Abstract

English instruction plays a pivotal role in Japan’s national curriculum where foreign instructors known as Assistant Language Teachers, or ALTs, are hired through various agencies and government initiatives to aid in education. Filipino ALTs occupy an important position in Japan’s English language classrooms, yet they face unique struggles that impact their effectiveness as educators. Since studies on ALTs in Japan have primarily profiled native English speakers, little has been documented about the experiences of Filipino ALTs. This case study explores the contributions of one such ALT, examining his teaching methods in terms of English instruction and the pedagogical challenges inherent in the Japanese education system. Findings showed he employed a blend of interactive and learner-centered techniques including code-switching, games, scaffolding, and cultural ties to boost comprehension. While effective, such approaches were tested by barriers like difficulties communicating with co-teachers, lack of student participation, and disparities in culture and teaching style. In response, he fostered close bonds with Japanese staff, aggressively pursued self-guided professional growth, and drew strength from fellow Filipino ALTs. Though displaying resilience and adaptability, administrative support greatly affected his performance. Several lessons learned from this case study were enumerated in the last part. The findings of this study have implications for policy reforms and institutional support mechanisms that can foster a more inclusive and productive teaching environment for foreign educators in Japan.