This paper explores my experiences as a Latina/Chicana educator from the borderlands of South Texas and acknowledges my innermost battle with identity through my own "testimonio." The purpose is to re-examine administrator and teacher language ideologies and the detrimental effect on curriculum development for all students learning in more than one language. It explores the challenges of my battle and possibilities of professional development using narrative inquiry, "testimonios," autobiographies and other critical, pedagogical instructional dialogues as a path to discovery for teachers and administrators to harness their own multilingual language experiences as they support teaching and learning for English learners.