This talk will take place via video link, and - apart from being for an audience in Room R0.12 - it will be viewable outside the university via this link (live from 4.20pm BST onwards)
William Sughrua, Universidad Autónoma “Benito Juárez” de Oaxaca
This presentation regards ‘alternative’ academic writing as seen in the published research article, book chapter, and monograph in TESOL. According to the data of the investigation mentioned below, this ‘alternative’ writing can be considered a creative-type of writing such as autobiography, fiction, poetry, and/or ‘layered’ auto-ethnographic writing (or a mix thereof) that extends itself throughout the ‘space’ of a ‘conventionally written’ paper in such a way that ‘conventionality’ (e.g. nominalization, empiricist repertoire, and IMRD) is threatened or challenged.
This presentation has two parts. First of all, the presentation reports on a qualitative investigation inquiring as to perceptions of and publishing experiences with such ‘alternative’ academic writing in TESOL. The data collection methods consist of semi-structured interviews and email correspondence with TESOL scholars, journal editors, and journal referees, along with a type of action research in writing/publishing whereby during two years I submitted my own ‘alternative’-oriented academic articles to mainstream journals in TESOL and thereby received rejection reports from reviewers and editorial correspondence, which form an interesting base of qualitative data. (I should note here that, retroactively in the post-rejection stage, I requested and received permission to use this TESOL editorial correspondence and referee reports as data.) The issues to emerge from the interview, email, and action research data include (non)genericism in academic writing, teacher versus researcher identity, disciplinary change, and interpretative paradigms. The conclusion points to the need for activism on the part of TESOL academics, so that such ‘alternative’ writing could get its foothold in the TESOL literature where it could coexist alongside ‘conventional’ research writing. Secondly and finally, this presentation contemplates ways of argumentatively defending and promoting this ‘alternative’ academic writing within TESOL.
Comments and questions can be tweeted to @eltedjournal or emailed as you are viewing to R.C.Smith@warwick.ac.uk.