摘要：This study explored how experiences in a rural setting shaped a beginning language teacher'sidentity and practices. The data were gathered through semi-structured interviews, observations, and open-endedquestions. 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 forteaching. We found that the stakeholders in this rural elementary school acknowledged the importance of highquality in language education in general terms. But, our analysis also revealed that, in this setting, foreignlanguage education was not situated as an area with a very high level of importance within the curriculum by theparticipants. Overall, the results explicate the rural challenges that a beginning teacher encountered whileenacting the national curriculum.
关键词：Rural; English language education; curriculum; elementary school; beginning teacher
