Türkiye'deki İngilizce öğretimi bağlamında anadili İngilizce olmayan öğretmenlerin yerlilik ve mesleki kimlik gelişimlerinin incelenmesi

This qualitative multiple case study examines how Turkish NNESTs reconstruct their professional identities within ELT, a field dominated by native-speakerism. The study investigated six Turkish NNESTs employed in private language schools, K-12 schools, and university preparatory programs. Data were collected through autobiographical essays, two rounds of semi-structured interviews, reflective emails, and a focus-group discussion, and were analyzed using inductive-deductive thematic coding. Findings show that participants internalized the "native-speaker fallacy" initially, but they redefined competence as a hybrid blend of grammatical expertise, communicative fluency, cultural responsiveness, and relational skills. Despite hiring, payment, and workload discrimination, participants reclaimed their agency by enhancing their qualifications, refining pronunciation, building student rapport, and in some cases redirecting their careers to gain authority. The study offers nuanced and context-sensitive narratives of Turkish NNESTs' identity (re)construction and proposes two essential reforms: identity-centered teacher education programs and equity-based hiring policies. Empowering Turkish NNESTs is presented as a crucial and pragmatic solution to improve Türkiye's English language outcomes.