Abstract

Against the backdrop of increasing globalization and the demand for English education in non-native English-speaking countries, the study explores how personal identity, cultural integration, and professional practice intersect in the life of a migrant teacher. With an autoethnographic methodology, the study is based on one of the researchers’ narratives, reflections, and interactions within the Japanese educational system and society at large. Cultural dissonance, hierarchical social structures, and distinct educational paradigms presented both opportunities and problems, which emerged through a critical analysis of these encounters. Key findings show that resilience, adaptability, and the necessity to embrace cultural diversity are characteristics of a Filipino English teacher’s journey in Japan. It highlights the teacher’s dual role as both an educator and a cultural ambassador, tasked with bridging linguistic and cultural gaps between students and their global context. The study emphasizes the transformative potential of intercultural exchange, where language teaching fosters mutual understanding and global connectedness. It also underscores the importance of self-reflection and identity negotiation for migrant educators’ growth. With implications for education and migration discourses, the research advocates for supporting diverse teaching identities and promoting culturally responsive practices. By situating the Filipino teacher’s experiences within the broader context of globalization, the study provides valuable insights for policymakers, institutions, and migrant educators, illustrating how living and teaching abroad reshapes both professional practices and personal identities. It ultimately offers lessons on embracing diversity and fostering inclusivity in an interconnected global society.