PECULIARITIES OF TEACHING ENGLISH TO MEDICAL STUDENTS WHOSE SECOND LANGUAGE IS ENGLISH
Keywords:
L2 Medical Students, Medical English, Language Acquisition, Content and Language Integrated Learning (CLIL), Medical Communication, Cultural Competence, Teaching Strategies, Peer Support, Real-world ApplicationsAbstract
This article explores the unique challenges faced by medical students whose second language is English (L2), highlighting the specific difficulties they encounter with specialized vocabulary, cultural nuances in medical communication, high academic expectations, and limited exposure to authentic medical English. The article then delves into effective teaching strategies designed to address these challenges, emphasizing the importance of Content and Language Integrated Learning (CLIL), contextualized learning, a focus on medical communication skills, active learning techniques, technology integration, awareness of cultural differences, and differentiated instruction. Finally, it underscores the importance of extending learning beyond the classroom through peer support and real-world applications, such as shadowing and volunteering in medical settings. By acknowledging the unique needs of L2 students and implementing these strategies, educators can empower them to excel in their medical education and navigate the complexities of the healthcare field.
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