Addressing scant duoethnographic practices of international doctoral students in the field of Applied Linguistics, as English teachers and learners from Indonesia and Thailand, we engaged in currere-informed duoethnography. We interrogated our English language learning and teaching trajectory from early education to graduate education through our narratives to gain a critical understanding of how our perceptions toward Englishes shaped by formal curriculum have evolved and of the repercussions of the perceptions we hold toward our personal curriculum. Four phases of currere method of regressive, progressive, analytical, and synthetic were framed in a transnational lens. This framing posits languaging as an entanglement of semiotic resources to unpack colonial hegemonic ideology that governs our languaging and educational practices and our transformative perceptions as emerging transnational teachers. This study aims to extend currere-informed duoethnography by incorporating the dimensions of transnational practices and identity construction. It also offers practical implications for English teachers and graduate students to actively construct transnational spaces and identities.

作为来自印度尼西亚和泰国的英语教师和学习者，针对应用语言学领域的国际博士生缺乏双人种学实践，我们从事了基于当前信息的双人种学研究。我们通过叙述审视了从早期教育到研究生教育的英语学习和教学轨迹，以批判性地理解我们对正规课程塑造的英语的看法是如何演变的，以及我们对个人课程的看法的影响。回归、进步、分析和综合的当前方法的四个阶段在跨国镜头中被框定。这种框架将语言定位为符号学资源的纠缠，以解开殖民霸权意识形态的包装，这种意识形态支配着我们的语言和教育实践以及我们作为新兴跨国教师的变革性观念。本研究旨在通过纳入跨国实践和身份建构的维度来扩展当前知情的双重民族志。它还为英语教师和研究生积极建构跨国空间和身份提供了实际意义。