Journal of Education for Multilingualism 258 RESEARCH ARTICLE Non-Plus Ultra Ideologies in Multilingual Teacher Education Research: Towards Real Inclusion David Martínez-Prieto a* , Xiaodi Zhou a a University of Texas Rio Grande Valley * Contact Info: One West University Blvd., Brownsville, TX 78520, the U.S.A., david.martinezprieto@utrgv.edu Article Info Received: August 14, 2024 Accepted: November 4, 2024 Published: December 25, 2024 Abstract In this duo autoethnography, we reflect on the ideologies prevailing in the United States regarding the use of English as the de facto academic language. In a parallel manner, we analyze the ideologies embedded in the rejection of academic variations in other languages (i.e., Spanish and Mandarin). We collected data from 2016 to 2023 in physical and digital spaces while interacting with U.S. academia. To analyze our experiences, we used a framework that combined critical literacies and language ideologies. We found the rejection of non-English academic domains related to structural and epistemological ideologies present in some U.S. institutions and among scholars. We argue that the intersection of imperial and linguistic ideologies, which simultaneously place U.S. epistemologies as superior, resembles larger structural patterns of ideologies that imply that there is no more beyond the United States and western borders—or, in other words, non-plus ultra ideologies. Keywords critical literacies; duo autoethnography; Global South; language ideologies; multilingual education INTRODUCTION We, the authors, live in the borderlands. From our offices, we can see meandering resacas— small water channels from the Rio Grande, parsing the landscape. From our classrooms, we can see the Mexican-U.S. border: We watch the border patrol surveilling la frontera. Our university is not physically far from a Mexican university (around 5 kms/2.6 miles from our campus to theirs), but it is very far from it in terms of ontologies and epistemologies. To explain, although our campus is closer to Mexico than to any other U.S. university, we, U.S.- centered academia, have created a knowledge wall in which we use scholarly work that is almost entirely created within U.S. borders. Ironically, our student body is mainly composed of transnational and translingual communities, many of whom live, study, work, and interact with multilingual individuals on both sides of the U.S.-Mexico border—that is, we serve students who disrupt fixed epistemological and ontological notions with their fluid and permeable linguistic and cultural identities (Zhou & Martinez-Prieto, 2023). 2024 | volume 1 | issue 2 pp. 258–281 ISSN 3064-6995