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

Abstract

Through an autoethnographic self-inquiry, this study captures my journey against linguicism and monolingual ideologies from being a Chinese international student to a junior faculty in English at an American higher education institution. This study contributes to the scarce literature drawing upon an autoethnographic approach to investigate and resolve tensions in identity negotiation, to empower, and to transform knowing into improved teaching and learning practices across individuals’ transitional identities over time. In addition to vividly documenting and reflecting on my lived experiences and identity shifts fighting against linguicism and monolingual ideologies throughout my journey as once a Chinese international student and now an English professor, I share two coping strategies including resorting to writing as healing (DeSalvo, 2000; Golombek & Johnson, 2004) and actively seeking role models for empowerment. I argue that while this story is seemingly unique to me, the message is relevant to empowering many culturally, linguistically, and racially minoritized individuals like me.