Action can be administered in different languages that

 

Action
Plan to help ESL Individuals Pass the ASWB Exam

The ASWB exam is mandatory for legal
practice of Licensed Clinical Social Workers (LCSWs). Individuals who graduated
with a Masters of Social Work degree and are non-native English speakers find
it difficult to pass the ASWB exam that is designed to favor the native English
speakers. Social workers with refugee backgrounds and immigrants also continue
to struggle to pass the ASWB exam, which has stagnated their Social Work
career. Workable solutions must be developed to help ESL individuals pass the
ASWB exam and must be curtailed in
solving the individuals not what the UNP agency purports.

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Based on the article by Bosher and Bowels
(2008), it would be imperative that wording and the format of the ASWB exam be
changed to meet the diversification of those being examined. In formatting the exam, the
examiners need to take into consideration the diversity of cultural differences and language barriers. Different languages
assign different meanings to words and as such use of words with hidden
meanings could present difficulty in understanding and may trigger inappropriate
response. The word and format of the exam should be clear without ambiguity, be
precise and simple. The ASWB exam should be reworded to provide a fair
opportunity to ESL candidates.  According
to Robison (2010), it is also possible to have that exam can be administered in different languages that are
familiar with the ESL individuals.  It
would be very productive and accurate to evaluate understanding of key
concepts, principles, and procedures in
the native language since these ESL individuals are confident in expressing and
communicating with their native language which they have communicated in for
almost their lifetime. The ASWB examination would be relevant and student-oriented if it is set in their native languages. The
ASWB evaluation aims to test the understanding and application of learned
concepts, challenges, and principles not
to understanding the English language. The exam could also be available online
in different languages (Abedi, 2014). The digitalization has provided numerous
opportunities and ways for effective evaluation. Availing the ASWB examination
in various native languages would be in the best interest of the ESL
individuals. The ESL individuals can also be given two extra hours to sit for
the ASWB exam with their counterparts so that they have adequate time to
understand and respond to the questions.

Learning the English Language becomes a problem to most of the non-native
English speakers. Based on the research by Watkins, it is evident that the
difficulty of learning English by the non-native English speakers has a negative impact on their success. The language
barrier and the difficulty of learning English becomes a major hindrance to
understanding concepts, procedures, principles, instructions, and ideologies. It is thus imperative that the
instructors and teachers diverse the means of imparting
knowledge and understanding of key concepts and instructions.

The teachers and instructors need to be
more sensitive and must be aware of the difficulty faced by English Language
Learners. The teacher should incorporate practical based learning to foster
better understanding among the ESL individuals. Teachers should incorporate
other teaching aids such as the use of
videos, audios, and use of print
resources with translations. The teachers must be
trained on techniques and styles that make teaching ESL individuals
effective and efficient.  Broomes (2010),
further emphasizes the need for effective teaching styles. Accommodating the
needs of the ESL individuals by teachers may be challenging as the native
languages of the ESL individuals are diverse. These languages may range from
Hispanic to Spanish and as such it would be difficult for the teachers to
incorporate the styles and techniques inclusively. Due to this, the ESL
students need a comprehensive English Language Learner Plan with an ESOL
teacher, Reading Specialist, and a Social
worker. The learning and examination process of the ASWB exam can also be
diversified. The examination could be oral based to cater for those with the
inability of understanding written English and enhance better response. Wang
and Liao emphasize the need for understanding the strengths and weaknesses of
the ESL students to facilitate the
teaching and learning processes. Some could be better in oral skills while
others could be better in written work but have difficulty in listening and
understanding spoken English. Finding the strengths and weaknesses of these ESL
students is as important and teaching them the English language.

            The
learning process is progressive and as such, easing understanding of English
Language by the ESL individuals is also dependent on the curriculum. Developing
auditory programs which are by the
National Council of Teacher of English and the International Reading
Association English Language Arts Standards would be effective. According to
Halt (1995), it would be effective to incorporate diverse learning aids such as
the use of encyclopedia. The use of oratory programs would help the
individuals in dealing with the pronunciation
of words and in building their vocabulary. It would boost their confidence and
encourage communication with their peers in the English language.