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These personal essays by first and second language researchers and
practitioners reflect on issues, events, and people in their lives
that helped them carve out their career paths or clarify an
important dimension of their missions as educators. Their
narratives depict the ways in which professionals from diverse
backgrounds and work settings have grappled with issues in language
education that concern all of us: the sources and development of
beliefs about language and education, the constructing of a
professional identity in the face of ethical and ideological
dilemmas, and the constraints and inspirations of teaching and
learning environments. They have come together as a collective to
engage in a courageous new form of academic discourse, one with the
potential to change the field. Many of the authors write their
stories of having begun their work with voices positioned at the
margins. Now, as established professionals, they feel strong enough
collectively to risk the telling and, through their telling, to
encourage other voices.
This volume is intended to provide graduate students, teachers,
and researchers in language education with insights into the
struggles that characterize the professional development of
language educators. Both readers and contributors should use the
stories to view their own professional lives from fresh
perspectives -- and be inspired to reflect in new ways on the
ideological, ethical, and philosophical underpinnings of their
professional personae.
This book explores how writers from several different cultures
learn to write in their academic settings, and how their writing
practices interact with and contribute to their evolving identities
as students and professionals in academic environments in higher
education.
Embedded in a theoretical framework of situated practice, the
naturalistic case studies and literacy autobiographies include
portrayals of undergraduate students and teachers, master's level
students, doctoral students, young bilingual faculty, and
established scholars, all of whom are struggling to understand
their roles in ambiguously defined communities of academic writers.
In addition to the notion of situated practice, the other powerful
concept used as an interpretive framework is captured by the
metaphor of "games"--a metaphor designed to emphasize that the
practice of academic writing is shaped but not dictated by rules
and conventions; that writing games consist of the practice of
playing, not the rules themselves; and that writers have choices
about whether and how to play.
Focusing on people rather than experiments, numbers, and
abstractions, this interdisciplinary work draws on concepts and
methods from narrative inquiry, qualitative anthropology and
sociology, and case studies of academic literacy in the field of
composition and rhetoric. The style of the book is accessible and
reader friendly, eschewing highly technical insider language
without dismissing complex issues. It has a multicultural focus in
the sense that the people portrayed are from a number of different
cultures within and outside North America. It is also a multivocal
work: the author positions herself as both an insider and outsider
and takes on the different voices of each; other voices that appear
are those of her case study participants, and published authors and
their case study participants. It is the author's hope that readers
will find multiple ways to connect their own experiences with those
of the writers the book portrays.
These personal essays by first and second language researchers and
practitioners reflect on issues, events, and people in their lives
that helped them carve out their career paths or clarify an
important dimension of their missions as educators. Their
narratives depict the ways in which professionals from diverse
backgrounds and work settings have grappled with issues in language
education that concern all of us: the sources and development of
beliefs about language and education, the constructing of a
professional identity in the face of ethical and ideological
dilemmas, and the constraints and inspirations of teaching and
learning environments. They have come together as a collective to
engage in a courageous new form of academic discourse, one with the
potential to change the field. Many of the authors write their
stories of having begun their work with voices positioned at the
margins. Now, as established professionals, they feel strong enough
collectively to risk the telling and, through their telling, to
encourage other voices.
This volume is intended to provide graduate students, teachers,
and researchers in language education with insights into the
struggles that characterize the professional development of
language educators. Both readers and contributors should use the
stories to view their own professional lives from fresh
perspectives -- and be inspired to reflect in new ways on the
ideological, ethical, and philosophical underpinnings of their
professional personae.
This collection of first-person essays by established authors
provides a wealth of support and insights for new and experienced
academic writers in language education and multicultural studies.
Although writing for publication is becoming increasingly important
as these fields become both more professional and more competitive,
few scholars talk candidly about their experiences negotiating a
piece of writing into print. These essays will help researchers,
practitioners, and graduate students expand their understanding of
what it means--professionally and personally--to write for
publication. Carefully crafted, focused, and provocative, the
chapters in this volume document authors' experiences with a range
of practical, political, and personal issues in writing for
publication. Many portray the hardship and struggle that are not
obvious in a finished piece of writing. Readers are encouraged to
resonate with the events and issues portrayed, and to connect the
narratives to their own lives. Practical information, such as
contact information for journal and book publishers, manuscript
guidelines, and useful books are included in appendices. Although
organized thematically, the essays in Writing for Scholarly
Publication: Behind the Scenes in Language Education overlap in
many ways as each author considers multiple issues: *In the
Introduction, the editors discuss key aspects of writing for
scholarly publication, such as writing as situated practice, issues
faced by newcomers, the construction of personal identity through
writing, writing and transparency, facets of the interactive nature
of scholarly writing, and intertwined political issues. *Part I
focuses on issues and concerns faced by "Newcomers." *In Part II,
"Negotiating and Interacting," the essays closely examine the
interactions among authors, editors, manuscript reviewers, and
collaborators; these interactions tend to be the least often
discussed and these essays therefore offer readers fascinating
insights into the sensitive social, political, and personal
relationships among the many players in the scholarly writing game.
*"Identity Construction" is addressed in Part III, where authors
share their experiences with and reflections on the ways that
professional writing helps them construct their identities as
writers and scholars. *The essays in Part IV, "From the Periphery,"
help redefine what the notion of "periphery" might mean, from a
concept with a negative connotation of "outsider" to a positive
connotation of active and unconventional participant.
This book explores how writers from several different cultures
learn to write in their academic settings, and how their writing
practices interact with and contribute to their evolving identities
as students and professionals in academic environments in higher
education.
Embedded in a theoretical framework of situated practice, the
naturalistic case studies and literacy autobiographies include
portrayals of undergraduate students and teachers, master's level
students, doctoral students, young bilingual faculty, and
established scholars, all of whom are struggling to understand
their roles in ambiguously defined communities of academic writers.
In addition to the notion of situated practice, the other powerful
concept used as an interpretive framework is captured by the
metaphor of "games"--a metaphor designed to emphasize that the
practice of academic writing is shaped but not dictated by rules
and conventions; that writing games consist of the practice of
playing, not the rules themselves; and that writers have choices
about whether and how to play.
Focusing on people rather than experiments, numbers, and
abstractions, this interdisciplinary work draws on concepts and
methods from narrative inquiry, qualitative anthropology and
sociology, and case studies of academic literacy in the field of
composition and rhetoric. The style of the book is accessible and
reader friendly, eschewing highly technical insider language
without dismissing complex issues. It has a multicultural focus in
the sense that the people portrayed are from a number of different
cultures within and outside North America. It is also a multivocal
work: the author positions herself as both an insider and outsider
and takes on the different voices of each; other voices that appear
are those of her case study participants, and published authors and
their case study participants. It is the author's hope that readers
will find multiple ways to connect their own experiences with those
of the writers the book portrays.
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