Shaping professional identity: A narrative inquiry into Filipino English teachers’ experiences with the talk in English policy
John Paul O. Cagadas & Cheska H. Reynoso-Cagadas
Abstract
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.
Keywords
language policy, linguistics, pedagogy, translanguaging, instruction, teaching
Author information & Contribution
John Paul O. Cagadas. Corresponding author. Master of Arts in Education – English. Program Chairperson of Teacher Education, Calayan Educational Foundation, Inc. Email: johnpaul.cagadas@cefi.edu.ph
Cheska H. Reynoso-Cagadas. Bachelor of Secondary Education – English. Program Chairperson of Senior High School, Calayan Educational Foundation, Inc. Email: cheska.reynoso@cefi.edu.ph
"All authors equally contributed to the conception, design, preparation, data gathering, analysis, and writing of the manuscript. All authors read and approved the final manuscript."
Disclosure statement
No potential conflict of interest was reported by the authors.
Funding
This work is funded by Calayan Educational Foundation, Inc.
Declaration
The author declares the use of Artificial Intelligence (AI) in writing this paper. In particular, the author used Notebook LM in reviewing the literature, ChatGPT for improving clarity of expression, Quillbot for paraphrasing ideas, and Grammarly for grammar and language checking. The author takes full responsibility for ensuring proper review and editing of the content generated using AI.
Notes
This paper has been presented at the 3rd International Conference on Management, Education & Innovation (ICMEI) 2026.
Acknowledgement
The researchers wish to extend their profound gratitude to the participants who willingly shared their experiences, without whom this study would not have been possible. They also acknowledge with deep appreciation the Calayan Educational Foundation, Inc., for affording the opportunity to explore a topic of significant professional relevance as English teachers, and for their generous financial support, which was crucial to the successful completion of this research.
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Cite this article:
Cagadas, J.P.O. & Reynoso-Cagadas, C.H. (2026). Shaping professional identity: A narrative inquiry into Filipino English teachers’ experiences with the talk in English policy. Management, Education & Innovation Review, 3(1), 52-72. https://doi.org/10.53378/meir.203
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