Dipendra Kumar Khatri, Bishnu Kumar Khadka
Autobiography is the account of life experiences of an individual, and autoethnography is the research-based interpretations of the autobiographical narratives in connection with socio-cultural, educational, and overall aspects of life. Thus, this article is the outcome of the experiences of the author which are collected in autobiographical form, and interpreted autoethnographically. The main purpose is to interpret the lived experiences of the author’s autoethnographically. It is to answer: to what extent the author’s lived experiences of learning English play role in shaping his personal and professional growth? How the social aspects (economic condition, and political conflicts) and family responsibilities are influencing the author’s academic achievement? For this, the autobiographical narratives were taken as the primary source of data. The autoethnographic interpretations reveal, though various personal, socio-economic, and family limitations, the curiosity, determination, educational thrust, and good professional networks play a transformative role in constructing knowledge and professional identity of an English language learners and/or teachers in the context of remote rural context of Nepal. Moreover, connection with professional institutions like Nepal English Language Teachers’ Association (NELTA), can play praiseworthy role to the English language learners and teachers for the professional growth. So, collection of autobiographies, and analysis of autoethnographies can be recommended to explore the real experiences, challenges, and encouragements of English language teaching and learning in the context alike to Nepal.