Abstract
The purpose of this qualitative study was to investigate and then develop a theory to explain supervisors’ perceptions of their training needs for effectively working with emerging multilingual learning (EML) supervisees. The participants consisted of two faculty members and eight doctoral students who identified as native English speakers and who were currently providing clinical supervision in CACREP programs. The researchers utilized a constructivist grounded theory lens to analyze the data garnered. Three main themes were identified, including the following: (1) linguistic equity and inclusiveness, (2) accommodation, and (3) culturally sustaining interventions. These themes represent the participants’ assertions about the need for linguistic equity and inclusiveness to be infused throughout counselor education, the need to accommodate instead of assuming and/or insisting that EML supervisees assimilate to hegemonic views regarding the use of white mainstream English language, and the need to learn and practice culturally sustaining supervisory interventions. Implications of this research and recommendations for future study were also provided.
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Tang, HY., Grothaus, T. Supervisor Training Needs to Work with Emerging Multilingual Supervisees. Int J Adv Counselling 45, 577–593 (2023). https://doi.org/10.1007/s10447-023-09517-0
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DOI: https://doi.org/10.1007/s10447-023-09517-0