Abstract
To support the students of English as an additional language (EAL) at Mount Royal University, a novel program was established in 2009. Initially developed to meet the needs of students in the Bachelor of Nursing program, the support program has now been successfully expanded to the departments of Child Studies and Social Work of the same institution. This study investigates the teaching and learning components of the expanded support program. In this qualitative investigation informed by a hermeneutic approach to phenomenology, interviews with participants reveals five themes, including (a) the importance of understanding student learning needs, (b) educators’ previous knowledge and experience, (c) advocating for student learning needs, (d) professional learning and development, and (e) optimizing student experience. This study details the first successful expansion of the EAL Student Support Program to a new faculty or department outside of the original nursing program.
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