Struggling Authorial Identity of Second Language University Academic Writers in Mexico

Crawford, Troy; Mora-Pablo, Irasema; Lengeling, M. Martha

doi:10.15446/profile.v18n1.48000

Cited by 7 publications

(13 citation statements)

References 30 publications

(27 reference statements)

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“…In addition to the influence of the social contexts in identity construction, recent studies (e.g., Flowerdew, 2008;Li and Deng, 2019) have also paid attention to the situation of English as Additional Language (EAL) writers, an issue that needs further research (Morton and Storch, 2019). Therefore, paying attention to the analysis of multilingual texts written by EAL writers and how they construct and negotiate their identities in different institutional settings are worth investigating (Canagarajah, 2015;Crawford et al, 2016;Dressen-Hammouda, 2014;Morton and Storch, 2019). Crawford et al (2014) elucidated that:…”

Section: The Relation Between Bilingualism/multilingualism and Academic Identity: A Social Identity Perspectivementioning

confidence: 99%

“…As Hansen and Liu (1997) state, the employment of some methodological approaches including interviews, questionnaires, and observations were not appropriate for revealing dynamism of voice or writer identity among their research participants. For instance, Crawford, et al (2016) showed that "it is possible for an underlying linguistic conflict to be present that is not visible in the participants' academic writing (scholaric), but only in their personal narratives" (p.123).…”

Section: Bilingual/multilingual Writers' Autobiographies and Negotiation Of Their Multiple Identitiesmentioning

confidence: 99%

“…In recent decades, there have been valuable studies regarding academic authorship and construction of academic identity, in particular from readers' perspectives (Hyland, 2008;Matsuda, 2001;Morton and Storch, 2019;Matsuda and Tardy, 2007;Tardy, 2012;Tardy and Matsuda, 2009). However, there are very few studies that explored this relation from L2 graduate writers' own perspectives (Crawford et al, 2016;Dressen-Hammouda, 2014;Flowerdew and Wang, 2015) in construction of their L2 academic identity (Hirvela and Belcher, 2001;Canagarajah, 2015;Flowerdew and Wang, 2015). There are very few studies that have examined the insights of individual graduate writers from their own words in narratives approach.…”

Section: Bilingual/multilingual Writers' Autobiographies and Negotiation Of Their Multiple Identitiesmentioning

confidence: 99%

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An autobiographical narrative inquiry of academic identity construction of PhD candidates through L2 authorship development

Asadolahi

Nushi

2021

Heliyon

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In two recent decades, academic authorship and construction of (academic) identity, more specifically in graduate bilingual/multilingual writers, have drawn attention in second language (L2) writing studies. From 'social identity' framework, the interconnection between bilingualism/multilingualism status and academic writing has played a very critical role in construction of their academic identity. Regarding this topic, autobiographical narratives proved a valuable methodological approach to understand deeply graduate bilingual/multilingual writers' insights about their academic authorship identity in their own words. There are very few studies that have examined the insights of individual graduate writers from their own words in narratives approach. More specifically, this issue has been less examined in English PhD programs which play a critical role in writing education. Thus, the present study, through Tajfel's (1978) social identity framework and autobiographical narratives, aims to create an effective platform for future graduate bilingual/multilingual writers' studies, in particular PhD candidates in English programs. To this end, the insights of two PhD bilingual/multilingual graduates in an English program have been examined to explore their insights about the interconnection between their bilingualism/multilingualism status and academic writing. This study also explores possible affordances and potential difficulties in constructing their academic authorship identity. The findings revealed that bilingualism/multilingualism status has influenced and constructed multiple identities for the two participant narrators in their academic writing education. Moreover, the findings readdressed the very significant role of higher education, and teaching profession that influenced and constructed academic identity of graduate writers. Finally, the current study offers some suggestions for future studies of graduate bilingual/multilingual L2 writing; it ends with implications for L2 writing education development.

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Section: The Relation Between Bilingualism/multilingualism and Academic Identity: A Social Identity Perspectivementioning

confidence: 99%

Section: Bilingual/multilingual Writers' Autobiographies and Negotiation Of Their Multiple Identitiesmentioning

confidence: 99%

Section: Bilingual/multilingual Writers' Autobiographies and Negotiation Of Their Multiple Identitiesmentioning

confidence: 99%

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An autobiographical narrative inquiry of academic identity construction of PhD candidates through L2 authorship development

Asadolahi

Nushi

2021

Heliyon

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“…In the last few decades, studies on writer identities in academic writing have been done in numerous contexts (Crawford, Pablo, & Lengeling, 2016). A few studies highlight the cultural framework (e.g.…”

Section: Academic Writer Identitiesmentioning

confidence: 99%

“…Ivanič & Camps, 2001;Liming, 2012) and working in academic community (e.g. Crawford et al, 2016). This study focuses on the exploration of academic identities of EFL novice writers since the literature shows that this group of writers often struggle in this area (Cameron, Nairn, & Higgins, 2009).…”

Section: Academic Writer Identitiesmentioning

confidence: 99%

Exploring academic identities of EFL novice writers

Juliaty

2019

Indonesian J. Appl. Linguist.

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In academic writing, undergraduate EFL learners are not required only to apply correct L2 writing system, but more profoundly, construct and convey ideas in ways recognised in their discipline as they continuously create and recreate identities as members of their academic community. Such a process of identity construction shapes EFL novice writers’ characteristics and nurture their growth as writers in the academic environment. This study, thus, aims to explore the portrayal of academic identities of undergraduate EFL novice writers. Eight Indonesian undergraduate students of an English Department in a private Indonesian university participated in this study. The data collected included an autobiography journal, a semi-structured interview and two essay assignments. The data were analysed qualitatively by employing Ivanič’s (1998) concept of writer identity, consisting of autobiographical self, discoursal self and authorial self, and Hyland’s (2010) metadiscourse model. The findings reveal that despite numerous writing repertoires applied to display aspects of autobiographical, discoursal and authorial selves in the learners’ academic writing, the portrayal of academic identities in the writing is overall weak due to the struggles that the learners faced in adjusting and engaging themselves in the academic community of their discipline. Some recommendations in relation to L2 academic writing practice for EFL undergraduate students include facilitating students to have more exposure and access into L2 academic writing culture and academic community of their discipline.

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Language Attitude and Language Choice in Bilingual Academic Learning Environment

Dewi

Setiadi

2018

Lingua Cultura

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The objectives of this research were to observe the language attitude and factors determining language choice of English Department students of Bina Nusantara University. The observation carried out by exploring the motivation, language choice, and language practice of the English Department students. The data were collected through a questionnaire, which was designed to capture the students’ motivation in studying English, language choice, and practice. The result of this research shows that the English department students hold the positive attitude toward English, which are shown through the statement of the majority of the students who argue that English is an international language and offers more career opportunities. The two main factors determining the use of English are the role of the lectures and the English language exposure in the academic environment. This result is expected to provide a context to design an effective English learning process to encourage students in practicing the language.

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Struggling Authorial Identity of Second Language University Academic Writers in Mexico

Cited by 7 publications

References 30 publications

An autobiographical narrative inquiry of academic identity construction of PhD candidates through L2 authorship development

An autobiographical narrative inquiry of academic identity construction of PhD candidates through L2 authorship development

Exploring academic identities of EFL novice writers

Language Attitude and Language Choice in Bilingual Academic Learning Environment

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