Who considers becoming a world language teacher? Comparing students who would with those who won't

Given the ongoing shortage of world language teachers in the United States, growing attention has developed toward recruiting new teachers at the secondary and postsecondary levels. This mixed methods study examined why some university noneducation students involved in language study at a large public institution indicated they would consider becoming a teacher (N = 116) while others would not (N = 129). Analyses indicated that those who would consider the profession were significantly more motivated for language study and had perceived experiencing significantly more instances of communicative and authentic pedagogy, as well as feelings of autonomy, community, and capability in their current language course than their counterparts who would not consider the profession. While passion for languages, teaching, and social contribution were factors that drew students to the profession, those who would not consider world language teaching were primarily dissuaded by a lack of passion for languages and teaching and perceptions of their own inadequate language proficiency. Recent research and initiatives have promoted WL teacher recruitment efforts at the postsecondary level. What draws some university language students to consider becoming a WL teacher? For those who would not consider teaching, what would need to change? How may students' prior language learning experiences align with or influence their interest in teaching?