Placement Educators' Perspectives of International Social Work Students' Sociopragmatic Communication Skills

Autor/inn/en	Grieve, Averil; Ta, Binh; Ross, Bella
Titel	Placement Educators' Perspectives of International Social Work Students' Sociopragmatic Communication Skills
Quelle	In: Advances in Health Sciences Education, 28 (2023) 2, S.347-368 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Grieve, Averil) ORCID (Ta, Binh) ORCID (Ross, Bella)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1382-4996
DOI	10.1007/s10459-022-10155-1
Schlagwörter	Foreign Countries; Foreign Students; Social Work; Professional Education; Teachers; English (Second Language); Job Placement; Student Placement; Communication Skills; Workplace Literacy; Skill Development; Pragmatics; Interpersonal Competence; Social Environment; Business Communication; Australia + Suchen Sie Ihr Suchwort? Ausland; Soziale Arbeit; Berufsausbildung; Lehrer; Lehrerin; Lehrende; English as second language; English; Second Language; Englisch als Zweitsprache; Employment service; Employment services; Arbeitsvermittlung; Schülerpraktikum; Kommunikationsstil; Kompetenzentwicklung; Qualifikationsentwicklung; Pragmalinguistik; Interpersonale Kompetenz; Soziales Umfeld; Unternehmenskommunikation; Australien
Abstract	International students who speak English as an additional language report experiencing communication issues while completing their studies and work-integrated learning placements in a range of Anglophone countries, including Canada, the United Kingdom, the United States of America and Australia. To address this issue, accreditation and registration bodies for a number of health professions, such as social work and nursing, have advocated for increasing the test score requirements for university English language entry. However, from a sociolinguistic perspective, decisions concerning ways to address communication challenges need to take into account the unique communication skills required for functioning in specific workplace settings. It is therefore essential to identify the types of communication issues occurring during work-integrated learning opportunities (e.g. placement) and to then assess whether these should be addressed by raising general English proficiency or providing structured learning opportunities for profession-specific communication development within the course content. The present study uses sociolinguistic theory to examine placement educators' perspectives on international students' communication issues using the context of social work placement. It draws on the thematic analysis of interviews with 15 placement educators in Australia. One major finding is that international students' general proficiency or ability to use specific linguistic tools (pragmalinguistic competence) is not a key area of concern for educators. The main challenge seems to involve the students' understanding of sociocultural norms underlying workplace communication (sociopragmatic competence). This finding suggests that, rather than increasing English language entry requirements, universities need to provide international students opportunities to develop their sociopragmatic competence both before and during placement. The paper concludes with a set of recommendations aimed at supporting international students who speak English as an additional language to develop their workplace communication during their studies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01