As proficient speakers of less-commonly-taught languages seek to meet the demand for qualified instructors, they face a range of personal and professional challenges. In an effort to understand the perspectives of these instructors and their particular educational experiences and needs, we conducted a phenomenological case study of two aspiring Arabic teachers. Specifically, we sought insights into their lived experiences, their motivations for pursuing a graduate degree, their attempts to connect coursework with pedagogical practices, and their needs in terms of professional development. Our findings illuminate the intersecting objectives these instructors must achieve. They need to position themselves as qualified candidates for the available positions as instructors, but they also need to reconcile a number of different roles as they develop their teacher identities and connect their backgrounds to ambitions for students’ growth. As teacher educators, we find that we need to facilitate career placement as well as the negotiation of these roles.
Case Study, LCTL, Arabic, Teacher Identity, Transcendental Phenomenology
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Recommended APA Citation
De Felice, D., Lanier, A., & Winke, P. (2019). Serving the Less-Commonly-Trained Teacher: Perspectives from Arabic Instructors. The Qualitative Report, 24(9), 2309-2327. Retrieved from https://nsuworks.nova.edu/tqr/vol24/iss9/15
Bilingual, Multilingual, and Multicultural Education Commons, Language and Literacy Education Commons, Other Teacher Education and Professional Development Commons, Social and Behavioral Sciences Commons