“They Assume I'm Not Intelligent Just Because I Have an Accent”
Supporting Retention of Nursing Students Who Speak English as an Additional Language
Bibliographic Data
| ID | 21456262 |
|---|---|
| Authors | Cristina Dominguez De Quezada (The University of Texas at El Paso), Diane B Monsivais (0000-0002-1377-4166) |
| Year | 2025 |
| Volume | 64 |
| Issue | 3 |
| Pages | 192-195 |
| Publication date | 2025-03-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Nursing Education (JOURNAL) |
| Journal identifiers | ISSN: 0148-4834 • E-ISSN: 1938-2421 |
| Publisher | SLACK, Inc (PUBLISHER) |
| DOI | 10.3928/01484834-20240724-02 |
| PMID | 39653063 |
| OpenAlex | W4405175976 |
| Language | EN |
| References cited | 38 |
Background Many nursing students who speak English as an additional language unfortunately face challenges that can hinder their academic success. Method A literature review was carried out to investigate challenges faced by nursing students who speak English as an additional language and strategies to promote academic success. Results A significant challenge is an implicit bias toward students who speak accented English, resulting in stigmatization from faculty and peers. Students frequently relayed that because of their accented English, they were perceived as being less intelligent, resulting in ongoing stress and often a lack of confidence. The Universal Design for Learning (UDL) framework promotes success for students who speak English as an additional language. Conclusion The UDL framework is used to display strategies from nursing literature that promote success for students who speak English as an additional language. [ J Nurs Educ . 2025;64(3):192–195.]
English language · Face (sociological concept) · Linguistics · Mathematics education · Medical education · Stress (linguistics) · EFL/ESL Teaching and Learning · Medicine · Multilingual Education and Policy · Nursing · Psychology · Second Language Learning and Teaching
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| Highly cited | No |
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