Abstract
This paper focuses on academic identity and the impact of individual and environmental factors on its development. Drawing on a variety of theoretical perspectives, originally put forward in e.g., Gee (2012), Halliday (1978), Halliday & Hasan (1989), Hall (1995), Harré & van Langenhove (1999) and Hyland (2012a, b), Lehman’s (2014a), framework for an analysis of authorial self-representation along the axis of individual–collective is presented. It is shown, however, that this basic continuum entails a number of related aspects, which are synthesized in a multi-dimensional model of academic identity, with particular reference to the formation of collective (see Lehman 2014a). To support the theoretical facet of the proposed model, the practical aspects of discipline-specific English courses at Italian tertiary level are discussed to show how disciplinary self develops in this context of constrained access to possibilities for self-representation.
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Notes
- 1.
The ‘Individual self’ is that aspect of the author’s self which is a product of their mind, cognition, personality and life history (Lehman 2014a).
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Lehman, I.M., Anderson, R. (2017). Academic Identities and Literacy Practices: A Few Remarks on the Influence of EAP Instruction on the Construction of Disciplinary Identities of Italian Tertiary Students. In: Gabryś-Barker, D., Gałajda, D., Wojtaszek, A., Zakrajewski, P. (eds) Multiculturalism, Multilingualism and the Self. Second Language Learning and Teaching. Springer, Cham. https://doi.org/10.1007/978-3-319-56892-8_9
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