2025 Schedule

Abstract: As globalization accelerates, English has become essential as a lingua franca in professional nursing communication. However, in Japan, nursing English receives limited curricular priority compared to other required courses. Textbook-based materials provide basic vocabulary and expressions but often lack clinical relevance, while authentic simulations are too linguistically and technically demanding for Japanese nursing students. This lack of structured practice further hinders skill development.This presentation explores a scaffolded approach that integrates role-play, AI-driven dialogues, and virtual simulations to promote consistent English practice. Shared activities include student-created paper patient role-plays, AI-assisted patient interactions, and briefing simulations for overseas practicums. The effectiveness of AI-driven feedback, using structured frameworks like SBAR, SOCRATES, and ICE, will be discussed alongside a virtual medical simulation platform, Geeky Medics. By leveraging existing virtual simulation materials, English educators can play a meaningful role in supporting nursing students' communication and clinical skill development.

要旨：グローバル化が進む中、英語は看護専門職における共通語として不可欠である。しかし、日本では看護英語の教育優先度が他の看護科目に比べて低く、教科書ベースの教材は基礎的な語彙や表現を提供するものの、臨床的な関連性に欠ける。一方、英語での本格的なシミュレーションは言語的・技術的に日本の看護学生には負担が大きく、体系的な練習の不足がスキル習得を妨げている。本発表では、ロールプレイ、AI対話、バーチャル患者を組み合わせた段階的なアプローチを提案する。具体的には、学生が作成するペーパーペイシェントによるロールプレイ、AIを活用した患者対応練習、海外実習に向けたシミュレーションなどの活動を紹介する。また、SBAR、SOCRATES、ICEといった構造化された枠組みを用いたAIフィードバックの有効性を検討し、Geeky Medicsのバーチャル医療シミュレーションの活用についても議論する。既存のシミュレーション教材を活用することで、英語教育者が看護学生のコミュニケーション能力と臨床技能の向上を支援できる可能性がある。

About the Presenter: Yoko Atsumi  is an assistant professor at Seirei Christopher University. Her interests are ESP, learner development, and international education. She teaches ESP, as well as general English, to nursing, rehabilitation, social work, and education students.

Abstract:  Study abroad programs offer nursing students opportunities for exposure to another culture and language, and program coordinators spend much time and effort in creating engaging and meaningful learning experiences for their students. Preparation for such programs also usually involves anticipating possible health issues that may arise among students during their stay abroad. In spite of this, unimaginable situations occasionally do occur. This presentation will first summarize the medical emergencies and resulting hospital visits that involved four out of the five students who participated in a study abroad program in the Philippines in 2024. This will be followed by a discussion of the positive and negative observations and feelings that the students, as future nurses, experienced during and following their out-patient visits and/or hospitalization at one Filipino hospital. The presentation will end with suggestions for how to prepare for and deal with medical issues while studying abroad.

要旨：留学プログラムは看護学生に別の文化や言語に触れる機会を提供し、プログラムコーディネーターは学生にとって魅力的で有意義な学習体験を生み出すために多くの時間と労力を費やします。このようなプログラムの準備には通常、留学中に学生に生じる可能性のある健康上の問題を予測することも含まれます。それにもかかわらず、想像もできない状況が時々発生します。このプレゼンテーションではまず、2024年にフィリピンでの留学プログラムに参加した5人の学生のうち4人が経験した医療上の緊急事態とその結果の病院への通院についてまとめます。その後、将来の看護師として学生がフィリピンの病院での外来診療および入院中,入院後に経験した肯定的とともに否定的な観察と感情について説明します。プレゼンテーションの最後には、留学中に医療上の問題に備え、対処する方法を提案します。

About the Presenter: Eric Fortin is a professor at St. Mary’s College in Kurume, Fukuoka Prefecture. He teaches Nursing English,  and Intercultural Communication, as well as and French. His research interests include complex systems theory, third language acquisition and beyond, and learner autonomy.

