An Autoethnographic Insight into My Multilingual Development

Abstract

This autoethnographic study traces my multilingual journey through Uzbek, Russian, Kazakh, and English, set against Uzbekistan’s complex linguistic landscape. Growing up in a rural Kazakh community, I navigated the interplay of heritage, colonial, and global languages, each shaping my identity and literacy in distinct ways. My early exposure to multiple languages—supported by family, education, and societal forces—highlighted both the challenges and advantages of multilingualism. As I transitioned into teaching, I shifted from rigid, grammar-focused methods to more inclusive approaches like translanguaging, recognizing students’ linguistic repertoires as assets rather than barriers. My experiences in higher education further deepened my understanding of language policy, power dynamics, and the need for equitable multilingual pedagogies. Through personal reflection, I explore how multilingualism fosters cognitive flexibility, cultural connection, and academic opportunity while advocating for educational practices that honor linguistic diversity. This narrative explores the transformative power of multilingualism in shaping identity, learning, and teaching in an interconnected world.