Enacting the National Curriculum in a Rural Elementary School: A Qualitative Study of a Beginning Language Teacher's Experiences

Abstract

This study explored how experiences in a rural setting shaped a beginning language teacher's
identity and practices. The data were gathered through semi-structured interviews, observations, and open-ended
questions. The interpretive analysis revealed four elements regarding becoming successful in teaching;
appreciation of rural life, passion for rural teaching, aspiration for teaching profession, and readiness for
teaching. We found that the stakeholders in this rural elementary school acknowledged the importance of high
quality in language education in general terms. But, our analysis also revealed that, in this setting, foreign
language education was not situated as an area with a very high level of importance within the curriculum by the
participants. Overall, the results explicate the rural challenges that a beginning teacher encountered while
enacting the national curriculum.