Abstract: This presentation will introduce the planning, design, and implementation of a small-scale "escape room" style activity for reviewing medical English terminology and topics. The activity was originally created for a healthcare English course for 1st year university students for the purpose of reviewing content before the final exam and to boost engagement and motivation. As a fan of "escape room" puzzles, the presenter sought to combine material covered in previous lessons with tasks that require teamwork, creative thinking, and physical movement, to give students an enjoyable and memorable experience. In this presentation, participants will be given examples of a variety of tasks that they can adapt for their own contexts, and will also have the opportunity to work together to solve some puzzles.

要旨：このプレゼンテーションでは、医療英語の専門用語やトピックを復習するための小規模な「脱出ゲーム」スタイルのアクティビティの企画、設計、実施について紹介する。

About the Presenter: Martin Sedaghat is a lecturer at Niigata University of Health and Welfare, as well as a teacher and curriculum designer for the campus preschool. His research interests include game design for language learning and the use of picture books.

Abstract: This paper examines the importance of pre-editing skills and the use of ‘Plain Japanese' for the effective use of automatic translators in the medical field. As indicated by the existing relevant literature and the results of a simple questionnaire conducted by the author for Japanese healthcare professionals, when using automatic translators to communicate with non-Japanese-speaking patients, the most important thing for more accurate translation is to pre-edit the Japanese language into a more translatable one which would require some prior skills acquisition, training and on-the-job practice. This pre-editing skill for ‘Easily translatable Japanese’ seems to be strongly related to the use of ‘Easy Japanese (plain, more understandable) Japanese’, another skill required in medical practice when dealing with foreigners. It could be expected that training for easy Japanese language acquisition several times will increase the accuracy of foreign patient care using a translator, as well as enhance patient satisfaction.

要旨：医療分野における自動翻訳機の効果的な活用のために、事前編集スキルと「平易な日本語」の使用の重要性を検討する。「やさしい日本語」使用の訓練を行うことで、外国人対応時の機械翻訳の精度もあがり、患者満足度の上昇も期待できると考えられる。

About the Presenter: Michiko Sakaguchi is currently a specially appointed research fellow at Tsuda University, Institute for Research in Language and Culture, She has 14 years of teaching experience at medical, nursing, and other universities.

Abstract: Patient simulation (PS) is essential in medical and nursing education, but complexity increases in a second-language setting. At Yokohama City University (YCU), non- Japanese PS began in 2015 (Ochiai et al., 2017), undergoing significant evolution since its inception. This session presents the 2023 redevelopment of a PS preparation class for over 100 first-year nursing students at YCU. The presentation will begin by outlining the original course structure, including adaptations during the pandemic. Next, feedback will be examined from students, SPs, and faculty which highlighted the necessity for redevelopment which led to a needs analysis (Hutchison & Waters, 1987) to inform the new syllabus. Key syllabus changes will then be explored such as co- constructed role-play scripts, scaffolding, active listening development, and video models. Finally, post-redevelopment feedback will be analysed to assess effectiveness and guide future improvements.

要旨：YCUでは、2015年から非日本語の患者シミュレーション（PS）を導入。本発表では、2023年に再構築されたPS準備クラスについて報告します。シラバス変更点（シナリオ共同作成、スキャフォールディング等）や、再構築後の効果・改善点を分析し、今後の展望を考察します。

About the Presenter: Hayley Maccallum has been the lead English instructor for the Nursing Department at Yokohama City University since 2017. Drawing on her background as a registered nurse, she has successfully redesigned existing Nursing English courses and developed innovative new curricula to meet the evolving needs of nursing students. With her clinical experience, Hayley brings a unique perspective to her teaching—and a particular frustration with the often unrealistic portrayal of CPR in TV and film. 

