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Caroline Malthus and Hongyan Lu

I don’t pretend I’m a Kiwi: Insights from nursing graduates on language and identities in new cultures. Caroline Malthus and Hongyan Lu. Content Style 2. Outline of the study. Explore strategies and factors which helped EAL Nursing graduates develop spoken English

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Caroline Malthus and Hongyan Lu

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  1. I don’t pretend I’m a Kiwi: Insights from nursing graduates on language and identities in new cultures Caroline Malthus and Hongyan Lu

  2. Content Style 2 Te Puna Ako Learning Centre

  3. Outline of the study Explore strategies and factors which helped EAL Nursing graduates develop spoken English strategies and inputs for success Te Puna Ako Learning Centre

  4. The study: Qualitative : interview based; retrospective Language and nursing literature socio-cultural context, language and identity community of practice socialisation and professional identity personal agency / autonomy 8 graduates and 4 clinical tutors recruited Interviews recorded, transcribed, checked Thematic data analysis (Thomas, 2006) Te Puna Ako Learning Centre

  5. Graduate participant information Te Puna Ako Learning Centre

  6. Social learning and social identity Communication as a subject “I think it’s more like your technique rather than you know like the words” (Carla) Role modelling of tutors and nurses “So when you listen to them, you just, you learn from them, know their experience, it’s not about their skills, it’s not about their knowledge, it’s also about the way they speak to their colleagues, the way they interact with you know, others” (Carla) challenges and opportunities in clinical practice “they see you as you know, some sort of extra task for them, and being so busy with their patient load and everything else, they’re not really happy to have something extra that they have to work on” (Irina) Te Puna Ako Learning Centre

  7. Personal agency and responsibility “especially the beginning, at times I feel very frustrated, for the English communication. Yeah…in that moment I was upset with myself. I think from another point of view it just pushed me. It required you to improve your English as quick as you can (…) Because it will be your career (…) it’s your responsibility to meet that bar. You cannot ask others to lower the bar for you” (George) “She failed me for my communication… She said I will fail you this time but you need to improve this one to pass for the final assessment. So that made me thinking I need to do this.”(Annie) Te Puna Ako Learning Centre

  8. How do they feel now in relation to English? Learning is ongoing “I feel like it’s still a problem for me because I do come across sometime people are just like I don’t know what you’re talking about? … I was trying really hard to talk like to express myself but actually people just say to me I don’t know what you're talking about, so it’s like really hurt.” (Ashley) Social aspects at work “sometime I feel the joke if you ask them what it actually means, it’s not a joke anymore, it’s not funny anymore” (Carla) Feel supported by senior staff and peers Now supervising students themselves Te Puna Ako Learning Centre

  9. The advice graduates give… Form mixed study groups outside class Tell staff your needs and goals Talk to patients and staff Work part-time in clinical environments Remember the situation for patients Be proactive and self-confident Attend to language Keep up to date with local news Language  good communication Focus on progress, not problems Te Puna Ako Learning Centre

  10. Comments by tutors… Aware of barriers for EAL students Assessing and giving feedback is not easy Initial responses to negative feedback Good level of nursing knowledge helps Practise constantly, speak English, use media, mix with other students, focus on NVC, slow down Build relationships with clients and staff Te Puna Ako Learning Centre

  11. Overall threads of success: Tuning into socio-cultural context Learning about communication Sense of identity Clinical practice ‘pushed’ spoken language Stress was positive Suggestions – combination of social factors and individual agency Te Puna Ako Learning Centre

  12. What can we learn from students? Te Puna Ako Learning Centre

  13. Content Style 2 Caroline Malthus cmalthus@unitec.ac.nz Hongyan Lu hlu@unitec.ac.nz Te Puna Ako Learning Centre

  14. Questions for graduates What inputs made a difference to your spoken English? What strategies did you use to improve spoken English outside the programme? What feedback made a difference? How do you feel now about communication in English? What suggestions do you have for students starting out? Te Puna Ako Learning Centre

  15. Questions for tutors What strategies have you observed EAL students using to develop spoken English? What recommendations do you commonly make to EAL students about speaking? How have students responded to formal and informal feedback? Did you have (or have to do) any preparation to work with EAL students? What suggestions would you make to EAL students starting the BN programme? Has working with EAL students had an impact on workload for you? Te Puna Ako Learning Centre

  16. Sharing our research

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