Language being one of the most evident and powerful ‘markers’ of cultural identity, discourse and text are sites where cultures are both constructed and displayed and where identities are negotiated. The approaches to the analysis of culture and identity adopted here to account for the multifaceted realisations of cultural identities in the texts and documents taken into consideration span from multimodality, to discourse and genre analysis, to corpus linguistics and text analysis. The volume then offers a varied picture of approaches to the scientific enquiry into the multifaceted manifestations of identity in and across national, professional, and disciplinary cultures.
Constructing Writer Identity across Community Boundaries. The Socialization of a Local-educated Chinese Researcher: Dawang Huang
Constructing Writer Identity across Community Boundaries. The Socialization of a Local-educated Chinese Researcher
Writer identity of physical scientists can be seen as “negotiated experience, community membership, learning trajectory, nexus of multimembership, and a relation between the local and the global” ways of belonging (Wenger 1998: 149) that develop in the socially-situated writing and publishing (of research articles) (Bazerman 1988; Casanave 2003). These parallels between practice and identity furthermore suggest that the textual, and socio-cognitive and -political spaces within their global socio-cultural and local institutional contexts are largely embodied in this disciplinary socialization into target disciplinary communities. In view of the lingua franca of English in scientific publishing (Wood 2001), the disciplinary socialization process of non-Anglophone scientists is inevitably an interplay of multi-level engagement and alignment, that is, juggling between local and international disciplinary communities vis-à-vis intra-discipline recontextualization of Anglophone writers.
Extensive research has been conducted on cross-cultural / linguistic discursive representations of non-Anglophone scientists (as well as other academics) in the Swalesian school of genre analysis; but multidimensional socialization appeals to socio-critical and –political aspects of developing professional expertise (e.g., Bhatia 2004; Canagarajah 2002; Casanave 2003; Li 2005). Similarly, Flowerdew (2000) called for more case studies to enable the TESOL profession to understand and respond to multilingual scholars’ writing practices. ← 237 | 238 →