ACADEMIC LANGUAGE AND LEARNING PRACTITIONER IDENTITY SHIFTS IN THE CONTEXT OF AN INSTITUTION-WIDE STRATEGY IMPLEMENTATION

Edwards, E; Goldsmith, R; Havery, C; Mort, P; Nixon, D

ACADEMIC LANGUAGE AND LEARNING PRACTITIONER IDENTITY SHIFTS IN THE CONTEXT OF AN INSTITUTION-WIDE STRATEGY IMPLEMENTATION

Edwards, E Goldsmith, R

Havery, C Mort, P Nixon, D

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Publication Type:: Journal Article
Citation:: European Journal of Applied Linguistics and TEFL, 2023, 12, (1), pp. 71-90
Issue Date:: 2023-01-01

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Field	Value	Language
dc.contributor.author	Edwards, E
dc.contributor.author	Goldsmith, R https://orcid.org/0000-0003-3546-8052
dc.contributor.author	Havery, C
dc.contributor.author	Mort, P
dc.contributor.author	Nixon, D https://orcid.org/0000-0001-9352-4396
dc.date.accessioned	2023-07-27T01:46:45Z
dc.date.available	2023-07-27T01:46:45Z
dc.date.issued	2023-01-01
dc.identifier.citation	European Journal of Applied Linguistics and TEFL, 2023, 12, (1), pp. 71-90
dc.identifier.issn	2192-1032
dc.identifier.uri	http://hdl.handle.net/10453/171663
dc.description.abstract	Academic Language and Learning (ALL) practitioners support the post-entry academic language needs of students in higher education, often by advising and collaborating with discipline academics on language and literacy matters. Existing studies into the identities of ALL practitioners, and those within the parallel field of English for Academic Purposes (EAP) teacher identities have found issues of marginalisation and troubled status. They call for a more centralised view of language within universities, along with a re-positioning of ALL or EAP practitioners. In this article, we explore the identity negotiation of ALL practitioners in Australia as they respond to a new university-wide strategy of language embedding. This strategy was implemented from 2019 by a team of ALL practitioners in order to support students entering university with low levels of academic language. The study collected data from two rounds of in-depth interviews with the practitioners at key stages of the implementation. Inductive thematic analysis of the data revealed shifts in terms of how the ALL team worked together and their collective profile or status, the knowledge base they worked from, and how they and others perceived their roles. We draw on various concepts from the identity literature, including Bourdieu’s notion of symbolic capital and Gee’s notion of affinity identity. This study has implications for how language practitioners negotiate their team identities and build symbolic capital, particularly in the context of changes to institutional strategies regarding language support.
dc.language	en
dc.relation.ispartof	European Journal of Applied Linguistics and TEFL
dc.rights	info:eu-repo/semantics/openAccess
dc.subject	2004 Linguistics
dc.subject.classification	4704 Linguistics
dc.title	ACADEMIC LANGUAGE AND LEARNING PRACTITIONER IDENTITY SHIFTS IN THE CONTEXT OF AN INSTITUTION-WIDE STRATEGY IMPLEMENTATION
dc.type	Journal Article
utslib.citation.volume	12
utslib.for	2004 Linguistics
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)
utslib.copyright.status	open_access	*
dc.date.updated	2023-07-27T01:46:43Z
pubs.issue	1
pubs.publication-status	Published
pubs.volume	12
utslib.citation.issue	1

Abstract:

Academic Language and Learning (ALL) practitioners support the post-entry academic language needs of students in higher education, often by advising and collaborating with discipline academics on language and literacy matters. Existing studies into the identities of ALL practitioners, and those within the parallel field of English for Academic Purposes (EAP) teacher identities have found issues of marginalisation and troubled status. They call for a more centralised view of language within universities, along with a re-positioning of ALL or EAP practitioners. In this article, we explore the identity negotiation of ALL practitioners in Australia as they respond to a new university-wide strategy of language embedding. This strategy was implemented from 2019 by a team of ALL practitioners in order to support students entering university with low levels of academic language. The study collected data from two rounds of in-depth interviews with the practitioners at key stages of the implementation. Inductive thematic analysis of the data revealed shifts in terms of how the ALL team worked together and their collective profile or status, the knowledge base they worked from, and how they and others perceived their roles. We draw on various concepts from the identity literature, including Bourdieu’s notion of symbolic capital and Gee’s notion of affinity identity. This study has implications for how language practitioners negotiate their team identities and build symbolic capital, particularly in the context of changes to institutional strategies regarding language support.

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http://hdl.handle.net/10453/171663