Navigating Linguistic and Cultural Frontiers: Lived Experiences of Filipino English as a Foreign Language (EFL) Teachers in Thailand

Abstract

The increasing international mobility of teachers has created new opportunities for Filipino English as a Foreign Language (EFL) educators to pursue professional careers abroad, particularly in Thailand. Despite their recognized English language proficiency and teaching competence, Filipino teachers often encounter linguistic, cultural, and workplace challenges that influence their professional experiences and personal adjustment. This study explored the lived experiences of Filipino EFL teachers working in Thailand, focusing on their experiences of discrimination, language barriers, workplace conditions, cultural adaptation, and professional resilience.

A qualitative phenomenological research design was employed to gain an in-depth understanding of participants’ lived experiences through semi-structured interviews. The interview data were analyzed using thematic analysis to identify recurring patterns and meanings across participants' narratives.

The findings revealed that Filipino teachers experienced varying forms of discrimination, communication difficulties, workplace inequities, and cultural adjustment challenges. Nevertheless, they demonstrated resilience by adopting effective communication strategies, embracing Thai culture, developing positive professional relationships, and maintaining strong commitment to their teaching profession. These adaptive strategies enabled them to overcome workplace challenges while promoting personal and professional growth.

The study underscores the importance of equitable employment practices, culturally responsive school leadership, and institutional support systems that promote the well-being and professional development of foreign educators. The findings contribute to the growing literature on international teacher mobility and provide practical insights for educational leaders, policymakers, and institutions seeking to foster inclusive and supportive multicultural learning environments.