Due to the dominance of the English language in scholarship, multilingual academics often encounter challenges in achieving academic biliteracy and identifying successful language negotiation practices in academia. Through personal interviews with self-identified multilingual academics across academic disciplines, this paper explores how they respond to the dominance of English in academia while maintaining multilingual practices. While participants cited multiple challenges in academic biliteracy, their sense of awareness of language hegemony serves as a lens that enables them to identify a variety of language practices representative of their respective language background. Multilingual academics' language experiences also illustrate that their academic engagement with language difference is diverse, which suggests a reconceptualization of traditional views of bilingual or multilingual practices. Analysis of personal interviews both affirms the dominance of the English language in academia and promotes a need for the inclusion of language difference in academia via Writing Across Communities efforts.