English Language Education Reform and Assistant Language Teachers in Japan

“Contemporary standard” English policy and pseudo‐diversity among inner and outer circle assistant language teachers in Japan

“…Similarly, Sugimoto and Yamamoto (2019) describe the case of the Philippines where its local selection committee administers a rigorous screening so as to send well‐qualified Filipinos. Although not required, Filipino applicants must have the following background to be shortlisted for the next screening stage: (1) local or international English teaching qualifications (e.g., TESOL), (2) a BA in English earned from the Department of Education, and (3) English teaching experience.…”

“…Admittedly, non‐JET ALTs include former JET ALTs who “fall in love in Japan and don't want to leave even after exhausting our JET contracts” and “seek other employment in Japan” by, for example, “becoming a direct‐hire ALT at a school,” as stated on the English website of Tokyo JET Wiki, “a resource for all JETs living and working in Tokyo” (Tokyo JET Wiki). Non‐JET ALTs from the Philippines in particular are on the rise because the reduced salary is still attractive for them and many post‐JET ALTs aspire to continue working as ALTs in Japan (Sugimoto & Yamamoto, 2019). Moreover, an increasing number of Filipinos seek English teaching positions as non‐JET ALTs in their neighborhood community (Stewart, 2020), reflecting their sheer presence as the fourth largest population of foreign residents in Japan and the largest English‐speaking group ( N = 277,341) (Immigration Services Agency of Japan, October 15, 2021).…”

“…For example, the aforementioned research participants include a Filipino non‐JET ALT who is not even a high school graduate (Balgoa, 2019, p. 258). Another study conducted with 15 non‐JET ALTs from the Philippines revealed that Japanese English teachers and parents harbor reservations about their professional legitimacy (Sugimoto & Yamamoto, 2019, p. 193). Cases of Inner Circle ALTs correcting Filipino non‐JET ALTs’ English or commanding them not to talk in front of their students (Balgoa, 2019, p. 261) are also reported.…”