Abstract

Abstract This study investigates the collaborative inquiry among Korean-English translingual scholars who utilize translanguaging spaces to foster collective agency toward decolonization. We rethink language beyond a mere communication tool, framing it instead as a dynamic process that shapes identities, ideologies, and interpersonal relationships in academia and society. By examining data from three projects – a reading group focused on Asian Critical perspectives, a writing group exploring transnational experiences, and an inquiry into languaging practices over three years – we uncover the complexities and impact of English language ideology in knowledge production. Our transnational experiences, spanning from South Korea to the United States, highlight the disproportionate epistemic influence of English-speaking countries in academia, revealing inherent linguistic power dynamics. Our roles as Asian faculty intersect with notions of native speakerism, affecting our professional interactions and contributions significantly. This study highlights the transformative potential of translanguaging as a methodology for examining and reclaiming our dynamic scholarly practices across borders. We embrace our “in-betweenness,” stressing the importance of engaging with translanguaging spaces, analyzing metalanguaging, and decolonizing processes to reflect our transnational identities. By celebrating our translinguistic selves, we contribute to a broader understanding of languaging as epistemic resistance in higher education.