Abstract: Nursing students should learn English not just for general language acquisition but for communicative skills needed to listen, speak, and act for the benefit of others. This presentation proposes bibliotherapy as a way to cultivate learning to serve the needs of patients. Bibliotherapy engages students in the close reading of imaginative literature for self-understanding and emotional growth. By observing how literary characters struggle with the problems of life, nursing students develop empathy and effective communication skills for dealing with patients. Through bibliotherapy, students improve their observational skills of reading and listening, along with their expressive skills of language choice and practical communication––a range of essential abilities for supporting patients’ emotional well-being. This presentation showcases bibliotherapy-based activities and students’ outcomes, showing how bibliotherapy contributes to students’ identity formation as nurses. Learning to use English as a professional tool for serving patients, students gain confidence in communicating effectively in clinical settings. 

要旨：看護学生にとって英語は、単なる言語習得ではなく、「他の人のために役立つ」「行動する」ためのスキルとして学ぶことが重要である。本発表では、そのアプローチとして「読書療法（ビブリオセラピー）」を提案する。読書療法は、文学作品を通じて自己理解や感情の整理を促す方法である。看護学生が英語の文学作品を読み、登場人物の感情や状況に共感し、自分の考えを英語で表現することで、共感力や対話力が養われる。これにより、患者の不安やストレスに寄り添うための「聞く力」や「言葉を選ぶ力」が向上し、実践的な英語コミュニケーション能力が身につく。本発表では、読書療法を取り入れた英語学習活動の具体例と学生の反応・成果を紹介し、看護師としてのアイデンティティ形成と英語学習がどのように結びつくのかを考察する。このアプローチにより、学生は英語をより実践的かつ意義深く捉え、自信を持って使えるようになることが期待される。

About the Presenters

Izumi Dryden is an associate professor at Mie Prefectural College of Nursing. She teaches liberal arts courses in English reading, literature and medicine, and communication. Her research interests include bibliotherapy and the publications and correspondence of Florence Nightingale.

Takako Ueda is a full-time lecturer in charge of nursing pedagogy at Mie Prefectural College of Nursing. Her research interests include the professional role transitions of nurses, focusing currently on role transition from nursing student to novice nurse.

Takahiko Maeda is an associate professor at Mie Prefectural College of Nursing. He specializes in pediatric nursing, with a research focus on nursing adolescent patients with chronic illnesses. Throughout his career he has been a strong advocate for male nurses.

Laurence Dryden is an English instructor at Aichi Shukutoku University in Nagoya, where he teaches courses in academic writing and American Studies. His research interests include multicultural language identities and imitative behaviour in language learning.

Abstract: Peer assessment encourages students to play learning resource roles for each other (Topping, 2009). However, content- and vocabulary-heavy nursing English lessons tend to leave learners little opportunity for reflection on their own and others’ speaking fluency. The presenters will introduce a peer assessment component that helps learners advance both their listening and speaking skills in a supportive environment. Watching short, engaging videos of previous students answering questions like “Why do you want to become a nurse?” helps learners identify ways that they and their peers can deliver messages more accurately and effectively when creating their own videos. Tips for assigning, collecting, selecting, and showing videos in class will be shared along with materials learners can use for assessing and providing feedback on each other’s proficiency. Follow-up discussion will include ways this kind of peer assessment can help students strengthen their learning community and develop lifelong learning attitudes.

要旨：本発表では、看護英語の必修授業で使うピア評価の内容を紹介する。このピア評価はリスニングとスピーキングスキル向上に役立つ環境を作ることができる。以前に本授業を受講した学生が「なぜ看護師になりたいのですか？」などの質問に答える姿を、現在の受講学生がビデオで視聴し、同じようにビデオを作成していく。その過程を通し、受講生達はお互いにより正確で効果的なメッセージの伝え方を学ぶことができる。

About the Presenters

Peter Collins has been teaching at Tokai University since 1998 and is the coordinator of Tokai’s Nursing Academic English course. His research interests include EAP, situated language, and integrating secondary and tertiary English education in Japan.

Simon Wilkins has been teaching at Tokai University since 2015 and has taught classes preparing student nurses for study abroad. His research interests include Assessment for Learning, CALL and Systemic Functional Linguistics.

