I’ve been spending part of my time teaching social work material to students for whom English is not their first language.
On paper, this sounds straightforward. Review content. Explain concepts. Practice questions. Prepare for an exam.
In practice, it’s something else entirely.
Much of social work education is built on assumptions that are rarely named. Fluency is assumed. Cultural shorthand is assumed. Even the way questions are written assumes familiarity with how institutions think, not just with the material itself. For many students, the difficulty is not a lack of intelligence or effort. It’s that the language of the profession is doing more than describing reality. It’s filtering it.
So the work becomes translation.
Not just of words, but of systems.
When we talk about diagnoses, interventions, ethics, or next steps, we slow things down. We ask what the question is actually testing. We separate what is being asked from what feels emotionally salient. We distinguish between how a client presents and how an exam wants you to reason about that presentation.
Often, the teaching starts with unlearning.
Many students arrive believing that social work is about being kind, being present, or having good intentions. Those things matter, but they are not sufficient. Institutions reward something more specific. They reward pattern recognition. Risk assessment. Role clarity. Containment. Knowing when not to act as much as when to act.
So we practice that.
We take exam questions apart line by line. We identify distractors. We talk about why a “nice” answer is often the wrong one. We look at how ethical principles are operationalized under constraint, not how they are described in theory.
What’s striking is how quickly students improve once the rules are made explicit.
Confusion gives way to confidence. Anxiety drops. Performance improves. Not because the material has changed, but because the system has been rendered legible.
This kind of teaching is slow by design. It resists shortcuts. It values understanding over memorization. It treats language as something that can either empower or exclude, depending on how it is used.
It also reminds me why I care about this work.
Social work is full of people who are capable, thoughtful, and motivated, but who are asked to perform fluency in systems that were not built with them in mind. Teaching, in this context, becomes a form of advocacy. Not loud. Not dramatic. Just careful.
The goal is not to produce perfect students.
The goal is to help people see the terrain clearly enough to move through it without unnecessary harm.
That’s the work. Quiet. Technical. Human.







