as a Second Language ( ESL ) Medical Students

“…T here is a sizeable body of literature about the education of "English as a second language" (ESL) students in health sciences; [1][2][3][4] however, much of this information addresses ESL students in English speaking countries. There is less information about the challenges faced by ESL students studying health sciences in English in non-English speaking countries.…”

A Correlational Study of a Reading Comprehension Program and Attrition Rates of ESL Nursing Students in Texas

“…Historically, ESL students have experienced higher attrition than non-ESL students (Brown, 2008;Choi, 2005;Gilchrist & Rector, 2007;Junious, Malecha, Tart, & Young, 2010;Memmer & Worth, 1991;Scheele, Pruitt, Johnson, & Xu, 2011). Over 20 years ago, researchers identified the disparity between ESL and non-ESL nursing student attrition and began to devise ways to close the gap (Memmer & Worth, 1991), but actual attrition rates of ESL students have not been adequately measured and reported.…”

Learning a technical language: The modality effect in nursing students' retention of new vocabulary

“…In their review of literature on Asian ESL nursing students, Scheele, Pruitt, Johnson and Xu (2011) observe that such students may have some English reading and writing skills, but rarely the opportunity to practice speaking English before entering an English-speaking classroom. The authors note that in Asian classrooms, more emphasis is placed on memorization of important facts than on synthesizing information after reading, which is more typical in English-language classrooms.…”

“…A review of literature indicates special learning needs for second language learners, but also a track record of prior learning that differs from how native English learners are taught new vocabulary knowledge (Kim and Gilman, 2008;Scheele, Pruitt, Johnson and Xu, 2011;Yang, 2005).…”