Abstract: Currently, numerous nursing textbooks are available in Japan for EFL/ESL nursing students. However, the complexity of medical vocabulary in these resources varies depending on the subject matter. Some textbooks focus on basic health-related vocabulary to facilitate patient history discussions, while others introduce advanced medical terminology for engaging with complex healthcare topics. As a result, both the selection of vocabulary and the methodology used to present medical terms differ significantly, potentially making these resources unsuitable for nursing students in oral English courses.  To address this issue, this presentation explores the development and application of a specialized corpus for Nursing English for Specific Purposes (ESP), which is currently unavailable to educators. This corpus aims to provide a more structured and targeted approach to designing materials that align with the linguistic needs of nursing students, enhancing their ability to communicate effectively in medical settings.  

要旨：現在、日本にはEFL/ESLの医療系学生向けの看護英語教材が多数存在します。しかし、これらの教材に含まれる医療用語の難易度は、扱うテーマによって大きく異なります。例えば、一部の教材では患者の病歴や症状について話し合うための基本的な医療用語を扱う一方で、他の教材では高度な医療専門用語を用いて複雑なトピックを議論することを目的としています。そのため、教材ごとに語彙の選定や教授法にばらつきがあり、特に看護学生向けの英語スピーキング授業には適していない可能性があります。  この問題に対処するため、本発表では、看護分野の英語学習者向け教材の開発に活用できる「医療英語ESP（特定目的のための英語）」の専門コーパスの構築とその活用方法について考察します。このコーパスを用いることで、看護学生の実践的な英語コミュニケーション能力を高めるための、より体系的で効果的な教材設計が可能になることを提案します。 

About the Presenter: Robert Chartrand is a professor of English at the Institute of Foreign Language Education . He has taught English to nursing students and medical students at Kurume University and Kyushu University for over twenty years. He has also been an officer and director in JALT for over 30 years. 

要旨：本発表では、英語教師が生徒に何を教えるべきかを探る。まず、外国人患者が急増している日本での看護英語に対する試みを紹介する。こうした中、看護学生にどのような英語教育が必要なのかについて、現役看護学生、看護教員、病院看護師にアンケートとインタビューを行った。その結果、看護学生は医療現場に特化した能力だけでなく、患者の文化的背景を知った上で自己表現ができるようになることを望んでいることがわかった。看護師や看護教員は、看護を人間科学として理解する必要があると述べている。彼らは、医師と患者の間の「コミュニケーション・ブローカー」としての役割を果たすために必要な、さまざまな言語レジスターについて言及している。結果として、学生の英語力を向上させるためには、看護学の講義や実習と連動させ、患者中心の看護を前提とした語学教育が必要となる。

Abstract: This presentation explores what English teachers should teach their students. We will introduce the attempts in Japan, where the number of foreign patients rapidly increases.  Under this circumstance, we had a questionnaire and interviews with current nursing students, nursing faculty, and hospital nurses regarding what kind of English education is needed for nursing students. The results show that nursing students want to learn to express themselves with knowledge of the cultural background of their patients as well as to have the ability to be specific to the medical field. Nurses and nursing faculty say students must understand nursing as a human science. They mention the various language registers needed to serve as "communication brokers" between physicians and patients. As a result, to improve students' English language skills, language education needs to be linked to nursing lectures and practice and be based on the premise of patient-centered nursing.

About the Presenters

Yukiko Ito: Associate Professor, Basic Education, Center for Integrated Education and Learning, Tokyo Women's Medical University. Involved in English education at the School of Nursing for five years. I specialize in "Wasei Eigo" and conduct research on Japanese English in nursing textbooks.

