The Lived Experiences of Successful Filipino Assistant Language Teachers in Japan
DOI:
https://doi.org/10.64169/djl.130Keywords:
Assistant Language Teachers, English Language Education, Filipino Language Teacher, JET ProgramAbstract
This study employs qualitative descriptive phenomenology to explore the experiences of Filipino Assistant Language Teachers (ALTs) within the Japan Exchange and Teaching (JET) Programme. The research involved ten Filipino JET ALTs, providing insights into how these factors impact their roles and contributions to education. The motivation for this research arises from the researcher’s extensive experience as an ALT, which revealed significant challenges in English language instruction in Japan. Despite the program’s objectives, it seems to be falling short in improving English proficiency in Japan, as evidenced by the country's declining rankings in English proficiency compared to neighboring nations. Findings indicate that a supportive work environment, characterized by strong connections with coworkers and the community, significantly enhances ALTs' job satisfaction and effectiveness. The study highlights that understanding ALTs' motivations and fostering an accommodating work environment can attract and retain top talent. ALTs' contributions to personal growth and students' language learning are notable, with their flexibility, adaptability, and relationship-building skills crucial for overcoming challenges. Investing in professional development, language learning opportunities, and support systems is essential for improving ALTs' effectiveness and overall program success.
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