COAS
Center for Open Access in Science (COAS)
OPEN JOURNAL FOR STUDIES IN LINGUISTICS (OJSL)
ISSN (Online) 2620-0678 * ojsl@centerprode.com

OJSL Home

2018 - Volume 1 - Number 2


Lost and Found: Conflict in Transnationals’ Writing Identity

Troy Crawford * crawford@ugto.mx * ORCID: 0000-0001-5403-1476 * ResearcherID: Q-2908-2018
University of Guanajuato, Division of Social Sciences and Humanities, Language Department

Irasema Mora-Pablo * imora@ugto.mx * ORCID: 0000-0001-8532-5522 * ResearcherID: R-1524-2018
University of Guanajuato, Division of Social Sciences and Humanities, Language Department

M. Martha Lengeling * lengelin@ugto.mx * ORCID: 0000-0002-2570-5002 * ResearcherID: R-5491-2018
University of Guanajuato, Division of Social Sciences and Humanities, Language Department

Open Journal for Studies in Linguistics, 2018, 1(2), 21-34 * https://doi.org/10.32591/coas.ojsl.0102.01021c
Online Published Date: 24 October 2018

LICENCE: Creative Commons Attribution 4.0 International License.

ARTICLE (Full Text - PDF)


KEY WORDS: bilingual writing identity, ethnography, language mobility, transnationals.

ABSTRACT:
The theme of identity has been researched extensively in the past twenty years and continues to be a significant topic to be researched inside the flied of applied linguistics (Burr, 2003; Charon, 1998; Hall, 2002; Norton, 2000, 2013; Vieira, 2016; 2018). Oddly, bilingual writers engaged in professional academic writing rarely verbalize the processes they apply when writing. In this article, we make use of multiple academic conversations and written interview data to propose an important adaptation to a conceptual model that reflects the complexities experienced by professional bilingual academic writers when involved in the act of writing. Furthermore, the data sheds light on the difficulties of geographical transition in writing, as well as the mobility of literacy.

CORRESPONDING AUTHOR:
Troy Crawford, University of Guanajuato, Language Department, Calzada de Gpe. S/N, Guanajuato, Gto. 36000, MEXICO. E-mail: crawford@ugto.mx.


REFERENCES:

Barrett, J., & Brown, H. (2014). From leaning comes meaning: Informal comentorship and the second-career academic in education. The Qualitative Report19(37), 1-15.

Beierling, S., Buitenhuis, E., Grant, K., & Hanson, A. (2014). “Course” work: Pinar’s currere as an initiation into curriculum studies. Canadian Journal for New Scholars in Education/Revue canadienne des jeunes chercheures et chercheurs en education, 5(2), 1-9.

Burgess, A., & Ivanič, R. (2010). Writing and being written: Issues of identity across timescales. Written Communication, 27(2), 228-255.

Burr, V. (2003). Social constructionism. Hove, UK: Routledge.

Busayo, I. (2010). Identity and language choice: ‘We equals I’. Journal of Pragmatics, 42, 3047-3054.

Camicia, S. P., & Zhu, J. (2012). Synthesizing multicultural, global, and civic perspectives in the elementary school curriculum and educational research. The Qualitative Report17(52), 1-19.

Charon, J. M. (1998). Symbolic interactionism. Upper Saddle River, NJ: Prentice Hall.

Chenail, R. (1992) Qualitative research: Central tendencies and ranges. The Qualitative Report, 1(4), 1-2. www.nova.edu/ssss/QR/QR1-4/tendencies.html

Clark, R., & Ivanič, R. (1997). The politics of writing. London: Routledge.

Condon, J. (1997). Good neighbors: Communicating with the Mexicans. Yarmouth, MA: Intercultural Press.

Charles, K. (2003). This mystery…: A corpus-based study of the use of nouns to construct stance in theses from two contrasting disciplines. Journal of English for Academic Purposes, 2(4), 313-326.

Collier, V. P. (1987), Age and Rate of Acquisition of Second Language for Academic Purposes. TESOL Quarterly, 21, 617-641. https://doi.org/10.2307/3586986

Crawford, T. (2007). Some historical and academic considerations for the teaching of second language writing in English in Mexico. MEXTESOL Journal, 31(1), 75-90.

Crawford, T. (2010). ESL writing in the University of Guanajuato: The struggle to enter a discourse community. Guanajuato: University of Guanajuato.

Crawford, T., Mora Pablo, I., Goodwin, D., & Lengeling, M. (2013). From contrastive rhetoric towards perceptions of identity: Written academic English in Central Mexico. Colombian Applied Linguistics Journal15(1), 9-24.

Crawford, T. (2014). The professional discourse of second language writing. In: M. Martha Lengeling, L.M. Muñoz de Cote & I. Armenta Swadley (Eds.), Narrative inquiry of EFL teachers’ professional development and research in central Mexico. Guanajuato: Universidad de Guanajuato.