鶴見仁美：東京女子医科大学、看護学部、助教。看護師としての実務経験は7年（東京の大規模病院, 地方のクリニックで働く）。看護の教育職については5年半で現在老年看護学を教えている。

Abstract: The COVID-19 pandemic transformed education, forcing a shift from traditional face-to-face classes to online and hybrid (hyflex) formats. Nursing students’ learning styles also changed, with increased use of electronic tablets leading to distractions during class. Common reasons for difficulty in staying focused included being distracted by peers, feeling discomfort with group learning, and struggling to keep up with lessons. As lectures are often conducted in large halls, systems that support individual learning within group settings are needed. This presentation introduces the use of Microsoft Teams’ transcript feature to enhance learning support. The feature helps nursing students focus by allowing them to review discussions later and aids those who struggle to follow class content. It also supports multilingual learning, offering a practical tool for diverse educational needs.

要旨：COVID-19パンデミックは教育に大きな変化をもたらし、従来の対面授業からオンライン授業やハイブリッド（ハイフレックス）形式へと移行した。看護学生の学習スタイルも変化し、タブレットの使用が増えたことで授業中の注意散漫が生じるようになった。集中できない主な理由としては、他の学生の声や行動による気の散り、集団学習への不安、授業内容についていくのが難しいことが挙げられる。大講義室での授業が多い中、集団の中でも個別学習を支援するシステムが求められている。本発表では、学習支援を強化するためのMicrosoft Teamsのトランスクリプト機能の活用を紹介する。この機能は、ディスカッション内容を後で確認できるため、看護学生の集中を助け、授業内容についていくのが難しい学生の支援にもなる。また、多言語学習にも対応しており、多様な教育ニーズに応える実用的なツールである。

About the Presenters

Takako Ueda is a full-time lecturer in charge of nursing pedagogy at Mie Prefectural College of Nursing. Her research interests include the professional role transition of nurses, focusing currently on the role transition from nursing student to novice nurse.

Izumi Dryden is an associate professor at Mie Prefectural College of Nursing. She teaches liberal arts courses in English reading, literature and medicine, and communication. Her research interests include bibliotherapy and the publications and correspondence of Florence Nightingale.

Takahiko Maeda is an associate professor at Mie Prefectural College of Nursing. He specializes in pediatric nursing, with a research focus on nursing adolescent patients with chronic illnesses. Throughout his career he has been a strong advocate for male nurses.

Laurence Dryden is an English instructor at Aichi Shukutoku University in Nagoya, where he teaches courses in academic writing and American Studies. His research interests include multicultural language identities and imitative behaviour in language learning.

Abstract: While LINE OpenChat provides a convenient communicative platform for nursing students to share post-lesson feedback directly with the teacher, ChatGPT serves as a teaching assistant to process and analyze this feedback, deepening understanding of student needs. By combining this familiar social networking tool with ChatGPT, this presentation will explore how it can be effectively used to enhance both feedback efficiency and its relevance in an English-speaking and listening class for nursing students. Through practical examples, this presentation will demonstrate how this integrated approach increases student engagement, facilitates more actionable feedback, and reduces the workload for instructors, all while fostering a more responsive and effective learning environment.

要旨：このプレゼンテーションでは、LINE OpenChatとChatGPTを活用し、看護学生向けの英語スピーキング・リスニング授業でのフィードバック効率を向上させる方法を紹介します。LINE OpenChatは授業後のフィードバック共有を便利にし、ChatGPTはその分析を助けます。実践的な例を通じて、学生のエンゲージメント向上、実用的なフィードバックの促進、教師の負担軽減の方法を示します。

About the Presenter: Jonathan Y. Levine-Ogura has lived in Iwate for nearly 30 years and has been an assistant professor at Iwate Medical University Center for Liberal Arts and Sciences since 2017. From 2006, he started teaching nursing students at one of the few five-year high school vocational nursing programs in Japan and has been teaching nursing English since then. His interests include using learner technologies to enhance language learning motivation and a growing curiosity about the historical development of the Japanese nursing profession.

