Abstract:

This study examines how non-native English-speaking teachers (NNESTs) in Turkish higher education negotiate emotional labour while working within native-speaker-oriented discourses and institutional expectations. Drawing on a qualitative multiple case study design, the research focuses on three experienced NNESTs teaching in intensive English preparatory programmes at two state universities. Data were generated over nine weeks through weekly reflective journals, two semi-structured interviews (at the beginning and end of the study), and two evaluation reports that prompted participants to reflect on job satisfaction, burnout, cultural background, and linguistic identity. All instruments were reviewed by three ELT experts to enhance content validity, and the data are being analysed using Braun and Clarke’s thematic analysis. Preliminary analysis suggests that NNESTs’ emotional labour is closely tied to ongoing efforts to project linguistic and professional legitimacy in contexts where native-speaker norms are implicitly or explicitly privileged. Participants report frequent deep acting when managing moments of linguistic self-doubt, perceived scrutiny from colleagues and students, and institutional discourses that equate “ideal” teaching with nativeness. At the same time, they describe the expression of naturally felt emotions—such as pride, empathy, and solidarity—when drawing on shared L1 and cultural knowledge to support students. These resources appear to buffer the emotional costs of teaching and contribute positively to job satisfaction. However, tensions emerge when institutional policies and workload intensify feelings of exhaustion and self-surveillance. The paper will discuss how NNESTs’ emotional labour intersects with native-speakerism, teacher identity, and professional development, arguing for institutional and teacher education practices that explicitly validate NNESTs’ linguistic repertoires and emotional work.

Keywords:

Emotional labour, NNESTs, teacher identity, native-speakerism, Turkish higher education.