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<span style="font-size: 12.0pt; font-family: 'Book Antiqua',serif; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: major-bidi; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-no-proof: yes;">Under Taiwan&rsquo;s Bilingual 2030 policy, the expansion of bilingual education has created new instructional roles in schools, yet the lived experiences of teaching assistants remain underexplored. This study adopts an interpretivist approach to understand how one teaching assistant made sense of her experience in Taiwan&rsquo;s English Language Teaching Assistant (ELTA) program. Using a qualitative single-case design, the study draws on a semi-structured interview to explore how the participant interpreted her role in practice. The findings suggest that she came to understand her work as extending beyond assistance into substantial classroom involvement, including lesson preparation, instructional engagement, and ongoing adaptation. They also indicate that digital support, including generative artificial intelligence, became an important practical resource in helping her manage the demands of the role. Rather than making broader claims beyond the case, this study offers a closely contextualized account of how one participant understood and gave meaning to her work, while inviting closer consideration of how teaching assistantship may be experienced in particular bilingual education settings.

lter.2026.05.01.pdf

Research Article

lter.2026.05.01.xml

Beyond Assistance: A Case Study of a Teaching Assistant in Taiwan’s English Language Teaching Assistant (ELTA) Program