Implementing the Common Core States Standards: Processes and challenges of world language teachers

The national Common Core States Standards (CCSS) have been adopted by 42 states. World language teachers now need to revise previous standards that have remained untouched for over a decade. The purpose of this study was to explore the processes and challenges of secondary world language teachers who have been the most successful in initiating the new English Language Arts standards as a part of the mandatory CCSS. The theoretical framework of experientialism was the foundation for this study. The participants provided an insight into the research questions by discussing their processes and challenges, how they overcame obstacles, their district preparation and support, and their suggestions to other practitioners as they move forward. A basic qualitative research design was utilized during this research study. The data provided by the semi-structured interviews was analyzed by utilizing the constant comparative method. According to the findings, the participants followed a CCSS timeline and developed a trial-and-error process. In addition, the participants reported the following challenges throughout the process: no specific world language content, insufficient time for reconstructing curriculum, varying sets of standards, time constraints of the timeline, lack of patience and flexibility, and inexperience adopting new standards. Also, school districts prepared and supported their secondary world language teachers through in-service activities, departmental meetings, and access to the CCSS website. Furthermore, the findings of this study found that this process can be improved by seeking help from experienced teachers, being flexible and patient, and practicing good time management skills. Implications from the findings may benefit other practitioners as the implementation process moves forward.