In this article, two transnational scholars of English studies engage in a collaborative autoethnography to illustrate the generative potential of translingualism as a scholarly common ground for writing studies and the history of English language studies. The argument hinges on the notion that translingualism's open-endedness to, and welcoming of, students' and instructors' linguistic diversity can make it a disciplinary pathway for transnational scholars to use their diverse World Englishes in writing classrooms. Based on case studies of their autobiographical narratives of professional development, experiences teaching in college writing classrooms, and engagement with translingual scholarship, the article shows how (a) translingualism works as a gateway (i.e., point of entry) into writing studies for scholars who are World Englishes users and (b) histories of the English language mediate this disciplinary socialization. Three major themes that emerge from a comparative analysis of the materials and that relate to the authors' distinct approaches to writing, underlying motivations for linguistic and academic pursuits, and disciplinary orientations are discussed.