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Early-Career World Language Teachers' Agency to Contextualize Language Instruction.

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Title: Early-Career World Language Teachers' Agency to Contextualize Language Instruction.
Authors: Borden, Rebecca S.1 (AUTHOR), Davis, William S.1 (AUTHOR)
Source: Second Language Teacher Education (SLTE). Nov2025, Vol. 4 Issue 2, p147-168. 22p.
Subject Terms: *Curriculum planning, *School autonomy, *Qualitative research, *Teacher education, *Beginning teachers, *Self-efficacy in teachers, *Foreign language education
Abstract: The American Council on the Teaching of Foreign Languages and the Council for the Accreditation of Educator Preparation standards (2013) for teacher candidates guide planning for instruction but lack specificity regarding teaching methodologies and the selection of curricular materials. This qualitative case study examined four early-career world language teachers' agency as they worked to contextualize language instruction during their first and second years of classroom teaching. Data were collected through semi-structured interviews at three points during the school years (middle, end, and start of the second year), and interview transcripts were analysed through the lens of language teacher agency. The findings show that the early-career teachers enacted agency through creating personalized curricula based on their students' perceived needs. Furthermore, the teachers' capacities to act were enabled by means of the autonomy they negotiated in their school contexts. The implications of this research highlight how educator preparation programs and school administrations can provide targeted supports for developing agentic world language teachers. [ABSTRACT FROM AUTHOR]
Copyright of Second Language Teacher Education (SLTE) is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Early-Career World Language Teachers' Agency to Contextualize Language Instruction.
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  Data: <searchLink fieldCode="JN" term="%22Second+Language+Teacher+Education+%28SLTE%29%22">Second Language Teacher Education (SLTE)</searchLink>. Nov2025, Vol. 4 Issue 2, p147-168. 22p.
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  Data: *<searchLink fieldCode="DE" term="%22Curriculum+planning%22">Curriculum planning</searchLink><br />*<searchLink fieldCode="DE" term="%22School+autonomy%22">School autonomy</searchLink><br />*<searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Beginning+teachers%22">Beginning teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Self-efficacy+in+teachers%22">Self-efficacy in teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Foreign+language+education%22">Foreign language education</searchLink>
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  Data: The American Council on the Teaching of Foreign Languages and the Council for the Accreditation of Educator Preparation standards (2013) for teacher candidates guide planning for instruction but lack specificity regarding teaching methodologies and the selection of curricular materials. This qualitative case study examined four early-career world language teachers' agency as they worked to contextualize language instruction during their first and second years of classroom teaching. Data were collected through semi-structured interviews at three points during the school years (middle, end, and start of the second year), and interview transcripts were analysed through the lens of language teacher agency. The findings show that the early-career teachers enacted agency through creating personalized curricula based on their students' perceived needs. Furthermore, the teachers' capacities to act were enabled by means of the autonomy they negotiated in their school contexts. The implications of this research highlight how educator preparation programs and school administrations can provide targeted supports for developing agentic world language teachers. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Second Language Teacher Education (SLTE) is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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        Value: 10.3138/slte-2024-0002
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      – Code: eng
        Text: English
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        PageCount: 22
        StartPage: 147
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      – SubjectFull: Curriculum planning
        Type: general
      – SubjectFull: School autonomy
        Type: general
      – SubjectFull: Qualitative research
        Type: general
      – SubjectFull: Teacher education
        Type: general
      – SubjectFull: Beginning teachers
        Type: general
      – SubjectFull: Self-efficacy in teachers
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      – SubjectFull: Foreign language education
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      – TitleFull: Early-Career World Language Teachers' Agency to Contextualize Language Instruction.
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              M: 11
              Text: Nov2025
              Type: published
              Y: 2025
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