Abstract: What can we do when the materials don’t quite fit the needs of our students? In this presentation Virginia and Bethan will discuss how they created a symbiotic relationship between materials development and classroom practice for Healthcare English. Virginia and Bethan worked together for a company that provided medical English courses online and face to face for various healthcare professionals. We discovered that published medical English resources and authentic materials did not quite fit the mould of what we wanted to achieve.  Working in a global healthcare context, our students had diverse healthcare English needs, such as addressing fossilised errors in healthcare communication; OET students needed practice in semi-authentic OET-style dialogues; while overseas nurses and doctors wanted to focus on intonation and pronunciation of specific sounds. 

要旨：

About the Presenters

Virginia Alum is an experienced medical English writer, producer of medical English videos and item writer for Occupational English Test (OET). Her work includes the development of worksheets, activities and lesson plans.

Bethan Edwards is a highly experienced English language teaching professional specializing in OET teaching and Healthcare English. As Academic Director, she designed classroom-based resources for healthcare communication, integrating a variety of approaches into course design, teaching and teacher training.

Abstract: This presentation demonstrates the uses of Perceptia Press's online learning system (on the ZenGengo platform) and the vocabulary learning app, Quizlet, in fostering student engagement and enhancing proficiency in nursing English. Many nursing students encounter challenges in their relationship with English, often struggling with motivation and confidence. By incorporating gamified learning tools like Quizlet, students can engage with vocabulary and concepts through interactive flashcards and study games, making learning both fun and effective. These activities provide personalized language learning experiences that cater to diverse proficiency levels and create an engaging, supportive environment that lowers the affective filter, encourages active participation, and promotes a positive attitude toward learning English. This presentation will demonstrate how these digital tools can enhance the learning experience both in and out of the classroom, supporting nursing students' ability to communicate effectively in their professional settings.

要旨：英語の場合、日本語の要約、日本語の場合、英語の要約をご入力ください。看護学生の英語学習の向上を目指し、Perceptia Press オンライン学習システム とQuizletを利用した学生の参加を促進する方法を紹介します。楽しい学習を通じて自信を高めることを目指します。

About the Presenter: Simon Capper  has over 30 years of experience in Japanese universities and has been teaching at the Japanese Red Cross College of Nursing since 2004. Including the Bedside Manner series, he has authored and co-authored more than 20 English textbooks.

Abstract: Nurses strive to improve the health and lives of people in need of progress. Medical educators and researchers should also endeavor to advance the knowledge of stakeholders. However, most of these medical educators and researchers are in critical need of training, support and guidance. The assessment problem addressed is the use of raw scores which are located on an ordinal scale of data. This ordinal scale merely places person values along an ordered ruler with uneven increments between the ruler markings. Once these mere counts of numbers are summated together, chaos follows. The solution is to transform the data with a modern measurement methodology approach. The approach used here is Rasch measurement methodology. Rasch analyses produce measurements on an interval scale of data. Researchers can then meet the assumptions of conducting parametric statistical procedures. Educators can use these analyses to improve the education of nurses in training or practice.

要旨：人物評価の基礎は、測定、テスト、調査、評価に関する偏った文献に基づいている。その解決策は、ラッシュモデル測定アプローチによる最新の測定を用いることである。このプレゼンテーションでは、ラッシュ分析について紹介します。

About the Presenter: Phil Rowles holds a Doctor of Education degree in applied linguistics. His research interests include: Rasch measurement methodology, modern measurement approaches, statistics, testing, surveying and assessment.

Abstract: AI and Large Language Models (LLMs) are rapidly reshaping education, including healthcare training. For Japanese nursing students, opportunities to interact with English speakers are scarce, particularly during patient simulation preparation. This study examines the use of ChatGPT as a role-play partner for 108 first-year nursing students, divided into two groups (56 and 52 students). The presentation will outline the development of ChatGPT prompts, student implementation, and feedback analysis from group 1. Based on these insights, prompt refinement and adjusted implementation for group 2 will be discussed, followed by a second round of student feedback. The findings highlight the benefits and challenges of using AI in medical English training, including confidence building, listening skills, and technical limitations. The presentation will conclude with key takeaways, limitations, and recommendations for future development. 

