Identity Negotiation of Filipino Teachers in the Philippines’ Japanese-Managed English Language Teaching Industry

As globalization intensifies and the demand for international communication grows, Japan’s emphasis on English proficiency has positioned the Philippines as a key destination for Japanese studying English. This phenomenon invites critical examination from an intercultural communication perspective, raising questions about whether such exchanges reinforce or challenge neoliberal, cultural, and linguistic hierarchies. Grounded in theories of intercultural identity negotiation, and focusing on the multifaceted and dialectical nature of identity and the influence of structural hierarchies, this study explored 21 Filipino teachers’ identity negotiations in a Japanese-managed school through qualitative interviews with follow-ups. Six themes emerged, and the findings reveal identity negotiations shaped by dialectics such as privilege and marginalization, prestige and commodification, and constraint and empowerment under globalization and neoliberal logics. These narratives demonstrate how Filipino teachers confront social hierarchies while resisting them through adaptability and agency. Theoretical and practical implications suggest avenues for rethinking power dynamics.