An exploration of cross-cultural teachers’ experiences in teaching second language writing in dual immersion programs: The role of personal, contextual, pedagogical, social and sociological knowledge.

This study focused on examining the lived experiences of cross-cultural teachers as they teach writing to English language learners (ELLs) in a dual immersion (DI) program. Data for this study was gathered from four international teacher participants recruited to teach in the Spanish DI program in the United States. The data included, (a) baseline surveys on self-efficacy and cultural adaptability, (b) three formal interviews, (c) two writing lesson observations, (d) teacher reflections and artifacts. The results of this study highlight how cross-cultural teachers’ claims, beliefs and practice based on personal, contextual, pedagogical, social and sociological knowledge influence second language writing instruction. In addition, it outlines cross-cultural teachers’ perspectives from their cultural vantage points and their beliefs and dispositions in teaching writing. This study is important because it provides school administrators and international teachers a better understanding of the different factors that influence cross-cultural teaching experiences in dual immersion classroom and how their insights and perceptions contribute to second language writing instruction.