A narrative inquiry into Assistant Language Teacher (ALT) identity

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This study examines the identities and constructions of foreign assistant language teachers (ALTs) employed through the Japan Exchange and Teaching (JET) program, which is sponsored by the Japanese government. Identities of participants are qualitatively documented and analyzed using a narrative inquiry methodology. This research provides valuable information to JET participants, Japanese teachers of English (JTEs), and other stakeholders, as there has been no prior research that has comprehensively investigated, let alone theorized, ALT identity. All of the data have been captured successfully and thoroughly analyzed using content analysis. The research's conception and numerous results have been presented at conferences, in refereed journals, in a research monograph, and in an edited volume.The findings have cast light on the identities of ALTs and generated key insights regarding their unique experiences (e.g., beliefs, perceptions, practices, emotions, and development) within the JET program.