Dear Saints, Dear Stella: Letters Examining the Messy Lines of Expectations, Stereotypes, and Identity in Higher Education

Barron, Nancy

doi:10.2307/3594198

Cited by 6 publications

(3 citation statements)

References 3 publications

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“…From this we can see that identity is fluid, and ever-changing depending on what someone wants to achieve. Taking into consideration the aspects of fluidity and language, we will look at the complexities of bilingual writers whose professional writing identity is expressed in another language, not their native language, and in essence whose writing identity straddles two cultures (Barron, 2003;Moreno, 2002). Furthermore, the work of Cintron (1997), Guerra (1998), and Kells, Balester, and Villanueva (2004) propose rhetoric as an element that is deeply connected to identity.…”

Section: Introductionmentioning

confidence: 99%

Struggling Authorial Identity of Second Language University Academic Writers in Mexico

Crawford¹,

Mora-Pablo²,

Lengeling³

2016

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This paper explores the different factors that appear to affect the on-going construction of second language authorial identity in a professional academic environment in Mexico. Through narrative research methodology from a qualitative paradigm, the everyday struggles of two university professors to maintain their professional status in second language writing are explored. The areas of study for these two are chemistry and penal law. With data the learning processes of entering into a community of second language writers are studied as well as the problems they faced and how they resolved them. Finally, the process of negotiating an authorial identity in a second language seems to be a constant underlying struggle composed of a variety of psychological factors.Key words: Identity, narrative, second language academic writing, writer struggles.En este artículo se exploran los diferentes factores que parecen impactar la construcción de identidad de autor permanente en un medio académico profesional en México. Esta búsqueda se da a través de la metodología narrativa desde un enfoque cualitativo de la lucha cotidiana de dos profesores por mantener su status profesional en la redacción en segunda lengua. Sus áreas de trabajo son química y derecho penal. Los datos recopilados permitieron explorar los procesos y problemáticas del ingreso a una comunidad de autores de segunda lengua. Finalmente, se ilustra cómo este proceso de la creación de una identidad de autor es una continua batalla que está compuesto de una gama de factores psicológicos.Palabras clave: identidad, lucha del escritor, narrativa, redacción en segunda lengua.

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Section: Introductionmentioning

confidence: 99%

Struggling Authorial Identity of Second Language University Academic Writers in Mexico

Crawford¹,

Mora-Pablo²,

Lengeling³

2016

PROFILE

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“…By practicing both dialects in an otherwise formal presentation of SEE, Formento performatively supported his claim that various dialects, brought together, can enrich one another. Formento's argument mirrors efforts by recent scholars to change beliefs about the value of English by mixing it with other languages in scholarly arguments (Barron, 2003;Lu, 2004). Each language appears valuable based on its ability to inform our understandings and practices of all languages.…”

Section: Reconstituted Market Rhetoric and The Ebonics Debatementioning

confidence: 92%

Market Rhetoric and the Ebonics Debate

Longaker

2005

Written Communication

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Using a method of topical rhetorical analysis, inspired by K. Burke, to discuss the Ebonics debate, this article demonstrates that conversations about education, particularly writing instruction, have adopted a market rhetoric that limits teachers’ agency. However, reappropriation of this market rhetoric can help writing teachers to imagine and actuate a more empowered and long-sighted agency for themselves. Rhetorical analysis can therefore help educators to understand how local language practices shape their interaction with the rapidly changing material environment of fast capitalism.

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“…As a result of the work of Horner and Trimbur and the above mentioned work, which all challenge the practice of monolingualism in the field of composition, pragmatic changes and paradigm shifts have influenced how teachers in writingbased classes teach academic English in relationship with diverse literacy practices (Brandt, 1995) (Meyers, 1996) (Kutz, 1997) (Kutz, 1991) (Hesford, 1997) how writing center tutors bring tacit rules and expectations into explicit conversations (Grimm, 1999) (Welch, 1997) (Fox, 1994) (Barron, 2003) and how…”

Section: Pedagogical Implications Of Multilingualismmentioning

confidence: 99%

International teachers in the American classroom : deposing the myth of monolingualism

Lehman¹

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Dear Saints, Dear Stella: Letters Examining the Messy Lines of Expectations, Stereotypes, and Identity in Higher Education

Cited by 6 publications

References 3 publications

Struggling Authorial Identity of Second Language University Academic Writers in Mexico

Struggling Authorial Identity of Second Language University Academic Writers in Mexico

Market Rhetoric and the Ebonics Debate

International teachers in the American classroom : deposing the myth of monolingualism

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