[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-597953-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-597953-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","professional-development-as-academic-apprenticeship-moving-from-outsider-to-voice-of-authority","Professional Development as Academic Apprenticeship - Moving From Outsider to Voice of Authority","","Explores how graduate students and ESL practitioners can move into a position of authority within new academic and professional discourse communities. Drawing on the author’s experience in TESOL, it examines struggles with authorship in professional contexts and parallels with ESL students learning academic voices. Argues that becoming authors in target discourses requires using language for authentic communication. Discusses “academic discourse” expectations, cultural barriers, and being “locked out of the parlor,” then links this to professional initiation and discourse identity kits through scaffolded interaction.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/professional-development-as-academic-apprenticeship-moving-from-outsider-to-voice-of-authority/597953/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/professional-development-as-academic-apprenticeship-moving-from-outsider-to-voice-of-authority/597953.png","ImageObject",300,407,{"name":42,"@type":43},"Indoniesian Boy","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What challenge does the article focus on for graduate and ESL learners?","Question",{"text":63,"@type":64},"It focuses on how newcomers struggle to take on a voice of authority when entering new academic and professional discourse communities in TESOL contexts.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Why does the author describe academic discourse as culturally difficult, not only linguistically difficult?",{"text":68,"@type":64},"Because learners must also understand cultural expectations and how academic tasks and language use function under university conditions, including how authority is expressed.",{"name":70,"@type":61,"acceptedAnswer":71},"How does the “locked out of the parlor” idea explain barriers to authorship?",{"text":72,"@type":64},"The “parlor” represents the ongoing academic conversation, but many students cannot enter it effectively due to limited command of academic language and conventions, leaving them excluded from participation.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},597953,1792926559,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":55,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144,"preview_page_count":4},962090760608,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","HEIDI FRIDRIKSSON  \nSan Francisco State University  \nProfessional Development as Academic Apprenticeship:  \nMoving From Outsider to Voice of Authority  \nDrawing on the author’s experience as both a graduate student and ESL practitioner, this article explores the process of taking on a voice of authority within a new discourse. The author reflects on her own struggles with authorship in the professional discourse community of TESOL, and she uses these experiences to illuminate the struggles of her ESL students with authorship in the academic genre. It is suggested that for graduate students or ESL students to become authors in their target discourses, they must be able to use that language for authentic communication.  \nIntroduction  \nLast year, I flew across the country to present at my first national confer  \nence. As I began my preparation in the months prior, I became increas  \ningly anxious. The anxiety wasn’t akin to stage fright or a fear of public speaking, but rather it was a new feeling I could not quite name. I stared out the window of my airplane wondering what new information a graduate student could offer to seasoned TESOL professionals and if I had enough expertise on my topic to be taken seriously. A few of my peers were also first-time presenters, but they appeared so confident that I initially kept my insecurities to myself. I later learned, however, that my peers who were presenting, and even those who were not, confronted these kinds offears. This realization led me to question if new teachers hesitate to publicly share their ideas because of fears around adopting an authoritative professional voice in the field.  \nThis reflection triggered a connection between the challenges graduate students face and the challenges ESL practitioners help their students overcome. I now teach ESL at the university level. Many of my students are multilingual speakers and some are Generation 1.5, a group historically defined as immigrants whose traits and experiences lie somewhere between those associated with the first and second generation (Rumbaut & Ima, 1988). Many of my students have high proficiency in spoken, colloquial English, so classroom instruction mainly focuses on written, academic language. Through my dual perspective of graduate student and practitioner, I noticed parallels between my struggle to acquire a professional voice and my students’ struggle to acquire  \nThe CATESOL Journal 23.1 • 2011/2012 • 51  \nacademic voices. In this paper I will address why new discourses pose such a challenge for both the ESL student entering the university and the graduate student entering the professional world. I will explore my processes in overcoming these challenges and the implications this experience has for students seeking to enter the academy or to enter the professional TESOL community.  \nLocked Out of the Parlor  \nFor students acquiring academic discourse, this challenge includes not only mastering English, but also understanding the cultural expectations surrounding this particular way of using English, or “the nature of academic tasks and the abstract use of language under university-based conditions of knowledge construction”(Thesen, 1997, p. 491) . One significant expectation of academic language that poses particular problems for new learners of academic English is how to express themselves with authority. Blanton (2008) suggests that many students resort to formula-based writing, such as the five-paragraph essay, as an attempt to adopt a traditional academic voice in a language they are still struggling to acquire.  \nAnother layer of difficulty these students face in taking on an academic discourse is a feeling of outsiderness, not only because they do not know the language and conventions, but also because many of them have been positioned as outsiders in their educational pasts. Labels such as at-risk, remedial, basic, and even ESL can act as barriers to students’ acquisition of academic discourse because th","cbCaid4wnnsQvcTK","https://ap.wps.com/l/cbCaid4wnnsQvcTK","pdf",508907,"English","# Introduction\n## Locked Out of the Parlor","[{\"question\":\"What challenge does the article focus on for graduate and ESL learners?\",\"answer\":\"It focuses on how newcomers struggle to take on a voice of authority when entering new academic and professional discourse communities in TESOL contexts.\"},{\"question\":\"Why does the author describe academic discourse as culturally difficult, not only linguistically difficult?\",\"answer\":\"Because learners must also understand cultural expectations and how academic tasks and language use function under university conditions, including how authority is expressed.\"},{\"question\":\"How does the “locked out of the parlor” idea explain barriers to authorship?\",\"answer\":\"The “parlor” represents the ongoing academic conversation, but many students cannot enter it effectively due to limited command of academic language and conventions, leaving them excluded from participation.\"}]","Professional Development as Academic Apprenticeship - Moving From Outsider to Voice of Authority | PDF",1792086017,13]