Using critical EAP, the present study sought to elucidate vocational English course design with the active participation of all the stakeholders (n=56) with a focus on content-and-language-integrated-learning (CLIL). This course has been designed for the undergraduate nursing students in light of critical needs analysis, observation, in-house course materials and also syllabus design that has been tailored to the nursing students’ needs.
As highlighted in the UNESCO report (5-9 October 1998, Paris), in the World Declaration of Higher Education for the Twenty-First Century, quality in higher education is a ‘multidimensional concept’ that should embrace an academic milieu to educate and train highly qualified graduates who are responsible and accountable individuals. Using critical EAP, the present study sought to elucidate vocational English course design with the active participation of all the stakeholders (n=56) with a focus on content-and-language-integrated-learning (CLIL). This course has been designed for the undergraduate nursing students in a state university in light of critical needs analysis, observation, in-house course materials and also syllabus design that has been tailored to the nursing students’ needs, such as terminology learning. I should highlight that this study sets out to show how vocational English skills gained drawing on content-driven language education during courses could be sustained with active practices outside the classroom. Thus, nursing students’ active research and academic cooperation as teamwork experience for the sustainability of the vocational English course beyond the classes, such as attending undergraduate medical students’ conferences, and also their reflective journals about the vocational English course evaluation will be discussed in this talk.
