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Using the lenses of World Englishes, language ideology, and colonialization, this study foregrounds sites of contestation within seven former literacy teachers, all of whom are multilingual and currently function as immigrant literacy educators in the United States. Drawing from questionnaires and semi-structured interviews, we examined how the participants exhibited language ideologies that influenced their literacy practices as they used various Englishes in their home countries. Findings reflected that the former literacy teachers reflected discrepancies between their ideologies about standardized and non-standardized Englishes and their use of these Englishes in their literacy practice, despite being multilingual. These findings highlight the need for insights about language ideologies in U.S. literacy pedagogy that are based on literacy practices of immigrant multilingual former teachers.