Abstract
Adopting a self-reflective auto-ethnographic perspective (Canagarajah, 2012), I provide an account of my experience as a NNES (Spanish) academic undertaking my research in English. The chapter focuses on the process of my enculturation into and membership in an international field, that of Applied Linguistics. Drawing on (i) a questionnaire on publication experiences in scientific journals (Moreno, Burgess, Sachdev, López-Navarro, & Rey-Rocha, 2013), (ii) Belcher and Connor’s (2001, pp. 209–211) questions for scholars to reflect on their multi-literacy experiences, and (iii) data from personal “text histories” (Lillis & Curry, 2010), I describe and analyze my scholarly publication practices, challenges, and strategies. I discuss these personal experiences in the light of the linguistic, educational, social, economic, and cultural context in which I have grown as a researcher.
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Appendix
Appendix
ENEIDA questionnaire (Moreno et al., 2013)
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13—When you decide to publish a research article in a scientific journal to what extent do the following factors influence your decision to publish them in Spanish? Or in English?
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17—To what extent have the following factors led you, as corresponding author, not to consider or to decide against publishing research articles in journals in Spanish? And in English?
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20—How do you feel when you write up the results of your research for publication in journals in English?
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24—Please think about the articles that you have sent to scientific journals as corresponding author over the last ten years. How often have the following occurred?
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25—Indicate how much difficulty you experience in writing the following sections of the research articles or the documentation involved in their publication in English.
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28—Which of the following writing strategies have you used most frequently in the case of the articles you have published as corresponding author?
Belcher and Connor’s (2001, pp. 209–2011) guiding questions:
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5—Did you feel (or do you still feel) that your L1 literacy helped/helps or hindered/hinders your developing L2 reading and writing competencies?
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10—How would you describe your self-confidence levels as an L2 reader and writer and as an L1 reader and writer?
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13—Is academic writing something that you enjoy doing, or do you see it more as a necessary evil? Does your L2 or L1 literacy have an impact on your attitude toward academic writing?
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14—What kinds of academic writing do you typically do? Which do you most prefer (e.g., research articles, book reviews, proposal, manuscript reviews)? Does your L1 or L2 affect your preferences?
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15—What type (or stage) of writing do you find the most difficult?
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16—Is audience important to you as you do your professional writing? For instance, do you try to visualize a specific audience as you compose? Do you feel you can anticipate the reactions of native-speakers of your L2? Do you try to write for an international audience, or does this vary, depending on purpose and the type of text?
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17—Do you consciously think about your “voice” in your professional writing, i.e., the way you come across the persona you present? Do you feel that being an L2 affects your “voice”?
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Mur-Dueñas, P. (2019). The Experience of a NNES Outer Circle Novice Scholar in Scholarly Publication. In: Habibie, P., Hyland, K. (eds) Novice Writers and Scholarly Publication. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-95333-5_6
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