Linguistic challenges in practice learning: the experiences of international social work and nursing students in England

Practice learning is an essential component of training for social work and nursing students. This study explores the practice learning experiences of international students from social work and nursing professions, specifically focussing on the linguistic challenges they encountered. Individual interviews were conducted with 20 international students, in addition to a focus group. To gain insight into their experiences, we utilised the framework of acculturation strategies, which includes assimilation, separation, integration, and marginalisation. The main challenges identified during their placements were losing confidence in speaking English and feeling disconnected, which stemmed from differences in English usage and accented speech. Conscious and subconscious efforts to ‘speak like an English’ were strategies used by some students to maintain connection with the people they worked with during placements. Others chose to retain their accent to preserve their sense of identity. Having a learning environment that embraces diversity enhanced the students’ learning experiences. Practice educators should be provided with training and resources, enabling them to engage international students in communication effectively. This will ensure safe and effective practice. An inclusive learning environment is essential to ensuring international students thrive in their placements and gain the confidence and skills necessary for professional development.