Vid Institutionen för språkdidaktik hålls ämnesvisa högre seminarier. Ämnesgruppen för svenska som andraspråk var värd för detta seminarium.

Dorota Lubińska

Dorota Lubińska är universitetslektor i språkdidaktik med inriktning mot svenska som andraspråk.

Insights from a small scale Swedish language support intervention in a complementary nursing programme

Högre seminarium med Dorota Lubińska.


This presentation reports some insights from a joint action research project between a language education department and a nursing science department in Sweden.

The project has been developed within a complementary nursing programme for immigrant nurses from countries outside EU/EES. Nurse educators in these programmes often feel inadequate trying to help their students to achieve their educational goals.

In previous studies on English as a second language, it was claimed that this type of students faces mainly two challenges. Firstly, while the students demonstrate minimum proficiency of the target language required for programme acceptance, they still struggle with academic language, and can have difficulties with managing the programme. Secondly, they have also limitations communicating in the clinical settings experiencing difficulties in both speaking and listening. Thus, the project has been initiated in order to (1) develop and evaluate a language support intervention as well as (2) to identify the needs and opportunities of the students in their clinical practice.

In this presentation the first part of the project is reported. The theoretical and pedagogical framework for this part comes from two fields such as academic writing in a second language and genre- and content-based second language instruction. The first research and intervention cycle followed four main steps: planning, action/intervention, observation and evaluation. The participants were two nurse educators, 24 students and a language teacher. The data in this cycle was collected through interviews, questionnaires, field notes, course documentation, and students' texts. The results are reported mainly in terms of (i) how was the intervention derived from the understanding of the specific situation, (ii) what were the standards and criteria for success of the intervention, and (iii) to what extent was the practice changed.