Predictors Of Academic Success For English As Second Language Students In Nursing Education Programs In Arkansas

Academic achievement of English language learners (ELLs), the fastest growing population in the U.S. schools, deserves greater attention. This non-experimental study investigated the unique contributions-above and beyond other individual difference and school characteristics-of language learning strategies (LLS) to student academic outcomes in a second language (L2). The sample comprised 1,057 ELLs (651 elementary, 275 middle, and 131 high school) attending 38 schools in one urban school district. Descriptive analysis results indicated that ELLs used a large array ofLLS; yet, except for metacognitive strategies, most LLS were reportedly used only at a medium level of frequency. The results also indicated a strong awareness of strategy effectiveness among teachers: A lack of significant correlations between teacher and student LLS ratings, however, suggested that teacher beliefs may not necessarily translate into practice. The results of Structural Equation Modeling analyses identified three positive, instructionally manipulable contributors to ELLs' L2 outcomes: metacognitive strategies, motivation, and native language (L 1) literacy. Whereas metacognitive strategy use appeared to be stable, cognitive strategy use declined as a function of age; memory, social, affective, and compensation strategy use declined as a function of length of residence (LOR). These results confirmed Gardner et al.'s (1997) hypothesis holding that with increased L2 proficiency students may feel less need in using LLS and suggested that age and LOR may moderate the relationships between LLS and L2 outcomes. Hierarchical Linear Modeling results indicated that metacognitive strategies, L 1 literacy, and English proficiency significantly contributed to reading achievement. Controlling for other predictors, lack of prior formal schooling had no negative effect on ELLs' achievement; lack of mother formal education was a negative predictor of mathematics and science-but not reading and social studies-scores. Higher school quality indicators predicted higher academic achievement among ELLs. The overall results suggest that ELLs would benefit from: (a) integrated content, language, and metacognitive strategy instruction; (b) classrooms that stimulate motivation; (c) Ll literacy maintenance; (d) additional L2 support; and (e) placement in higher-performing schools. Additional research is needed to explore the potential moderator effects of age and LOR on the relationships between LLS and L2 outcomes.

The changing demographic landscape in the United States and the need to achieve workforce diversity in nursing call for stratagies designed to enhance graduation rates of minority nursing students. Simulation is an effective teaching-learning strategy in nursing programs; however, limited studies exist that examine the experience of English-as-a-Second Language (ESL) nursing students in simulation environments. This study aimed to explore the lived experiences of ESL Baccalaureate Prelicensure Nursing (BSN) students in simulation environments. The study enrolled racial/ethnic minority ESL students in traditional prelicensure BSN programs who have participated in simulation during their study. A qualitative design with phenomenological approuch was used for this study. Interviews were conducted with 9 participants from 4 countries of origin and 3 nursing schools in Southeastern Pennsylvania. Data were analyzed using content analysis facilitated by ATLAS.ti 8 software. Ten themes emerged from the study. Learning enablers were Active Engagaement and Adaptive Stratagies, Mutual Connentedness, and Peer and Faculty Support. Barriers to learning included Linguistic Difficulties, Cultural Challenges, Feeling of Being Vulnerable, and Pressure to Perform. Recommended strategies to enhance learning were Inclusiveness and International Engagement, Academic Support, and Enlisting ESL Faculty. Implications for nursing education, pratice, policy and research as well as recommendatiosn for these aspects of nursing regarding ESL students are discussed. In conclusion, this qualitative research study provides important insights about the edcational needs ESL students and demonstrates the need for nursing programs to be intentional and consistant in implementing strategies that will enhance the academic success of ESL students.

