DEVELOPING AN ENGLISH LANGUAGE CURRICULUM FOR CHINESE NURSING STUDENTS IN SRI LANKA: BALANCING ACADEMIC AND EVERYDAY LANGUAGE NEEDS

Abstract

As global academic mobility increases, higher education institutions must design English language courses that cater to the specific and practical needs of international students. This study focuses on developing a tailor-made English curriculum for a group of Chinese students enrolled in the Master’s in Nursing programme at the Open University of Sri Lanka (OUSL). Although these students were academically qualified, they struggled to use English effectively in their academic, professional, and everyday interactions. English, for them, had been learned as a classroom subject, not as a functional communication tool. The challenge, therefore, was to create a curriculum that was both practical and culturally responsive. A detailed needs analysis was conducted with input from both the Department of Nursing and the students. The analysis highlighted key areas where language support was urgently required: academic writing, speaking, listening comprehension, and everyday communication. Based on these findings, the Department of English Language Teaching (DELT) designed a short course titled English for Healthcare Professionals. The course consisted of 24 sessions delivered in a blended format, with online modules offered prior to the students’ arrival in Sri Lanka and face-to-face classes conducted afterward. Lessons were built around real-life scenarios such as speaking to doctors, using public transport, and participating in class discussions. Materials were also developed to include healthcare vocabulary, role-play exercises, and simple grammar activities, supported by digital tools. The curriculum development process demonstrated that effective English teaching for international students requires more than academic content—it must also support students’ day-to- day lives in a new environment. The course design was informed by stakeholder input and built on principles of English for Specific Purposes (ESP) and learner-centred pedagogy. This study emphasizes the importance of a needs-based, culturally aware approach to English curriculum development. It offers valuable insights for institutions aiming to support non-native English speakers in professional academic settings while ensuring they are equipped to navigate everyday life with confidence.