Today’s superdiverse educational landscape, marked by a global teacher shortage crisis worsened by Covid-19, heightens the demand for educators, especially in countries like Australia and the UK, where English language teaching is in high demand due to immigration flows. However, these nations face a significant lack of teaching diversity, limiting opportunities for immigrant and Indigenous educators.
Our hermeneutic-phenomenological-narrative analysis of the accounts of the lived experiences of 16 immigrant English language teachers (ELTs) prior to their migration to Australia (Nigar et al., 2023a) offers valuable insights into determinants influencing their career choices before migrating to Australia. A central theme is the primacy of affect rooted in early family influences and cultural exposure (Harris et al., 2006), which plays a pivotal role in their journey towards becoming teachers and sustaining their careers despite numerous challenges during and after migration.
Immigrant ELTs often reminisce about their formative years (Nigar et al., 2023a), where their parents’ deep appreciation for cultural phenomena like the music of the Beatles, language-related family activities, reading books in hidden nooks and even play-acting as teachers during their preschool days ignited their passion for education (Harris et al., 2006). Becca, originally from Slovakia, vividly recalls: ‘I’ve been exposed to English as long as I can remember, and I’ve always liked it. I liked the way it sounded, its “coolness”, its usefulness, and the fact that I excelled in it.’
Remarkably, despite the myriad challenges they face, including navigating undemocratic curricula, pedagogical obstacles, and confronting the dominance of native-speakerism, these immigrant teachers persevere in their careers due to their profound affective connection with the English language and culture.
