English teacher identity research has been often discussed through the lens of native versus nonnative-English-speaking teachers, against which translanguaging is suggested as a counternarrative approach. Utilizing the theoretical and methodological intersection of translingualism and duoethnography, this study illustrates the identity formation of two Korean researchers who seek translingualism. The selected dialogues regarding English language teaching (ELT) issues demonstrate how the authors’ translanguaging instinct and mindset are realized in the context of researching, teaching, using, and probing translinguistic identity. The discussion portrays their realization of identities shuttling between “translinguist” and “translanguager” in individual and collective spaces. The study suggests pedagogical implications for language teachers, teacher educators, and researchers, as well as methodological implications for those considering using duoethnography for exploring translinguistic identity. The study contributes to an emerging discussion on what it means to transform ELT in higher education by acknowledging the translinguistic identity among English language learners, teachers, teacher educators, and researchers.

中文翻译：

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跨语言和身份的形成：两位韩国高等教育英语教学专业人士的双重民族志

人们经常从母语为英语的教师与非英语为母语的教师的角度来讨论英语教师身份研究，而跨语言则被认为是一种反叙事方法。本研究利用跨语言主义和双民族志的理论和方法论交叉点，阐述了两位寻求跨语言主义的韩国研究人员的身份形成。精选的有关英语语言教学（ELT）问题的对话展示了作者的跨语言本能和思维方式如何在研究、教学、使用和探索跨语言身份的背景下实现。讨论描绘了他们在个人和集体空间中穿梭于“跨语言主义者”和“跨语言者”之间的身份认识。该研究对语言教师、教师教育工作者和研究人员提出了教学意义，也对那些考虑使用双民族志来探索跨语言身份的人提出了方法论意义。这项研究通过承认英语学习者、教师、教师教育工作者和研究人员之间的跨语言身份，促进了关于在高等教育中转变英语教学意味着什么的新兴讨论。