Filipino English teachers in Japan: Exploring subject positioning in teaching experiences

Joselito Bayya Bisenio *

West Visayas State University, Philippines.
Review Article
World Journal of Advanced Research and Reviews, 2024, 22(03), 1864–1871
Article DOI: 10.30574/wjarr.2024.22.3.1907
Publication history: 
Received on 18 May 2024; revised on 26 June 2024; accepted on 28 June 2024
This paper focused on the teaching experiences of Filipino English teachers in Japan. It aimed to find out how the Filipino teachers position themselves and establish their own identities as teachers of English as a foreign language. The first research question sought to find out the roles and responsibilities the Filipino English teachers have in the school. The second question wanted to know the achievements and successes that they have had as teachers in Japan. The third question wanted to find out the challenges that the Filipino English teachers have encountered and how they overcame them. Results showed that aside from a more relaxed and less stressful teaching English as a foreign language task, Filipino English teachers in Japan also serve as cultural ambassadors of the Philippines in their respective classrooms. And although they are usually recognized for doing a very good job, Filipino teachers also face some challenges that stem up from their being non-native English speakers.

Assistant language teacher; Filipino ALT; English teacher; Positioning Theory; Subject positioning

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