Intercultural challenges: a case study of ESL Assistant Language Teachers in Japan / Siti Nur Yasmin Sheikh Suhaimi, Nur Natasha Eliana Abdul Rahim and Shanaa Fatihah Mohd Abu Bakar

Assistant Language Teachers (ALTs) often encounter challenges in negotiating institutional relationships during their internship, particularly in foreign language settings. Such negotiation process requires excellent intercultural skills of ALTs, especially those teaching English as a Second Language (ESL). Despite this multifaceted nature of the internship requiring shifting between multiple roles as ALTs, little has been investigated about the interactional difficulties that could be obstacles for ESL ALTs due to the unfamiliarity with the new cultural setting. Hence, this study was conducted to identify the participants’ interactional difficulties and cultural adjustments they make in their internship as part of professional growth through cultural reflections of experiences. This qualitative case study examines two Malaysian ESL ALTs operating in selected English language private centres based in Kyoto and Tokyo, Japan respectively. Findings indicate that the ALTs have fairly contributed to their development of intercultural competence and professional growth by addressing their interactional difficulties and cultural adjustments made throughout a course of 23 weeks teaching internship from reflections they have made. The study found that the ALTs face difficulties in building institutional relationships and also building interaction within classrooms. To manage these difficulties, the study found that ALTs have made some cultural adjustments, including adapting to cultural dynamics at work and immersing oneself in a new culture. However, limitations include the small sample size and the focus on two contexts, suggesting the need for further studies across diverse educational settings. The study concludes that building intercultural competence is essential for ALTs’ professional growth and recommends incorporating both qualitative and quantitative approaches in future research, as well as longitudinal studies to assess the long-term impact of such programs on teacher development.