Revisiting the Identity Framework of JET ALTs in Japan

The presence of expatriate language teachers has gained increasing relevance in global educational systems, particularly in contexts where English is taught as a foreign language. The Japan Exchange and Teaching (JET) program, as one of the most extensive initiatives of its kind, has played a paramount role in directing English language education in Japan by hiring foreign assistant language teachers (ALTs). I revisit the identity framework of these JET ALTs by critically assessing and expanding upon Hiratsuka’s (۲۰۲۲) conceptualization of ALT identity. Drawing on narrative inquiry, I examined the lived experiences of ۱۰ former JET ALTs representing assorted national and professional backgrounds. The findings engaged with and appraised the existing ALT identity framework, which comprises two primary identities—Foreigner and Dabbler—each encompassing distinct sub-identities. Furthermore, the findings identified the emergence of a third significant identity, the Japan Enthusiast, which encapsulates the pre-existing and ongoing cultural affinity many JET ALTs possess before, during, and oftentimes after the program. This new identity category brings attention to how cultural motivations influence JET ALT experiences, professional self-conceptions, and integration within Japanese society. The implications of these findings are far-reaching—offering valuable insights for policy-makers, educational institutions, and JET ALTs themselves regarding recruitment, training, and role clarification. All in all, I call for a reconceptualization of ALT identity as a tripartite rather than dual framework so that we can advance a well-rounded understanding of the professional and personal dimensions configuring the experiences of foreign language teachers in Japan.

Keywords:

identity , expatriate L۲ teacher , Japan Exchange and Teaching (JET) program , assistant L۲ teacher