要旨：AIと大規模言語モデル（LLMs）は教育を変革しており、日本の看護学生の英語学習にも影響を与えている。本研究では、1年生108名を対象にChatGPTをロールプレイ相手として活用し、その実施とフィードバックを分析。AI活用の利点・課題と今後の展望を考察する。

About the Presenter: Hayley MacCallum has been the lead English instructor for the Nursing Department at Yokohama City University since 2017. Drawing on her background as a registered nurse, she has successfully redesigned existing Nursing English courses and developed innovative new curricula to meet the evolving needs of nursing students. With her clinical experience, Hayley brings a unique perspective to her teaching—and a particular frustration with the often unrealistic portrayal of CPR in TV and film. 

Abstract: This workshop builds off last year’s presentation on empathetic active listening, and will focus mainly on the activity. This follow-up workshop will briefly discuss the concepts of active and empathic listening, and will introduce participants to a communication exercise that will help nursing students, instructors, and hospital administrators and staff become more empathic, active listeners. Grounded in Positive Psychology, this exercise utilizes an instrument titled the “Worries Survey,” which measures various categories and the levels of worry associated with them, in order to provide an opportunity to not only express one’s worries, but also to listen to others in ways outlined in the workshop. This activity has been successfully implemented in classrooms, faculty development meetings, and business seminars. Whether you want to work on communication for personal or professional reasons, this activity will help you, your colleagues, and your students understand the importance of empathic active listening in everyday life.

要旨：このワークショップは、昨年行われた共感的積極的傾聴に関する講演を基にしたもので、主にアクティビティに焦点を当てる。このフォローアップ・ワークショップでは、能動的傾聴と共感的傾聴の概念について簡単に説明し、看護学生、指導者、病院の管理者やスタッフがより共感的で能動的な傾聴者になるためのコミュニケーション演習を参加者に紹介する。この演習では、ポジティブ心理学に基づき、「Worries Survey」と題された様々なカテゴリーとそれに関連する悩みのレベルを測定する道具を使用し、自分の悩みを表現するだけでなく、ワークショップで概説された方法で他者の話を聴く機会を提供する。このアクティビティは、教室、ファカルティ・ディベロップメント・ミーティング、ビジネス・セミナーなどで実施され、成功を収めている。個人的な理由であれ、仕事上の理由であれ、このアクティビティは、あなた、あなたの同僚、そしてあなたの生徒が、日常生活における共感的積極的傾聴の重要性を理解するのに役立つでしょう。

About the Presenter: Daniel "Danshiro" Velasco is an educator and mental health therapist in Tokyo, Japan. He holds a PhD in International Psychology, and is a Certified Psychologist from the Japanese Psychological Association. His textbook "Medical English for Communication" was published last year.

Abstract: The purpose of this presentation is to report on the use of CLIL materials to bridge the gap between English for General Purposes (EGP) and English for Nursing Purposes (ENP) at Hamamatsu University School of Medicine and to give pedagogical and curricular suggestions for English education at schools of nursing. The presenter taught an English course for first-year nursing students making use of the textbook CLIL Human Biology. She employed various teaching techniques such as group work, presentations, discussions, KWL charts, and so on. A survey was conducted that indicated that the students succeeded in enhancing their reading skills, vocabulary and presentation skills, and broadening their knowledge of health, medicine and biology. That is, they obtained skills and knowledge which serve as basis for learning ENP. This presentation suggests that bridging the gap between EGP and ENP is beneficial to nursing students learning English.

要旨：本発表は、浜松医科大学で行われた、CLIL用の教材を使ってEGP（一般英語）とENP（看護英語）のギャップを埋める試みを報告し、看護学科／大学における英語教育に関して、教育学的・カリキュラム的示唆を与えることを目的とする。

About the Presenter: Minako Nakayasu, professor of English at Hamamatsu University School of Medicine, specializes in linguistics and English language education. Her linguistic research is concerned with semantics, pragmatics and historical linguistics. Her interests as an educator are teaching methodology and curriculum development.