Once a Chinese International Student and Now an English Professor: An Autoethnographic Self-Inquiry of Journeys Against Linguicism and Monolingual Ideologies

In this autoethnographic critical self-inquiry study, I draw upon my unique identity as once a Chinese international student and now an English professor at private research university in the United States to investigate how sought for multilingual empowered students while coping with linguicism monolingual ideologies. Despite increasing cultural linguistic diversity population, faculty body degree-granting postsecondary institutions remains dominated by White, native speakers of (National Center Education Statistics, 2019). Such lack is present especially field English, where monolingualism nativeness often unspoken norm (Nigar & Kostogriz, This has exerted far-reaching impacts on all facets language teaching, posing substantial challenges professional development, instructional practices, negotiation among nonnative English-speaking color. reflected explore:
 
 How did non-whiteness non-native-English-speakerness affect self-positioning professor?
 cope ideologies American higher education beyond?
 Autoethnography helpful approach systematically explore one’s personal experiences from perspectives (Ellis Bochner, 2006). Critical essential methodology tensions between belief systems about identities (Larrivee, 2000; Marshall, 2001). Integrating two methods together, allows exploration lived emic stance acknowledging dynamics shifts interaction. self-inventory study focused journeys (2012-2019) later (2019-current) education. Following model (Allard Gallant, 2012; Attard, 2014), data were collected reflect both on-going self-reflections (my teaching journals diaries) conversing others, including recordings documentations interactions colleagues students. Data analyzed following coding procedures applied thematic analysis (Guest et al., 2011) important storylines order bring "readers into scene" through showing telling (Ellis, 1993, p. 711). Preliminary findings show that nonnativeness have posed initial legitimate member education, gradually transitioned self-perceived “otherness” advantage expert means fight against linguicism. Consequently, was able serve role empower which turn myself.