The Lived Experiences of International Dual Language/Immersion Teachers in North Carolina

• In Event: Transnational Perspectives: International Teachers Advancing Bilingualism & Inclusive Education Amid Teacher Shortages

Abstract

Objectives
The number of DL/I programs tripled over the past 15 years due to their significant educational outcomes for students (American Councils Research Center, 2021). Staffing DL/I programs has become increasingly challenging due to the national shortage of bilingual teachers in the U.S. (Acosta et al., 2021), forcing many K-12 schools to recruit and hire international teachers (Hernández & Alfaro, 2020). Although transnational experiences expand international teachers’ cultural and pedagogical repertoires (Petrón, 2009), they often face significant acculturation challenges (Ospina & Medina, 2020).

The purpose of this qualitative study was to understand the sociocultural experiences of international Latinx teachers, focusing on the onboarding support they received during their first year in a North Carolina DL/I program. The research questions that guided the study were: (1) Why did international teachers choose to teach in North Carolina? (2) What were their acculturation experiences during their first year? (3) What were their pedagogical experiences? and (4) What onboarding support did they receive?

Theoretical Framework
Using LatCrit (Solorzano & Bernal, 2001) and Human Capital Theories (Ployhart, 2021), the recruitment, onboarding, and support provided to Latinx teachers in DL/I programs was explored to illuminate their acculturation experiences. LatCrit examines issues through a racial, cultural, and linguistic lens (Pennington et al., 2019), while Human Capital Theory highlights the key role employers play in strategic hiring and the professional development of their staff (Barney, 1991). These theories guided the analysis of these international teachers, who may be marginalized in an English-speaking culture.

Methodology
This phenomenological study analyzed the first-year acculturation experiences of seven international Latinx teachers using semi-structured virtual interviews. The data were analyzed using hermeneutic cycles (van Manen, 2023). Macro and micro analysis of the video recordings, transcripts, and journal notes of first-hand narratives produced codes, categories, and emergent themes that richly described their experiences adjusting to a new cultural environment (Peoples, 2021).

Findings
A key theme that emerged from the study highlighted international teachers’ desire for cross-cultural opportunities for their families. Their transnational experiences included numerous challenges acclimating to their new host country and host school community. Sociocultural support from principals and mentors was crucial in making sense of pedagogical differences, classroom management challenges, and the use of technology and assessments. School districts must assist international teachers navigate bureaucratic and financial barriers related to housing and transportation.

Implications of this study call for school districts and principals to develop a culturally- informed and comprehensive onboarding system to increase international teachers’ sense of belonging and reduce the insecurities and stress they encounter adjusting to new local communities. Additionally, state departments that are committed to DL/I instruction should provide financial support for the relocation of international teachers.

Scholarly Significance
The presentation of this recent study will vividly highlight the acculturation experiences of international Latinx teachers and offer strategies to retain these valuable human resources. It will also share the transnational and pedagogical knowledge and skills teachers share through cultural exchange experiences. The study and its findings add a new insight to an emerging field of study.

Author

• Nicolette Grant, East Carolina University