Date of Graduation

5-9-2024

Semester of Graduation

Spring

Degree Name

Master of Education (MEd)

Department

Department of Educational Foundations and Exceptionalities

Second Advisor

Katya Koubek

Third Advisor

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.

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