By Michelle Olah, Proficiency Paths
A few years ago, I met a first-year Spanish teacher at a professional learning session. She had come through an alternative certification pathway, was passionate about language, proficient in the language and eager to make a difference. But after a brief chat, she looked at me and said:
“I want to do this well. I just don’t know what doing it well is supposed to look like.”
That moment stuck with me.
She didn’t need a pep talk. She needed tools, clarity, and a support system that understood the unique role of a language teacher in today’s classrooms. And truthfully, her story isn’t uncommon.
According to the Learning Policy Institute (2024), replacing a single teacher can cost a district up to $25,000. For world language and dual language programs, the impact is often even more significant—not just financially, but structurally.
When a language teacher leaves, we don’t just lose a staff member. We risk losing program continuity, student engagement, and momentum toward long-term proficiency outcomes. In some cases, we see levels dropped, courses canceled, or programs scaled back.
Many principals and district leaders I’ve worked with have told me the same thing: We want and need to support these teachers - we just don’t always know what they need or how to support them in a way that’s sustainable for them and us.
This blog post summarizes what the research—and language teachers themselves—are telling us. It offers a look into five of the most common challenges they face and some strategies we can use to support them more effectively.
It’s not uncommon for new language teachers—especially those entering the classroom through alternative certification—to begin the school year full of energy but quickly find themselves asking:
“I know my subject, but I’m not sure how to teach it in a way that gets students speaking and understanding.”
This isn’t a reflection of their ability or dedication—it’s a reflection of how teacher preparation and induction programs are typically designed.
Most onboarding and professional development focus on general pedagogy: behavior management, lesson structure, district policies, and grading systems. All of these are important. But for language teachers, they’re only part of the picture.
Teaching for proficiency—where the goal is student communication and language use, not just knowledge about the language requires a specific skill set. Teachers need to know how to:
Without support in these areas, even strong new teachers feel like they’re guessing. They default to what they experienced as students- grammar-heavy instruction, worksheets, or translating dialogues—because that’s what feels safe when the path isn’t clear.
And when teachers don’t feel effective, it becomes harder to stay.
Districts that build in targeted, content-specific support for language teachers from the start make a big difference—not just in teacher retention, but in classroom outcomes.
Here’s what works:
One of the most consistent patterns I see when working with new world language and dual language teachers is this: they are often working alone.
In many schools, the Spanish teacher is the only one. The French teacher teaches all levels, from level 1 to AP, across multiple grade bands. The Chinese or Arabic teacher may be the only one in the district. Dual language teachers are often navigating a completely separate curriculum, schedule, and set of instructional expectations than other content area teachers - all with limited guidance or collaboration time.
Unlike core content teachers who often have grade-level or department teams, language teachers frequently lack a true professional peer group. This kind of “singleton” status means they often face:
Over time, this isolation can chip away at motivation and professional identity. Teachers begin to question their impact, feel disconnected from school culture, and struggle to grow in their practice without collaboration or mentorship.
And it’s not just anecdotal. A 2021 study by the RAND Corporation linked teacher isolation to higher levels of burnout and attrition, especially among early-career educators and those in specialized roles.
When districts invest in connection and collaboration, teacher confidence grows—and so does retention. Consider:
In today’s hiring landscape, many world language and dual language teachers are entering the profession through alternative certification pathways. These routes are essential—they bring in individuals who are multilingual, globally experienced, and passionate about culture and language.
But for all the value these educators bring, the reality is this:
Many enter classrooms with limited preparation for the realities of language teaching.
Unlike traditional teacher prep programs, which often include coursework in second language acquisition (SLA), communicative task design, and student teaching in a world language setting, alternative certification candidates may receive:
They often come in with high motivation, exemplary language ability, and a desire to make a difference but without the pedagogical toolkit needed to succeed in a language classroom. And because they may not realize what’s missing, they try to piece together what they think language teaching should look like, often relying on outdated resources they were provided or how they learned the langauge - with worksheets, grammar explanations, and translation-heavy instruction.
When students don’t engage or progress, these teachers blame themselves.
When the job feels like “too much,” they leave.
