An examination of the perspectives of five Assistant Language Teachers (ALTs) regarding their dual roles as English language teachers and purveyors of internationalization in Japan

This qualitative study examines the field experience of Canadian Assistant Language Teachers (ALTs) hired by the Japan Exchange and Teaching (JET) Program to teach in high schools across Japan, in order to shed some light on the role expectations of the teachers and the true impacts of the program. The focus is on providing ALTs with a voice through which their unique perspectives can be revealed. Five ALTs who had recently completed their assignments with the JET program were interviewed on their experience regarding their dual roles as assistant language teachers and cultural ambassadors, and on their roles in the Japanese workplace in general. Research participants were recruited from the greater Montreal area. The interviews were transcribed and the resulting narratives were examined for emerging themes. This analysis was complemented by the author’s first-hand experience as a former JET participant. Results reveal that positive relationships between ALTs and their Japanese co-workers are essential to their successful performance in the workplace and for a smooth acculturation process for both sides. Findings contribute to the current limited body of research into ALT perceptions and debunk the notion that only native speakers can or should be considered for recruitment as ALTS, thus opening pathways for further research in this area of growing importance with rapid internationalization and globalization