Abstract:

This paper explores the emotional labour of native English-speaking teachers (NESTs) working as expatriate instructors in Turkish higher education, focusing on how they navigate cultural adaptation, institutional expectations, and the symbolic weight of being positioned as “the native speaker.” The study draws on three NESTs teaching general English in intensive preparatory programmes at two state universities, as part of a larger multiple case study on emotional labour in EFL settings. Over a nine-week period, participants contributed weekly reflective journals, completed two evaluation reports, and took part in two semi-structured interviews. These instruments invited them to describe emotionally demanding episodes, unpack their coping strategies, and reflect on the interplay between their cultural background, linguistic identity, and the host institutions’ culture. Data are being analysed thematically, following Braun and Clarke, with attention to patterns that cut across cases. Preliminary analysis suggests that NESTs experience substantial emotional labour in reconciling students’ and administrators’ expectations of a charismatic, endlessly enthusiastic “native model” with the realities of heavy workloads, cultural unfamiliarity, and at times precarious employment conditions. Participants report engaging in both surface and deep acting to conceal frustration, homesickness, or dissatisfaction, particularly when institutional communication is limited or opaque. Feelings of isolation and “otherness” frequently emerge, especially when language barriers or cultural misunderstandings constrain collegial relationships. At the same time, some NESTs draw on humour, reflective practice, and informal peer networks to manage emotional strain and maintain a sense of professional purpose. The paper will discuss the implications of these findings for institutional onboarding, mentoring, and support structures for expatriate teachers in higher education EFL programmes.

Keywords:

Emotional labour, NESTs, expatriate teachers, cultural adaptation, higher education EFL.