This study investigates how Turkish teachers take and give stances in the discourse on globalization and language by using linguistic resources. According to the findings obtained through the discourse analysis of the corpus that consisted of 36 h of recording of the discussion among 4 teachers with 5 to 10 years of teaching experience, the participants opposed to globalization because they claimed that globalization which is in favor of those holding the power is the modern version of colonialism; that it corrupts local, national and cultural values, and it also desensitizes people, societies and states besides causing them to remain powerless. The teachers took their stand on this issue by stating what they thought directly, implying and using the rich and structural components of Turkish as their L1. While creating the discourse about globalization and language concepts, the teachers in the study group took these concepts as contradictory terms and took stance in the side of their languages. According to the teachers, Turkish and other cultural values were affected by the globalization process negatively. Although there are some positive aspects of globalization, because of adverse affects of globalization on languages, cultures, values, communities and countries, the teachers took their stands as opposing to globalization.