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| Main Authors: | , |
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| Format: | Recurso digital |
| Language: | English |
| Published: |
Zenodo
2025
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| Subjects: | |
| Online Access: | https://doi.org/10.5281/zenodo.15565923 |
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Table of Contents:
- <p><span>This study examines the experiences, challenges, and contributions of Filipino Assistant Language Teachers (ALTs) in Japan's educational system. Employing a mixed-methods approach, data were collected from seven Filipino ALTs across different Japanese prefectures through questionnaires and narrative accounts. Findings reveal that Filipino ALTs navigate complex cultural territories while developing hybridized professional identities that bridge Filipino and Japanese educational paradigms. They integrate distinctive pedagogical approaches from Philippine educational practices, including interactive learning strategies and culturally responsive teaching methods. Language barriers emerged as the most significant challenge, though participants demonstrated remarkable resilience in developing adaptation strategies. The unique cultural positioning of Filipino ALTs as Asian English language educators challenges traditional assumptions about native speaker models while offering innovative approaches to cross-cultural education. This research contributes to understanding how teachers from diverse cultural backgrounds navigate international educational contexts and develop professional identities that bridge multiple cultural traditions.</span></p>