Programs in Veterinary Education, Essay Example

Introduction

Miami Dade is an honors College that focuses on providing equal opportunities for young people from diverse backgrounds. According to Holloway (2010), the population is diverse, and therefore the courses offered are popular among those who have no funds for private colleges. The report states that 79 percent of the students are Hispanic, while 65 percent are female. At the same time, the author (Halloway, 2010, p. 6), “students reported speaking over 22 different languages”. The importance of English as a second language education is clearly visible within the campus. As many students would have first hand experience in learning English as a second language, ESL training and courses are popular. The below review will focus on ESL courses offered bby Miami Dade, and their relevance to veterinary education.

ESL Courses at Miami Dade

There are basic and intensive ESL courses offered by Miami Dade. The Kendall Campus of the college has a program ran by the ESL/Foreign Languages Department, designed for students who would like to improve their English skills for academic purposes. There are different levels offered for students, starting from 1 going up to level 6. The courses are broken down to different skills areas, which have their own credit values, such as speech and listening, reading, writing, grammar, speech lab, and writing lab (Miami Dade, n.d.). F1-visa holders are required to enroll to this course full time, which is a good option for many people, as they can learn as quickly as possible, without having to take days of break from learning and using the language.

Further, the college also has an intensive English course, designed for students aiming to improve their language skills above level 3. The program lasts for 16 weeks, and provides international students the opportunity to finish two levels in one term (3 and 4 or 5 and 6). The curriculum of the ESL department reflects the mission statement of the college, listed on the website (Miami Dade, n.d.).

“The Department of ESL/Foreign Languages enables students to participate and compete in a multicultural society and international marketplace. ESL students gain the English-           language proficiency necessary to succeed at the university level; foreign language   students gain communicative skills and a strong foundation for further study of their      target language. We provide high-quality professional instruction, educational resources,     and learning opportunities both in and out of the classroom.“

MDC has an ESOL program that focuses on speakers of other languages. It does not only focus on speaking and writing, but also citizenship, work-related skills, and academic work, which is relevant to the current topic of research: ESL courses to improve work-related skills and language competence in veterinary education. The InterAmerican Campus of Miami Dade College has several videos to help students with their language socialization (Interamerican Campus, n.d.). Further, there are several purpose-based programs, such as English for academic purposes, teaching through content, and learning communities are available for students who would like to interact on a higher level in English, and collaborate with like-minded people.

Observations and Internship Experience

Overall, the internship has provided not only learning, but a social experience as well. The course coordinator, Cynthia Schuemann, teaching courses has a unique approach towards teaching (Project Ace, n.d.). She does not only focus on international and cultural diversity, but also helps students understand what lies beyond the language: values, visions, and beliefs of Americans: something that I have always found hard to grasp. Indeed, this course has helped me on every level to better understand how language in academic and professional life works, and completing creating special assignments that can be viewed as valuable for other learners of English as a second language.

The Relevance of the Course to Veterinary Education

The courses provided by Miami Dade focus on using the language in academic and work setting, therefore, they are suitable for professionals. According to Singh and Sim (2011, p. 4), “early exposure of EAP skills is believed to be useful for the pre-tertiary or pre-university students to build a strong academic English language background which will then assist them to learn more effectively at a higher level”. This statement clearly summarizes the importance of learning English on a professional level, before one would start attending university, or moving to vocational training courses. One of the strengths of the ESL and ESOL programs provided by MDC is that it focuses on obtaining necessary skills (linguistic, communication, vocabulary, social, and work-related) for students who would like to succeed in higher education or their future profession. Therefore, the innovative ways of teaching students to use the language do not only help them achieve a higher level, but also understand the cultural aspects of English.

