Academic Writing as a Language Barrier. A Learning Framework

Abstract

Based on a self-reflective and critical inquiry into my own writing development and on the notion of voice, I designed an Academic Writing Learning Framework with a decolonial view that might be an invitation to rethink some university assumptions and expectations that can be reproducing social inequities. After experiencing academic writing as a language barrier in my own doctoral journey and struggling to find my own voice, I completed my doctorate and experienced a shift in perspective on students’ identity and students’ voice. This experience also affected my view on the learning opportunities university could provide for the development of academic writing. This personal experience was the origin of the research project; the need to overcome the struggle, develop awareness and increase agency. The Academic Writing Learning Framework may provide an alternative, empowering view to look at the development of academic writing for students who may have been disadvantaged by their linguistic, cultural, or educational backgrounds.