Content-and-Language-Integrated-Learning (CLIL) in English-Medium Nursing Education: Empowering EAL Students With the Translanguaging and Trans-Semiotizing Approach

• In Event: Navigating Power and Identity: Multimodal Pedagogies and Collaborative Learning in Diverse Educational Contexts

Abstract

While academic English support is much needed in English-medium nursing courses (not as additional English programs) for EAL nursing students, content-and-language-integrated-learning (CLIL) is under-investigated in research literature. Drawing upon recent development of translanguaging and trans-semiotizing (TL-TS), the study explores the impact of the TL-TS approach to CLIL in nursing education. Results of students’ pre- and post-tests and discourse analysis on semi-structured interviews with the nursing students indicated that: 1) The planned and systemic TL-TS pedagogy actualized by the Multimodalities- Entextualisation Cycle (Lin, 2015) increased the EFL nursing students’ command of nursing knowledge and language; 2) ideologies discursively constructed may hamper EAL nursing students’ learning. The implications for CLIL in nursing and TL-TS pedagogy will be discussed.

Author

• Yiqi Liu, The Education University of Hong Kong