Abstract Chronic teacher shortages are frequently cited as a barrier to the provision of continuous language education in Australian schools. Despite the increasing emphasis on learners’ multilingual and multicultural competencies, the teacher workforce in Australia remains homogeneous. Migrant native speakers of the languages taught in schools bring valuable linguistic and cultural capital, but their career trajectories remain largely under-researched. Using a qualitative approach, this study employed semi-structured interviews to obtain an in-depth understanding of the initial motivations, pathways, and trajectories of four Japanese-born teachers who teach Japanese in Australian schools. It revealed that their initial motivation to become teachers was predominantly instrumental, particularly seeking permanent residency and capitalising on their native language skills. However, after qualifying, these teachers had limited career opportunities and, as a result, found employment in primary schools, where working conditions were less demanding and competitive. The study also identified institutional barriers that hindered these teachers’ access to relevant professional development opportunities, constraining long-term growth and causing stagnation. These findings underscore the need for more strategic professional development policies and systemic support that enable migrant teachers to maximise their cultural and linguistic expertise in Australia’s language education system.
Onodera et al. (Fri,) studied this question.