Where Access Meets Isolation: Singleton Spanish Teachers in Rural U.S. Schools

• In Event: Contexts, Policies, and Practices Teaching Multilingual Learners

Abstract

This study investigates the experiences of four high school Spanish teachers in the United States. These teachers were all “singletons,” meaning that they were the only world language teacher in their school and district, usually teaching at least Levels 1-4 at the high school level. By incorporating interviews with teachers with extensive observations, learner interviews, and document and environment analysis across four different singleton contexts, the study illustrates how teacher beliefs relate to their practices and are mediated and moderated by factors that they experience as singleton teachers. Findings compare and contrast how these four teachers plan, find supports, and relate to their students, and how those actions connect with their beliefs about language learning.

Author

• Pamela Wesely, University of Iowa
  Presenting Author