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Open AccessArticle
CLIL in English-Medium Nursing Education: Teacher Collaboration via Translanguaging–Trans-Semiotising Pedagogy for Enabling Internally Persuasive Discourse and Professional Competencies
by
Yiqi Liu
Yiqi Liu
and
Angel M. Y. Lin
Angel M. Y. Lin
1
Department of English Language Education & Centre for Language in Education, The Education University of Hong Kong, Hong Kong SAR, China
2
Department of English Language Education, The Education University of Hong Kong, Hong Kong SAR, China
*
Author to whom correspondence should be addressed.
Educ. Sci. 2025, 15(8), 983; https://doi.org/10.3390/educsci15080983 (registering DOI)
Submission received: 26 May 2025
/
Revised: 9 July 2025
/
Accepted: 23 July 2025
/
Published: 1 August 2025
Abstract
Academic English support is crucial for English as an Additional Language (EAL) nursing students in English-medium nursing education programmes. However, empirical research on content and language integrated learning (CLIL) within this specific context remains limited. This study, informed by recent advancements in translanguaging and trans-semiotising (TL-TS) theory, investigates the patterns of teacher collaboration in nursing CLIL and its impact when employing a TL-TS pedagogical approach. Analysis of students’ pre- and post-tests and multimodal classroom interactions reveals that effective collaboration between nursing specialists and language experts in CLIL can be fostered by (1) aligning with language education principles through the incorporation of internally persuasive discourse (IPD) about language learning and TL-TS practices; (2) simulating potential professional contingencies and co-developing coping strategies using TL-TS; and (3) elucidating nursing language norms through TL-TS and IPD. We advocate for re-imagination of CLIL in English-medium nursing education through an organistic–procedural TL perspective and highlight its potential to enhance EAL nursing students’ development of language proficiency and professional competencies.
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MDPI and ACS Style
Liu, Y.; Lin, A.M.Y.
CLIL in English-Medium Nursing Education: Teacher Collaboration via Translanguaging–Trans-Semiotising Pedagogy for Enabling Internally Persuasive Discourse and Professional Competencies. Educ. Sci. 2025, 15, 983.
https://doi.org/10.3390/educsci15080983
AMA Style
Liu Y, Lin AMY.
CLIL in English-Medium Nursing Education: Teacher Collaboration via Translanguaging–Trans-Semiotising Pedagogy for Enabling Internally Persuasive Discourse and Professional Competencies. Education Sciences. 2025; 15(8):983.
https://doi.org/10.3390/educsci15080983
Chicago/Turabian Style
Liu, Yiqi, and Angel M. Y. Lin.
2025. "CLIL in English-Medium Nursing Education: Teacher Collaboration via Translanguaging–Trans-Semiotising Pedagogy for Enabling Internally Persuasive Discourse and Professional Competencies" Education Sciences 15, no. 8: 983.
https://doi.org/10.3390/educsci15080983
APA Style
Liu, Y., & Lin, A. M. Y.
(2025). CLIL in English-Medium Nursing Education: Teacher Collaboration via Translanguaging–Trans-Semiotising Pedagogy for Enabling Internally Persuasive Discourse and Professional Competencies. Education Sciences, 15(8), 983.
https://doi.org/10.3390/educsci15080983
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