Native English Speaking Teachers (NEST) in the Minority: How Three NESTs at a Turkish University Context Perceive Their Professional Identities

This research paper explored the experiences of three NESTs working at a Turkish university dominated by local ELT practitioners. In-depth interviews with participants combined lesson observations were implemented an aim to gain deeper understanding into how their professional identities affected conditions and they adapted being only native English-speaking teachers university. The findings showed that participants’ sense responsibility pressure fit idealized model NEST negatively identities. devised several strategies adapt environment such as modifying cultural content accommodate for students' monocultural background. In addition, hindered ability establish close ties community. Further studies in this area can implement longitudinal design explore similar context affects long-term development NESTs’