In consideration of the widening achievement gap between native English speaking and non-English speaking students, the purpose of this study was to determine whether a predictable relationship exists between the academic achievement of English language learners (ELLs) and their background variables. Specifically, this study examined differences in gender, SES (based on free and reduced lunch), ethnicity, length of residence in the USA, and first language, and studied whether any associations existed between these factors and the ELLs' academic performance, as measured by Gateway scores in English II and Algebra I. Intermediate ELL students, grades nine through twelve, who attended schools in a Tennessee Metropolitan School District were the subjects of this study. The study used the archival data of Gateway scores from 2004-2007. Simple linear regression analyses and Analyses of Variance were conducted to test whether there was any association between the variables and the English language learners' performance on the Gateway exams. There were no significant associations between gender and academic achievement or between length of residence in the USA and academic achievement. However, significant differences were found based on the first language and ethnicity of the English language learners. Appended are: (1) ANOVA Table for First Language; and (2) ANOVA Table for Ethnicity. (Contains 10 tables and 3 figures.).

A high level of English language proficiency is required in nursing programs as communication is a core component in nursing practice. Universities have admission criteria to ensure that international English as second language (ESL) students are prepared for language requirements in the academic setting. Domestic ESL students are not required to meet any English language proficiency criteria. Unfortunately, some ESL students do not have the English language proficiency skills necessary for success in the nursing program. In this dissertation, I explored the relationship between nursing school English language proficiency admission criteria met by ESL students and their measures on academic skills variables when compared to native English-speaking students. I conducted a cross-sectional study of 391 native English-speaking students and 50 ESL students from an undergraduate BSN program at a large Midwestern public university. The majority of the ESL students in my study were domestic ESL students. ESL students struggled in their nursing studies compared to native English-speaking students. ESL students living less than seven years in the United States scored lower on just under half of the academic variables while the ESL student living seven or more years in the United States scored lower on a smaller number of academic variables. The ESL students who graduated from a U.S. high school scored lower on more academic variables than the ESL student who had attended at least one year of an English-speaking college. Students who graduated from a U.S. high school and attended an English-speaking college scored lower on the least number of academic variables when compared to native English-speaking students. I was unable to explore the relationship between English language proficiency test scores and academic variables because there was only one student in the study admitted based on test scores. The findings from my study raised questions about the validity of using university English language proficiency admission requirements as a measure for identifying English language proficiency. I recommend identifying methods for domestic ESL students to demonstrate English language proficiency requirements for nursing schools.

The Workshop on the Role of Language in School Learning: Implications for Closing the Achievement Gap was held to explore three questions: What is known about the conditions that affect language development? What are the effects of early language development on school achievement? What instructional approaches help students meet school demands for language and reading comprehension? Of particular interest was the degree to which group differences in school achievement might be attributed to language differences, and whether language-related instruction might help to close gaps in achievement by helping students cope with language-intensive subject matter especially after the 3rd grade. The workshop provided a forum for researchers and practitioners to review and discuss relevant research findings from varied perspectives. The disciplines and professions represented included: language development, child development, cognitive psychology, linguistics, reading, educationally disadvantaged student populations, literacy in content areas (math, science, social studies), and teacher education. The aim of the meeting was not to reach consensus or provide recommendations, but rather to offer expert insight into the issues that surround the study of language, academic learning, and achievement gaps, and to gather varied viewpoints on what available research findings might imply for future research and practice. This book summarizes and synthesizes two days of workshop presentations and discussion.

This is the first book-length study of bilingual, international, and immigrant students in English writing courses that attempts to fully embed their writing experiences within the broader frame of their personal histories, the human context of their development, and the disciplinary contexts of their majors. It addresses the questions: How useful are L2 writing courses for the students who are required to take them? What do the students carry with them from these courses to their other disciplinary courses across the curriculum? What happens to these students after they leave ESL, English, or writing classes? Drawing on data from a 5-year longitudinal study of four university students for whom English was not their strongest/primary language, it captures their literacy experiences throughout their undergraduate careers. The intensive case studies answer some questions and raise others about these students’ academic development as it entwined with their social experiences and identity formation and with the ideological context of studying at a US university in the 1990s.