The Intercultural Bridge: Exploring the Lived Experiences and Cultural Adaptation of Filipino English Teachers in Japan
Keywords:
Filipino English teachers, cultural adaptation, phenomenological approach, teacher identity, , intercultural mediationAbstract
This study explored the lived experiences and cultural adaptation of Filipino English teachers in Japan using a qualitative phenomenological design. Purposive sampling was utilized to select Filipino nationals with at least one year of teaching experience in Japan. Data were collected through in-depth, semi-structured interviews and analyzed using a systematic, three-stage thematic coding process.
The analysis revealed four major themes: (1) negotiated professional identity, where teachers balance English competency expectations with administrative auxiliary roles; (2) language- and culture-linked challenges, stemming from indirect communication, workplace hierarchies, and unfamiliar classroom norms; (3) adaptive coping and agency, characterized by proactive pedagogical shifts and boundary-setting; and (4) relational supports and constraints, which highlight the critical role of peer and collegial mentorship networks in mitigating isolation. Cross-cutting findings indicated that direct-hire arrangements and longer lengths of stay correlate with greater structural autonomy and refined coping mechanisms.
Ultimately, the findings demonstrate that Filipino English teachers serve as vital intercultural bridges, with their long-term adaptation actively shaped by structural contract types and interpersonal support systems. The study concludes with practical insights for host institutions to optimize role delineation and induction frameworks for non-native educators.
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