Lessons Learned from a Discipline-Specific Language Support Initiative for Multilingual Students (MLSs) in a Foundational Course in Health Sciences - A Mixed-Methods Case Study from a Western Canadian University

Oct 15, 2026

This mixed methods explanatory case study addresses the low utilization of a joint initiative designed to improve language skills for English as an additional language (EAL) and multilingual students (MLSs) within a health sciences disciplinary setting. A western Canadian university’s health sciences faculty and an English language learning centre collaborated to provide an extra adjunct language tutorial, drop-in language services, and Canvas LMS uploaded support files for first-year introductory health sciences students. Pre- and post- comparisons using the Post-Entry Language Assessment (PELA) show writing and perceived language improvements, while underparticipation drives sequential explanatory mixed methods findings. Quantitative survey data and qualitative interviews are used to share recommendations to increase service utilization.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages26

Reading Time1 h 6 min

AccessFree to download

Abstract

Study design and collaboration

Intervention types and learning context

Assessment results

Underutilization analysis and recommendations

The Canadian Journal for the Scholarship of Teaching and Learning | Volume 14 | Issue 2 | Article 15 | | --- | --- | | Fall 10-15-2023
Lessons Learned from a Discipline-Specific Language Support Initiative for Multilingual Students (MLSs) in a Foundational Course in Health Sciences: A Mixed Methods Case Study from a Western Canadian University
Tun Myint [tunmyint2007@gmail.com](tunmyint2007@gmail.com)[ ](tunmyint2007@gmail.com)[Breanna Fraser-Hevlin](Breanna Fraser-Hevlin)[ ](Breanna Fraser-Hevlin)[breanna.fraserhevlin@gmail.com](breanna.fraserhevlin@gmail.com)[ ](breanna.fraserhevlin@gmail.com)Chris Niosco [chris_niosco@hotmail.com](chris_niosco@hotmail.com)
Follow this and additional works at: [https://www.cjsotl-rcacea.ca](https://www.cjsotl-rcacea.ca)
[https://doi.org/10.5206/cjsotlrcacea.2023.2.13782](https://doi.org/10.5206/cjsotlrcacea.2023.2.13782)
Recommended Citation
Myint, T., Fraser-Hevlin, B., & Niosco, C. (2023) . Lessons learned from a discipline-specific language support initiative for multilingual students (MLSs) in a foundational course in health sciences: A mixed methods case study from a western Canadian university. The Canadian Journal for the Scholarship of Teaching and Learning, 14(2) .
[https://doi.org/10.5206/cjsotlrcacea.2023.2.13782](https://doi.org/10.5206/cjsotlrcacea.2023.2.13782) | | Lessons Learned from a Discipline-Specific Language Support Initiative for Multilingual Students (MLSs) in a Foundational Course in Health Sciences: A Mixed-Methods Case Study from a Western Canadian University Abstract This mixed methods explanatory case study intends to explain low utilization of a joint initiative to improve language skills targeted to English as an additional language (EAL)/multilingual students (MLSs) in a disciplinary context. Considering the importance of discipline-specific language and literacy skills, a university health sciences faculty and an English language learning centre at a western Canadian University collaborated on a joint initiative to support EAL/MLSs. Language support services, such as an extra semester-long adjunct language tutorial, drop-in language services, and language support files uploaded on the Canvas Learning Management System (LMS) were provided for students enrolled in a first-year introductory-level health sciences course. A comparison of a pretest and post-test Post-Entry Language Assessment (PELA) revealed improvements in both writing skills and perceived language skills. However, the discovery of the underutilization of language support services prompted a sequential explanatory mixed methods case study to identify learners’reasons for low participation. Findings from the quantitative survey and qualitative interviews are shared along with recommendations for improving language support service utilization. L’étude de cas explicative à méthodes mixtes vise à expliquer la faible utilisation d’une initiative commune pour améliorer les compétences linguistiques ciblées sur l’anglais langue additionnelle et à l’intention des étudiants et étudiantes multilingues dans un contexte disciplinaire. Étant donné l’importance des compétences langagières et en alphabétisation spécifiques à une discipline, un professeur universitaire de sciences de la santé et un centre d’apprentissage de l’anglais d’une université de l’Ouest du Canada ont collaboré à une initiative commune visant à soutenir les services de soutien linguistique d’anglais langue additionnelle et les étudiants et étudiantes multilingues. Cette initiative a offert un tutorat linguistique additionnel d’une durée d’un semestre, des services linguistiques sans rendez-vous et des fichiers de soutien linguistique téléchargés sur le Canvas Learning Management System (LMS) . Ces services ont été offerts aux étudiants et aux étudiantesinscrits dans un cours d’introduction aux sciences de la santé de première année. La comparaison entre un pré-test et un post-test de l’évaluation linguistiqu

FAQs

What problem does the study investigate about the language support initiative?

It examines why a joint language support initiative targeted to EAL/multilingual students was used at a low rate within a disciplinary context.

What supports were provided to students in the initiative?

Students received an extra semester-long adjunct language tutorial, drop-in language services, and language support files uploaded on the Canvas LMS.

How did the Post-Entry Language Assessment (PELA) results relate to students’ progress?

Comparing a pretest and post-test showed improvements in writing skills and perceived language skills.

How did the study explain the low participation in the support services?

It used a sequential explanatory mixed methods case study, combining quantitative survey results with qualitative interviews to identify learners’ reasons for low participation, along with recommendations to improve utilization.

Oct 15, 2026

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