Bilingual returnee scholars’ identity in academic writing

IF 5 1区 文学 Q1 LINGUISTICS Journal of Second Language Writing Pub Date : 2024-05-28 DOI:10.1016/j.jslw.2024.101112
Albert W. Li
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Abstract

Academic writing is a dynamic process that in some senses reveals a writer’s scholarly identity. To illuminate how this identity-forming process occurs, in the present study, three Anglosphere-educated writing scholars in China were interviewed to uncover their English-Chinese bilingual scholarly identities focusing on their perspectives of academic writing in two languages. The findings reveal they were conscious of their bilingual scholarly identities as English and Chinese academic writers, and attributed their academic writing skill development to their education at universities overseas, despite holding different views about the rhetorical styles of English and Chinese academic writing. Although the three returnee scholars faced challenges with writing and publishing papers in Chinese journals, they consciously applied different approaches in practicing and promoting both an English writing style and evidence-based argumentation when writing and teaching academic writing to Chinese students. The present study unpacks the complex nature of the Chinese returnee scholars’ bilingual scholarly identity construction in academic writing while highlighting their contribution to the Anglo-centric globalization of academic writing and rhetorical development. Implications for graduate research training programs and research on academic writing identity are discussed.

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双语归国学者在学术写作中的身份认同
学术写作是一个动态的过程,在某种意义上揭示了写作者的学术身份。为了揭示这一身份形成的过程,本研究采访了三位在中国接受过英语圈教育的写作学者,以揭示他们的英汉双语学术身份,重点关注他们对两种语言学术写作的看法。研究结果显示,尽管他们对中英文学术写作的修辞风格持有不同的看法,但他们都意识到自己作为英汉学术写作者的双语学术身份,并将自己学术写作能力的提高归功于海外大学的教育。尽管三位海归学者面临着在中文期刊上撰写和发表论文的挑战,但他们在写作和教授中国学生学术写作时,有意识地采用了不同的方法来实践和推广英语写作风格和基于证据的论证方法。本研究揭示了中国海归学者在学术写作中双语学术身份建构的复杂性,同时强调了他们对以盎格鲁为中心的学术写作全球化和修辞发展的贡献。本研究还讨论了对研究生研究培训项目和学术写作身份研究的启示。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
8.80
自引率
13.10%
发文量
50
审稿时长
59 days
期刊介绍: The Journal of Second Language Writing is devoted to publishing theoretically grounded reports of research and discussions that represent a significant contribution to current understandings of central issues in second and foreign language writing and writing instruction. Some areas of interest are personal characteristics and attitudes of L2 writers, L2 writers'' composing processes, features of L2 writers'' texts, readers'' responses to L2 writing, assessment/evaluation of L2 writing, contexts (cultural, social, political, institutional) for L2 writing, and any other topic clearly relevant to L2 writing theory, research, or instruction.
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