(Re)constructed Narratives of Three Expatriate English Language Teachers’ Challenges in Turkiye’s K12 Contexts

This study explores the lived experiences of three expatriate English language teachers working in private K12 schools in Istanbul, Turkiye. Using a narrative inquiry approach, it examines how professional and cultural dynamics shape their teaching practices, identity formation, and well-being. Participants, who were diverse in national, racial, and linguistic background, were initially drawn to Turkiye by personal motivations and a desire for cultural exchange rather than financial gain. While Istanbul offered cultural richness and social diversity, all three teachers encountered workplace tensions, particularly exclusion and lack of support from local colleagues. These challenges, along with linguistic and institutional barriers, hindered their professional integration and motivation to a considerable extent. The study also highlights subtle but persistent forms of discrimination, often rooted in exclusionary behaviors and native-speaker biases. Although participants experienced varying degrees of social acceptance, their professional struggles remained central. Findings emphasize the need for schools to foster inclusive environments through structured onboarding, cultural sensitivity, and collaborative staff relationships. By bringing attention to the nuanced challenges expatriate English language teachers face, this research contributes to a more holistic understanding of teacher mobility, intercultural competence, and the evolving global English language teaching landscape.