Othered by language: The impact of English language testing on international students and graduates in Australian social work

Abstract

While research has explored challenges faced by transnational social workers, the role of language testing and policy requirements remains underexamined. This article draws on a doctoral longitudinal study exploring professional identity development among international social work students and graduates in Australia, with a focus on English language policies. Findings highlight three key themes: (1) a sense of othering and powerlessness, (2) language testing as a barrier and stressor and (3) increased vulnerability and financial burden. By addressing this gap, the study makes a unique contribution to the limited research on how English language testing and policies shape professional identity in a globally mobile profession.