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Students' Experiences of Participating in a Dual-Language English-Spanish MSW Program Component: A Qualitative Study

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Title: Students' Experiences of Participating in a Dual-Language English-Spanish MSW Program Component: A Qualitative Study
Language: English
Authors: Senreich, Evan (ORCID 0000-0002-6838-4990), Saint-Louis, Nicole M. (ORCID 0000-0003-2294-7206)
Source: Journal of Social Work Education. 2023 59(4):1183-1198.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 16
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Bilingual Education, Spanish, English (Second Language), Second Language Learning, Native Language, Counselor Training, Language Proficiency, Masters Programs, Student Attitudes, Educational Experience, Social Work, Self Efficacy, Counselor Client Relationship, Hispanic American Students, English, Barriers, Field Experience Programs, Program Descriptions, Graduate Students, Minority Serving Institutions
DOI: 10.1080/10437797.2022.2050867
ISSN: 1043-7797
2163-5811
Abstract: There are a small number of MSW and BSW programs in the U.S. that have specialized tracks to train social workers to work with Spanish-speaking clients. This qualitative focus group study reports on the experiences of 25 students who participated in a new English-Spanish dual-language component in the final year of an MSW program in a Northeastern U.S. city. Themes that emerged include how the interactive dual-language nature of the class increased students' effectiveness and confidence to work with Spanish-speaking clients, and how the class empowered Latinx students and served as a support system for them. Challenges identified include difficulties integrating the dual-language classes with the students' field experiences and problems engendered by varying Spanish-language proficiency levels of the students.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1403391
Database: ERIC
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  Data: Students' Experiences of Participating in a Dual-Language English-Spanish MSW Program Component: A Qualitative Study
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  Data: <searchLink fieldCode="AR" term="%22Senreich%2C+Evan%22">Senreich, Evan</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-6838-4990">0000-0002-6838-4990</externalLink>)<br /><searchLink fieldCode="AR" term="%22Saint-Louis%2C+Nicole+M%2E%22">Saint-Louis, Nicole M.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-2294-7206">0000-0003-2294-7206</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Social+Work+Education%22"><i>Journal of Social Work Education</i></searchLink>. 2023 59(4):1183-1198.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: <searchLink fieldCode="DE" term="%22Bilingual+Education%22">Bilingual Education</searchLink><br /><searchLink fieldCode="DE" term="%22Spanish%22">Spanish</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Native+Language%22">Native Language</searchLink><br /><searchLink fieldCode="DE" term="%22Counselor+Training%22">Counselor Training</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Proficiency%22">Language Proficiency</searchLink><br /><searchLink fieldCode="DE" term="%22Masters+Programs%22">Masters Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Experience%22">Educational Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Work%22">Social Work</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Counselor+Client+Relationship%22">Counselor Client Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Hispanic+American+Students%22">Hispanic American Students</searchLink><br /><searchLink fieldCode="DE" term="%22English%22">English</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Field+Experience+Programs%22">Field Experience Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Descriptions%22">Program Descriptions</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Students%22">Graduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Serving+Institutions%22">Minority Serving Institutions</searchLink>
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  Data: There are a small number of MSW and BSW programs in the U.S. that have specialized tracks to train social workers to work with Spanish-speaking clients. This qualitative focus group study reports on the experiences of 25 students who participated in a new English-Spanish dual-language component in the final year of an MSW program in a Northeastern U.S. city. Themes that emerged include how the interactive dual-language nature of the class increased students' effectiveness and confidence to work with Spanish-speaking clients, and how the class empowered Latinx students and served as a support system for them. Challenges identified include difficulties integrating the dual-language classes with the students' field experiences and problems engendered by varying Spanish-language proficiency levels of the students.
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  Data: EJ1403391
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