The Walled Fortress: An Autoethnography Of An International Student Who Became An Esl Educator

Through autoethnographic research, I conduct an intimate investigation into my experience as a sojourner college student in West Germany to see how my emotive response to that experience and its associated sense of self work to generate a deeper and more empathetic understanding of my role as an English as a second language (ESL) professional. I employ a layered account whereby I weave personal narrative, poetry, and sketching into academic writing so as to reach the emotive core of the research. I explore complex discriminatory relations in the classroom and beyond and learn how I as an ESL professional have played an active role in perpetuating power imbalances. I demonstrate the emotional process of noticing my privileged position and how a fresh mindfulness of power relations in the classroom can affect teacher instruction and reflection