ABSTRACT
Through this autoethnographic inquiry, I invite readers into my personal journey of how the challenges, struggles, and tensions emerging from my intercultural experiences in different socio-cultural contexts, in England as “an immigrant,” in Germany as “an Erasmus student,” in the United States as “a language teacher,” shaped my personal and cultural identities and contributed to my ongoing professional learning as a language teacher. By critically weaving in and out of various concepts and notions I explored how the complex interplay between the wider social-cultural trajectories and my lived experiences played a crucial role in my cultural and linguistic learning, the forms of participation within different communities, and identity negotiations. In doing so, finally, I critically tackle one of the focal questions posed in this book, “How does one become a successful teacher?” through the lens of intercultural mobility.