Talk to any veteran language teacher who’s made the shift to proficiency-based teaching, and you’ll often hear a version of this:
“It took me years to build a system that actually works—for me and my students.”
They’ve curated authentic resources, created a bank of go-to communicative tasks, built routines for feedback and reflection, and adjusted textbook materials to better align with real-world communication goals. Over time, they’ve created an instructional ecosystem that makes their job doable—and impactful.
But here’s the catch: New teachers don’t have that ecosystem yet.
They walk into classrooms where the expectation is often:
“Here’s your textbook. Here’s your pacing guide. You’ll figure it out.”
The materials they receive may be dense and grammar-forward, or incomplete and underdeveloped. Many are rooted in outdated practices—vocabulary lists, thematic units with no performance goal, and assessments focused on memorization rather than communication. Some aren’t aligned to ACTFL standards or Can-Do Statements at all.
New teachers don’t just need materials. They need instructional clarity.
Even well-intentioned curriculum can become a burden when:
This often leads to what many teachers describe as instructional survival mode—doing their best with what they have, but feeling behind, unsure, and disconnected from meaningful language teaching.
Districts can empower teachers—not by overhauling every resource overnight, but by pairing curriculum with strategic instructional support.
When teachers—especially new ones—have materials that are both flexible and purposeful, their confidence grows. Planning becomes focused. Instruction becomes more intentional. And students benefit from clearer, more engaging learning experiences.
Most world language and dual language teachers I talk to are deeply committed, but to helping students become confident, curious global citizens. They want their students to communicate with others, see the world from different perspectives, and apply their learning in real life.
But here’s what’s tough: Many of them don’t feel that their work is fully understood—or fully integrated—into the broader goals of the school or district.
In many systems, language programs operate on the fringe. They’re appreciated but not prioritized. They’re respected but not reflected in strategic plans, school improvement goals, or district-wide initiatives on college and career readiness.
Teachers feel that gap.
They notice when their subject isn’t part of the district’s vision for 21st-century skills. They notice when proficiency growth isn’t tracked or reported like other outcomes. They notice when no one is quite sure what to look for in their classrooms—or what “good” language instruction even means.
They also notice when their professional learning opportunities are limited—when core content areas receive robust training and collaborative structures, while language teachers are left to figure things out alone. This inequity of support can be subtle but significant, and it signals to teachers that their growth isn’t a district-wide priority.
Even strong, skilled teachers start to feel disconnected. And for new teachers—especially those trying to make sense of a new role, a new curriculum, and a new instructional model—it creates uncertainty and doubt.
When language education is seen as “extra” rather than essential, and when access to high-quality professional learning isn’t evenly distributed, teachers start to ask themselves:
Does this work really matter here?
That question alone can push good teachers toward the exit.
Districts that retain and grow their language programs do something subtle but powerful: They make language learning visible, valued, and equitably supported.
Here’s how that can look in practice:
When teachers see that their subject and their development are part of the district’s instructional equity plan, it sends a clear message:
You belong here. What you do matters. And we’re committed to helping you grow.
To help schools and districts address these challenges, I've developed a practical framework called PATHS—a roadmap for helping new and developing teachers grow in their confidence, clarity, and instructional skill.
P – Purpose & Proficiency Mindset
A – Alignment & Intentional Planning
T – Target Language Use & Communicative Tasks
H – High-Impact Instructional Strategies
S – Sustained Reflection & Support
My New Language Teacher Journey program is built on this foundation, offering full-day training, weekly microlearning, classroom tools, virtual community, and ongoing support for teachers and their leaders.
None of us can do this work alone. But with the right systems in place, we can build learning environments where language teachers feel equipped, supported, and valued—and where students benefit from stronger, more sustainable programs.
If you’d like to explore how this could look in your district, I’d be happy to connect.
👉 [Download the PATHS Framework overview]
👉 Request a More Information on Proficiency Paths: New Language Teacher Journey for 2026 school year
Let’s support our new and aspiring teachers, together.
Michelle Olah is the lead consultant for Michelle Olah Consulting LLC and founder of Proficiency Paths. She a national leader in world language education who partners with districts to help language educators grow in their craft and stay in the classroom for the long term.