Overcoming Writing Challenges in Bilingual Nursing Students: A Funds of Knowledge Collaboration with Pre-Service Education Students
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Debbie Conner, PhD, MSN, ANP/FNP-BC, FAANP debbie.conner@franklin.edu; Eric Johnson, PhD, eric.johnson@wsu.edu; Janet Katz, PhD, RN, FAAN jkatz@wsu.edu; Isabel Velasquez, isabel.valesquez@wsu.edu
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Background: Increasing workforce diversity, particularly in the growing Hispanic/Latino population is a priority in nursing. Reading comprehension and scholarly writing is the most notable challenge students’ and nursing faculty face when English is a second language (ESL).
Methods: To address the linguistic development of Hispanic/Latina nursing students, a bilingual student trained in ESL methods in the College of Education teacher preparation program provided tutoring support in the area of academic writing.
Results: Eleven students sought assistance for course papers and assignments for a total of 81 hours over the academic year. In addition to improved academic work, the tutor was able to provide social and cultural empathy given her own experiences as a bilingual student.
Conclusions: Drawing on the institutional funds of knowledge theory, we were able to provide academic support grounded in shared cultural and linguistic experiences between nursing students and a bilingual tutor, while also using the expertise emphasized in a teacher preparation program.
| Type | Article |
| Acquisition | Self-submission |
| Review Type | Peer-review: Single Blind |
| Format | Text-based Document |
| Evidence Level | Other |
| Research Approach | Pilot/Exploratory Study |
| Keywords | Adult Learners; Baccalaureate Nursing Education; Bilingual Education; English as Second Language Nursing Students |
| CINAHL Subject(s) | Students, Nursing, Baccalaureate; Education, Nursing, Baccalaureate; Multilingualism; English as a Second Language; Writing |
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