From one I to another: Discursive construction of self-representation in English and Castilian Spanish research articles

Sheldon, M

From one I to another: Discursive construction of self-representation in English and Castilian Spanish research articles

Sheldon, M

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Publisher:: Pergamon
Publication Type:: Journal Article
Citation:: Sheldon Manuela 2009, 'From one I to another: Discursive construction of self-representation in English and Castilian Spanish research articles', Pergamon, vol. 28, no. NA, pp. 251-265.
Issue Date:: 2009

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Field	Value	Language
dc.contributor.author	Sheldon, M	en_US
dc.date.accessioned	2010-06-16T04:59:16Z
dc.date.available	2010-06-16T04:59:16Z
dc.date.issued	2009	en_US
dc.identifier	2009005405	en_US
dc.identifier.citation	Sheldon Manuela 2009, 'From one I to another: Discursive construction of self-representation in English and Castilian Spanish research articles', Pergamon, vol. 28, no. NA, pp. 251-265.	en_US
dc.identifier.issn	0889-4906	en_US
dc.identifier.other	C1	en_US
dc.identifier.uri	http://hdl.handle.net/10453/11868
dc.description.abstract	The notion that academic writing is not only a conventional entity but also carries the representation of the writer has been supported by several researchers. Few studies have explored identity representation in language across two written cultures, such as English and Spanish, although Spanish might be a language of interest for non-native speakers due to its international dynamism. This study explores the different identities behind first-person roles in English and Spanish by drawing on Ivanic¿s (1998) pioneering typology of identity, refined in Tang and John (1999) and Starfield and Ravelli (2006), and elaborated further in this study. The corpus is comprised of 18 English and 18 Spanish research articles (RAs) in Applied Linguistics and Language Teaching. The results of the analysis reveal some similarities and considerable differences in the distribution of the first-person forms throughout the articles. One commonality is that English and Spanish writers orient the reader through self-references. However, in other roles the writers in both languages inhabit the text in distinct ways, suggesting that the construction of self-representation is not homogenous across these written cultures. The paper also draws attention to selfrepresentation in the teaching of academic writing in EAP and SAP (Spanish for academic purposes) courses.	en_US
dc.publisher	Pergamon	en_US
dc.relation.ispartof	English For Specific Purposes	en_US
dc.relation.ispartof	Verified OK	en_US
dc.relation.isbasedon	http://dx.doi.org/10.1016/j.esp.2009.05.001	en_US
dc.subject.classification	English Language	en_US
dc.title	From one I to another: Discursive construction of self-representation in English and Castilian Spanish research articles	en_US
dc.type	Journal article
utslib.citation.volume	28	en_US
utslib.citation.number	NA	en_US
utslib.location	United Kingdom	en_US
utslib.citation.startpage	251	en_US
utslib.citation.endpage	265	en_US
utslib.identifier.org	FASS.Faculty of Arts and Social Sciences	en_US
utslib.for	200302	en_US
utslib.percentage	000100	en_US
utslib.copyright.status	closed_access

Abstract:

The notion that academic writing is not only a conventional entity but also carries the representation of the writer has been supported by several researchers. Few studies have explored identity representation in language across two written cultures, such as English and Spanish, although Spanish might be a language of interest for non-native speakers due to its international dynamism. This study explores the different identities behind first-person roles in English and Spanish by drawing on Ivanic¿s (1998) pioneering typology of identity, refined in Tang and John (1999) and Starfield and Ravelli (2006), and elaborated further in this study. The corpus is comprised of 18 English and 18 Spanish research articles (RAs) in Applied Linguistics and Language Teaching. The results of the analysis reveal some similarities and considerable differences in the distribution of the first-person forms throughout the articles. One commonality is that English and Spanish writers orient the reader through self-references. However, in other roles the writers in both languages inhabit the text in distinct ways, suggesting that the construction of self-representation is not homogenous across these written cultures. The paper also draws attention to selfrepresentation in the teaching of academic writing in EAP and SAP (Spanish for academic purposes) courses.

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http://hdl.handle.net/10453/11868