Research based on different disciplines and their relevance to ESL education is limited, as it has previously been revealed in a previous study, therefore, focusing on one profession and curriculum would help many colleges improve their courses, making them more relevant to the context, situations, and the needs of students. Butler-Pascoe (2009) highlighted the opportunities offered by emerging technologies, and the fact that new learning resources can be created and distributed at a low cost, unlike outdated and less interesting textbooks. At MDC, the use of interactive services, software, and the computer lab has – in my opinion – helped many learners achieve a higher level of proficiency in using and understanding English. Focusing on given common situations when teaching English for specific purposes would help students connect with the topic and engage with the course on a higher level (Salas et al. 2013). Taking the example of veterinary education, courses designed for students who are looking to enroll to a related program could include video recordings of some common situations, involving native speakers of English. Role playing has also been utilized in Miami Dade College, and it would be extremely useful when teaching veterinary students.

Personal Reflection Based on Observations and Interaction with Support Staff and Students

Being involved in the ESL program of Miami Dade College has not only helped me achieve a higher level in English, but also opened up my world. Indeed, being able to effectively communicate in a language is useful in every profession. Doctors, teachers, shopkeepers, and even engineers and researchers need advanced communication skills. Without them, they cannot progress through their career, and will face obstacles that native speakers of English do not need to deal with. Through promoting effective and learner centered programs, Miami Dade fulfills its above quoted mission, and allows individuals to grow, and improve their career or academic opportunities. That said, I am grateful for the community at the college: coordinators and tutors alike. I received guidance and support online and face-to-face whenever I asked for it, and all courses, meetings, field trips were organized to meet the needs of diverse students. I have found that – like me  – many students appreciate the work undertaken by the ESL department, and they now see themselves continuing their vocational or academic education, being confident that their recently acquired English skills will help them succeed. As Holloway (2010, p. 4) confirms, the community of the college is inclusive, and while MDC recruits only first time college students, they do everything to get them involved in research projects and develop their leadership skills. Social and academic interactions with faculty members and staff are well structured, and based on individual needs. Students are also encouraged to earn honors credits by completing special projects, which are determined as beneficial for the course developers, education professionals, or other students. Further, the leadership of the college regularly reviews the portfolio and course curriculum, in order to ensure that students get the most relevant training that meet their aspirations. Holloway (2010, p. 9) also notes the exceptional retention rates of the entire college, overall above 90 percent average for all campuses between 2003 and 2006. Finally, to relate back to the relevance of ESL courses to professional training, it is important to note that a two-day orientation program is offered by MDC in order to help students choose the right career, and get guidance on which skills they will need to obtain to become successful in the field.

Conclusion

My experience during the course, and completing the assignment has been positive, and I believe that I have developed both as a person and as a researcher. I now fully understand what student-focused ESL education means, and how courses can be made more relevant to students’ needs and goals. Applying changes in veterinary ESL education would certainly improve students’ career prospects, and help them become more competent and confident.

References

Butler-Pascoe, M. (2009) English for Specific Purposes (ESP), Innovation, and technology. English Education and ESP. June 2009. pp. 1-15.

Holloway, Alexandria.  (2010) “Chapter 3: The honors college in a two-year college setting: Miami Dade College.” The Honors College Phenomenon. National Collegiate Honors Council, 2008. 45. Academic OneFile. Web. 16 Sept. 2010.

Miami Dade College. (n.d.) Department of ESL & Foreign Languages Kendall Campus, Miami- Dade College Mission Statement. Retrieved from https://www.mdc.edu/kendall/esl/mission.htm

Miami Dade College. (n.d.) ESOL – English for Speakers of Other Languages. Retrieved from http://www.mdc.edu/ce/ae/esol.aspx

Miami Dade College. (n.d.) Content Based Instruction – Resources. Retrieved from http://www.mdc.edu/iac/academic-departments/esl-cbi-resources.aspx

Miami Dade College. (n.d.) Project Ace. Retrieved from http://www.mdc.edu/iac/esl/ace/faculty_bio.asp

Salas, S., Mercado, L., Ouedraogo, L. & Musetti, B. (2013) English for Specific Purposes: Negotiating needs, possibilities, and promises. English Teaching Forum. 2013. Number 4.

Shing, S. &  Sim, T. (2011) EAP needs analysis in higher education: Significance and future direction. English for Specific Purposes World. Issue 33, Volume 11, 2011