AN EXPLORATORY STUDY OF THE LIVED EXPERIENCES OF FIRST-YEAR, INTERNATIONAL SPANISH-SPEAKING DUAL LANGUAGE TEACHERS IN NORTH CAROLINA

As interest in DL/I programs continues to grow in North Carolina, the hiring of international teachers has increased tremendously. These international teachers often have not had the experience or training to address the needs of the students they are serving. In addition, pedagogical challenges such as working with diverse learners' abilities, social constraints, educational practices, and emotional needs are often associated with international teachers' different experiences. Many states, including North Carolina, seek to expand dual language programs but have difficulty hiring sufficient dual language teachers, highlighting the need to hire internationally (Lachance, 2017).
The purpose of this exploratory study was to examine the perceptions and experiences of first-year international Spanish-speaking DL/I teachers in North Carolina, focusing on the supports and barriers these teachers face relative to cultural differences. The results of this study from semi-structured one-on-one interviews indicated that international teachers sometimes feel unsupported as they face barriers in housing, transportation, and healthcare. Emotional isolation was common as they dealt with loneliness and homesickness. Cultural barriers, such as spoken and body language nuances and differences in educational systems, emphasized the multifaceted impact of cultural differences on their teaching experience. Implications reflect the urgent need for comprehensive training for DL/I teachers, focusing on locality. Additionally, there is a call for better pre-arrival support, considering the challenges international teachers face in adjusting to the nuances of North Carolina's educational system as compared to their experiences in their home countries.