From Teaching English as a Second Language to Teaching English as a Foreign Language: An Autoethnographic Narrative

Abstract

This auto-ethnographic study presents an account of the first author's journey as an English teacher that covers two phases from the first-person point of view. The journey began in Nigeria, where English is considered a second language, and later continued in T & uuml;rkiye where it is learned as a foreign one. Using personal memories and documents such as certificates, letters, and reflective journaling, the author retraces key moments that influenced both his teaching journey and his personal development. This work does not seek to offer neat conclusions, but rather to pause, reflect, and pose a question: What becomes of a teacher's identity when he transitions between different cultural and linguistic landscapes? The researcher hopes to open a space for thinking about the ways our environments, students, and histories shape our professional identities and influence our practices. The study matters because it speaks to something many teachers experience but few name-the quiet transformations we undergo as we move across borders, literal and metaphorical. The findings reveal that transitioning from Nigerian English as a Second Language to Turkish English as Foreign Language contexts presents complex challenges, including conflicting language policies, (mis)use translation, excessive emphasis on exams, and limited target language use. Yet alongside the challenges came growth, renewal, and the deepening of a professional self. What emerges is a portrait of a teacher learning to listen more closely, not just to students, but to the silences within, where meaning often awaits.