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High schools and college preparatory programs too often ignore the role that academic language and literacy play in success at the college level. Even when academic language is specifically taught, it is often resisted by minority students. Because language is so strongly rooted to culture and identity, many minority students see the adoption of academic discourse as \"selling out\" or \"acting White\" rather than as a temporary code-switching practice. This paper presents four case studies of first-generation minority college students and how academic discourse (also referred to as academic literacy) played a part in their respective success or failure academically and socially. 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It examines recent journal articles and monographs in applied linguistics and considers various perspectives on the issue. After a brief introduction and review of the theoretical background relating to identity, followed by a characterization of academic discourse and how it relates to identity theory, the article explores the following topics: linguistic resources for audience engagement; voice and academic identity; disciplinary identity; identity in peripheral academic genres; academic identity development over time; academic identity and English as a lingua franca; power, ideology, and critical language awareness in academic identity construction; language reuse, intertextuality, and academic identity; pedagogically oriented studies and academic identity construction; and methodological diversity and innovation in the study of academic identity. The article concludes with suggestions for future work in the field of academic identity research.", "publicationTitle": "", "publisher": "", "place": "", "date": "", "volume": "", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "http://rd8hp6du2b.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info:sid/summon.serialssolutions.com&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Identity+in+Academic+Discourse&rft.jtitle=Annual+Review+of+Applied+Linguistics&rft.au=John+Flowerdew&rft.au=Simon+Ho+Wang&rft.date=2015-03-01&rft.pub=Cambridge+University+Press&rft.issn=0267-1905&rft.eissn=1471-6356&rft.volume=35&rft.spage=81&rft_id=info:doi/10.1017%2FS026719051400021X&rft.externalDocID=3623174941", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2015-04-13T04:24:08Z", "dateModified": "2015-04-13T04:24:08Z" } }, { "key": "Z4FXFCEN", "version": 7, "library": { "type": "group", "id": 340727, "name": "Supporting Inclusive Classroom Discussion", "links": { "alternate": { "href": "https://www.zotero.org/groups/supporting_inclusive_classroom_discussion", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/340727/items/Z4FXFCEN", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/supporting_inclusive_classroom_discussion/items/Z4FXFCEN", "type": "text/html" } }, "meta": { "createdByUser": { "id": 2407024, "username": "acarmenvargas", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/acarmenvargas", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "Z4FXFCEN", "version": 7, "itemType": "journalArticle", "title": "Journalism & mass communication educator", "creators": [], "abstractNote": "I wonder how theories of inclusion were referenced in older issues? -A", "publicationTitle": "", "publisher": "", "place": "", "date": "", "volume": "", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "http://clio.columbia.edu/catalog/1542212", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2015-04-13T04:15:36Z", "dateModified": "2015-04-13T04:15:36Z" } }, { "key": "8XA5R2FU", "version": 6, "library": { "type": "group", "id": 340727, "name": "Supporting Inclusive Classroom Discussion", "links": { "alternate": { "href": "https://www.zotero.org/groups/supporting_inclusive_classroom_discussion", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/340727/items/8XA5R2FU", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/supporting_inclusive_classroom_discussion/items/8XA5R2FU", "type": "text/html" } }, "meta": { "createdByUser": { "id": 2407024, "username": "acarmenvargas", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/acarmenvargas", "type": "text/html" } } }, "creatorSummary": "David I. Backer", "numChildren": 0 }, "data": { "key": "8XA5R2FU", "version": 6, "itemType": "journalArticle", "title": "The dissortion of discussion", "creators": [ { "creatorType": "author", "name": "David I. Backer" } ], "abstractNote": "This dissertation addresses a common, but troubling, educational interaction: when a facilitator (whether teacher, professor, or organizer) announces that a discussion will take place about some subject or question, but proceeds to speak at length and field questions regarding that subject. In this case, a controlled and unequal form of interaction known as recitation has occurred, though the interaction was called a \"discussion\" at the outset. Since discussion, as a form of interaction, connotes democracy, equality, and freedom, this interaction (where recitation passes for discussion) is distorted. After a survey of discussion's many pedagogical meanings, a Marxist theoretical approach--primarily drawing from Louis Althusser and Valentin Voloshinov--is used to critique the distortion of discussion. From the Voloshinovian perspective, the aforementioned distortion composes and iterates the social formation known as neoliberal capitalism. A psychoanalytic theoretical approach is then used to propose a new concept of discussion that works against this neoliberal distortion, one founded on Jacques Lacan's early concept of dehiscence. The dissertation concludes with suggestions for dehiscent facilitation practices, calling for greater emphasis on the form of interaction (as opposed to content) when working for social and political change.", "publicationTitle": "", "publisher": "", "place": "", "date": "", "volume": "", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "http://dx.doi.org/10.7916/D8GX48QX", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2015-04-13T04:06:20Z", "dateModified": "2015-04-13T04:06:20Z" } } ]