THE WHITE WORSTED THREAD: THIRD SPACE ENCOUNTERS IN ENGLISH L2 WRITING – AN EXAMINATION OF

Socio­Cultural Context of Writing

THE WHITE WORSTED THREAD: THIRD SPACE ENCOUNTERS IN ENGLISH L2 WRITING – AN EXAMINATION OF RESEARCH WRITING FOR PUBLICATION IN ENGLISH IN A PHYSICS/ MATHEMATICS PUBLIC UNIVERSITY FACULTY IN CENTRAL MÉXICO

Rocio Barbosa­Trujillo¹, Nancy Keranen²

¹Benemérita Universidad Autónoma de Puebla, Puebla, México ²Benemérita Universidad Autónoma de Puebla, Puebla, México

Background. ​ Third Space Theory proposes that in any given situation people draw on multiple resources or funds (Bhabha, 2004). Third spaces are the in­between, or hybrid, spaces where first and second spaces work together to generate third space knowledges, discourses, and literacy forms (Moje ​ et al., 2004). The theory has been applied in fields such as geography, arts, postcolonial studies, feminist studies and recently in education; however, as yet, it has not been widely used to describe L2 English writing in the sciences. ​ Aims. To analyse the different funds of knowledge and discourses that may shape L2 writing. To explore the way this knowledge and discourse is used to support writing and publishing scientific articles. ​ RQs. ​ RQ1­What are the different funds of knowledge and discourses that may shape NNES scientists’ writings when publishing in a second language­English? RQ2­How do NNES scientists bring this knowledge and discourse to support their writings? ​ Approach. Qualitative. Methods. Ethnographic­type, 8­Spanish­speaking physics/math academics.

Data. Interviews: narrative/experiential, examination of resources/tools/artefacts used to write research results for publication in L2­English. Results. An analysis of the funds the scientists draw on to write their research for publication. A description of beliefs/strategies/emotions and antecedent factors, along with resources at hand when writing for publication. Conclusions. Understanding the hybrid spaces and how the participants function within them can help educators create or provide access to third spaces via career enculturation and literacy resources for incipient researchers and those struggling to survive in academic careers.

References

Bhabha, H. K. 2004. ​ The Location of Culture. ​ London: Routledge.

Fahlander, F. 2007. Third space encounters: Hybridity, mimicry and interstitial practice. In P. Cornell and F. Fahlander, eds. 2007. ​ Encounters / Materiality / Confrontations – Archaeologies of Social Space and Interaction. ​ Newcastle: Cambridge Scholars Press. Ch.2.

Moje, E. B, Ciechanowski, K. M., Kramer, K., Ellis, L., Carrillo, R., and Collazo, T. 2004. Working toward third space in content area literacy: An examination of everyday funds of knowledge and discourse. ​ Reading Research Quarterly, 39​ (1), pp. 38­70.

Vistrain, A. 2009, enero­junio. Apertura del tercer espacio y los procesos de hibridación en las situaciones de enseñanza dentro del salón de clases. ​ CPU­e, Revista de Investigación Educativa, 8​ . Recuperado el [fecha de consulta], http://www.uv.mx/cpue/num8/inves/vistrain_tercer_espacio.html

Wagner, G. and Ikas, K. (eds.) 2008. ​ Communicating in the Third Space. ​ London: Routledge.