英語教育體系的全球在地化，源於帝國主義在全世界語言教育中的統治地位。在先前的自我民族誌研究中，作者們敘述了自己身為英語為外語學習者和教師的個人經歷。本研究旨在進一步傳達多地域和多元文化環境中，以英語作為外語的教學和學習經驗，並透過批判性語言意識的發展，去深入探討資本主義英語教育制度的帝國主義內涵。本文為一個以社會經濟和語言教育理論作為框架的敘事研究，本自我民族誌主要是探究並檢視研究者/敘事者本人，以英語為外語學習和教學的墨西哥、巴西、南韓和台灣這些國家所產生的質化敘事數據與深刻頓悟。這些敘述的分析結果闡明了英語語言帝國主義存在的涵義，這也塑造了身為一個具有批判意識學習者的研究者，最終沒有繼續想要從事以英語作為外語的教學工作的覺悟。研究結果從經驗上證明，資本主義對英語教育制度之負面影響和不尊重是一種 “不可避免的需要”，也是一種意識形態的存在。因此，本研究結果可提供英語語言教育機構敦促性的建議，應將批判性語言意識納入教育課程，向語言學習者灌輸英語語言帝國主義的思想對於英語學習與教學之影響。未來後續研究可更深入應用自我民族誌研究， 加深加廣的來探討帝國主義對於個人在英語，甚至其他語言學習與教學之經歷與影響力。

The glocalization of the English education system finds roots in the imperialistic dominance of language education worldwide. In previous autoethnographic research, authors narrated personal experiences as learners and teachers of English as a foreign language. This study aims to further convey experiences in multilocational and multicultural spaces of teaching and learning English as a foreign language, creating discourses on the imperialistic entailments of the capitalist English education system through the development of critical language awareness. Based on a review of socioeconomic and language education theoretical framework, this autoethnography aims to examine my epiphanies through narrative inquiry to provide qualitative data on learning and teaching English as a foreign language in Mexico, Brazil, South Korea, and Taiwan. The analysis of my epiphanies that elucidates the entailments of English linguistic imperialism shaped me as a critically aware learner without the desire to continue pursuing a career of teaching English as a foreign language. The results empirically demonstrate the negative consequences and irreverence of the capitalist English education system as an “inevitable need”, shared as an ideology. On this basis, an urged recommendation to international language education institutions is shared to integrate critical language awareness into the educational curriculum to indoctrinate language learners about English linguistic imperialism. Future research is suggested to approach autoethnographic studies and inquire about personal experiences with other potentially linguistic imperial languages.

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