English teachers' experiences of multilingual classrooms within two different communities of practice

Multilingualism is increasing in English classrooms due to mobility and migration. In Türkiye, heritage languages and student diversity shape EFL contexts based on the degree of teacher-student language alignment. This study explores how language alignment is related to instructional practices, teachers' emotional states, and professional development. Based on Wenger's (1998) Communities of Practice framework, it compares SCOP classrooms, where teachers and students share common language(s), with NSCOP classrooms, where students speak a language unfamiliar to the teacher. Data from 40 in-service English teachers in Hakkari were gathered through interviews and a questionnaire, and analyzed using MAXQDA and Saldaña's (2013) coding cycles. NSCOP teachers initially experienced anxiety and communication issues but later developed greater empathy and adaptability. SCOP teachers reported early comfort and trust, though some noted reduced target language use due to over reliance on the shared language(s). The findings highlight the need for intercultural awareness and multicultural literacy to support inclusive teaching. Both groups reported limited training in multilingual pedagogy and emphasized the need for localized, practice-based teacher education. The study offers practical insights for multilingual teaching and contributes to teacher education.