“…Due to prevalent White, Western-driven, (often) male-dominant, modernist, middle-class, predominantly monolingual discourses of ELT (Kubota & Lin, 2009), different aspects of the ELT profession (e.g., theory, research, publishing, instructional materials, assessment, teacher training, and hiring practices, just to name a few) have been defined by dichotomously juxtaposed constructs of being, becoming and doing: 'us/them,' 'local/expatriate,' 'center/periphery,' and 'native speaker (NS)/non-native speaker (NNS), and concomitantly 'native English-speaking teacher (NEST)/non-native English-speaking teacher' (NNEST) (Rudolph et al, 2019;Selvi, 2019a). Personal and professional responses countering idealization and essentialization of language teacher identity, sometimes called as "the NNEST movement" (Braine, 2010;Kamhi-Stein, 2016), take theoretical, practical, and professional dimensions (Selvi, 2014).…”