Shaping professional identity: A narrative inquiry into Filipino English teachers’ experiences with the talk in English policy

This qualitative narrative inquiry research investigates how the Talk-in-English (TIE) policy shapes the professional identity of Filipino English teachers in a private school in Lucena City. Data were collected through semi-structured interviews with three English teachers. The thematic analysis revealed three major themes: (1) Redefining Classroom Communication - the TIE policy redefined classroom communication by encouraging sustained English use and deliberate language modeling, although inconsistencies in implementation created challenges; (2) Identities in Negotiation - teachers’ identities were placed in negotiation as they balanced institutional expectations of English-only communication with their Filipino linguistic and cultural repertoires, resulting in both tensions and adaptive strategies; and (3) Becoming the Teacher They Expect - the policy fostered professional growth by enhancing teachers’ confidence, authority, and alignment with institutional goals of academic excellence and prestige. The study concludes that while the TIE policy imposes limits on pedagogical flexibility, it simultaneously fosters teacher development and recognition. The study contributes to the wider discourse on language policy and teacher identity in the Philippine context.