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Date of Graduation
5-9-2024
Semester of Graduation
Spring
Document Type
Thesis
Degree Name
Master of Education (MEd)
Department
Department of Educational Foundations and Exceptionalities
Advisor(s)
Stephanie Wasta
Katya Koubek
Ruth Bosch
Abstract
This qualitative phenomenological study examined the beliefs and identities of ESL teachers, their personal and professional experiences and how those experiences shape their teaching of students who have limited or interrupted formal education (SLIFE). Three experienced high school teachers were interviewed three times for 45 – 60 minutes for each interview. This study utilized semi-structured interviews, effective lesson plans selected by the participants, and a researcher’s journal. The participants recognized the complexities of SLIFE students and expanded on their teacher identities. The themes of ethnicity and language, guiding beliefs, personal experiences and teacher challenges emerged. The two most significant themes that emerged from the study were the experience of being the other and empowerment of students. The experience of being the other is significant because the participants’ experiences of living abroad for an extended period enabled them to have empathy for their SLIFE students. Additionally, the participants implemented many pedagogical practices, which empowered their students to become autonomous learners.
Recommended Citation
Azpeitia, Benita, "ESL teachers’ identities and beliefs that influence their teaching of Students with Limited or Interrupted Formal Education (SLIFE): A Qualitative and Phenomenological study" (2024). Masters Theses, 2020-current. 252.
https://commons.lib.jmu.edu/masters202029/252