Crawford, T., Mora Pablo, I., & Lengeling, M. M. (2016). Struggling authorial identity of second language university academic writers in Mexico. PROFILE Issues in Teachers’ Professional Development, 18(1), 115- 127. http://dx.doi.org/10.15446/profile.v18n1.48000

Crawford, T., Mora-Pablo, I., Lengeling, M., & Trejo Guzman, N.P. (2016). Exploring emotions in bilingual academic writers, Academia Journals, 8(5), 1238-1243.

Denzin, N., & Lincoln, Y. (2005). (Eds.). The Sage handbook of qualitative research (3rd Ed.). London: SAGE Publications.

Eakin, P. J. (2008). Living autobiographically: How we create identity in narrative. Ithaca: Cornell University Press.

Eckert, P., & McConnell-Ginet, S. (1992). Think practically and look locally: Language and gender as community-based practice. Annual Review of Anthropology, 21, 461–490.

Hall, J. K. (2002). Teaching and researching language and culture. Harlow, UK: Pearson Education.

Halliday, M. A. K. (1985). Spoken and written language. Oxford: Oxford University Press.

Halliday, M. A. K.  (1994). Functional grammar. London: Edward Arnold.

Hirvela, A., & Belcher, D. (2001). Coming back to voice: The multiple voices and identities of mature multilingual writers. Journal of Second Language Writing, 10(1/2), 83-106.

Holliday, A. (1999) Small cultures. Applied Linguistics, 20(2), 237-264.

Ivanič, R. (1998) Writing and identity: The discoursal construction of identity in academic writing. Philadelphia: John Benjamins Publishing Company.

Ivanič, R. (2006). Language, learning and identification. In: R. Kiely, P. Rea-Dickens, H. Woodfield & G. Clibbon (Eds.), Language, culture and identity in applied linguistics (pp. 7-29). London: Equinox.

Landu, V. (2014). Connecting the dots: A review of Norman K. Denzin’s interpretive autoethnography. The qualitative report, 19(50), 1-4. Retrieved from http://nsuworks.nova.edu/tqr/vol19/iss50/3

Leki, I., & Carson, J. (1997). “Completely different worlds”: EAP and the writing experiences of ESL students in university courses. TESOL Quarterly, 31(1), 39-69.

Mills, S. (2002). Rethinking politeness, impoliteness and gender identity. In: J. Sunderland & L. Litoselliti (Eds.), Gender identity and discourse analysis (pp. 69-89). Amsterdam/Philadelphia: Benjamins.

Montaño-Harmon, M. (1991). Discourse features of written Mexican Spanish: Current research in contrastive rhetoric and its implications. Hispania, 74, 417-425.

Norris, J., Sawyer, R. D., & Lund, D. (2012). Duoethnography: Dialogic methods for social, health, and educational research (Vol. 7). Left Coast Press.

Norton, B. (1997). Language, identity, and the ownership of English. TESOL Quarterly, 31(3), 409-429.

Norton, B. (2000). Identity and language learning. Essex, UK: Pearson.

Norton, B. (2013). Identity and language learning (2nd ed.). Bristol, UK: Multilingual Matters.

Rinehart, R. E., & Earl, K. (2016). Auto-, duo-and collaborative-ethnographies: “Caring” in an audit culture climate. Qualitative Research Journal16(3), 210-224.

Santiago, R. L. (1971). A contrastive analysis of some rhetorical aspects in the writing in Spanish and English of Spanish-speaking college students in Puerto Rico, (Doctoral dissertation). Columbia University.

Santana-Seda, O. (1975). A contrastive study in rhetoric: An analysis of the organization of English and Spanish paragraphs written by native speakers of each language (Doctoral dissertation). New York University.

Sheldon, E. (2009). From one I to another: Discursive construction of self-representation in English and Castilian Spanish research articles. English for Specific Purposes, 28(4), 251-265.

Simpson, J. (2000). Topical structure analysis of academic paragraphs in English and Spanish. Journal of Second Language Writing, 9(3), 293-309.

Starfield, S., & Ravelli, L. (2006). “The writing of this thesis was a process that I could not explore with the positivistic detachment of the classical sociologist”: Self and structure in new humanities research theses. Journal of English for Academic Purposes, 5, 222-243.

Swales, J. M., & Burke, A. (2003). It’s really fascinating work: Differences in evaluative adjectives across academic registers. In: P. Leistyna & C. F. Mayer (Eds.), Corpus analysis: Language structure and language use (pp. 1-18). New York: Rodopi.

Thatcher, B. L. (2000). L2 professional writing in a US and South American context. Journal of Second Language Writing, 9(1), 41-69.

Vieira, K. (2016). Doing transnational writing studies: A case for the literacy history interview. Composition Studies, 44(1), 138-140.

Vieira, K. (2018). Shifting global literacy networks: How emigration promotes informal literacy learning in Latvia: Shifting global literacy networks. Anthropology & Education Quarterly, 49(2), 165-182. https://doi.org/10.1111/aeq.12241

Wenger, E. (1998). Communities of practice. Cambridge: Cambridge University Press.


© Center for Open Access in Science