In this article, I investigate the dynamic relationship between language ideologies and identity construction within English education in China. Reflecting on my journey as both an English learner and teacher, this study explores the ways in which standard language ideology and native-speakerism have influenced my self-perception and professional role. It narrates a journey from feeling linguistically inferior due to a Chinese accent to confronting professional biases in teaching. Furthermore, it shows a shift from internalizing standard English norms to embracing linguistic diversity. This study highlights the impact of language ideologies on my self-perception and professional identity in English language teaching, advocating for a more inclusive understanding of linguistic diversity and professional competence, beyond the native speaker paradigm.