Can you hear us? A new model of East Asian students' authorial voice: A multilingual perspective

考虑到目前英国高等教育的教育移民背景，多语种学生经常被强烈鼓励去适应英语国家的学术环境，学习母语人士制定的写作惯例和实践蓝图。这种传统方法使某些多语种学生的语言和读写能力受到威胁，同时可能造成差异、排斥和社会不公正。因此，在多语种学生的学术写作中，作者声音的包容性概念化是确保所有学生获得社会公正的最基本问题之一。作者的声音是学术写作成功的最决定性的结构，它帮助作者建立他们的论点和学术贡献的价值。然而，作者的声音仍然是一个高度争议的概念，这影响了试图代表它的现有模型的构建。为了解决这一问题，本研究旨在为当代文学提供一个新的模型，将多语种学生的话语资源考虑在内，概念化学生的作者声音。换句话说，这个项目将导致学术实践概念化的第一次实证调查，不再使用母语人士的实践作为学术写作的标准。在实现上述目标的过程中，我试图引起学术界对多语言学生如何利用他们的话语资源的关注，从而推动采用一种新的、更具包容性的学术写作评估和教育方法。这项研究意义重大，因为它代表了英国一个代表性较低的学生群体。因此，该项目将支持国际学生在英国英语大学的成功得到更好的认可，从而带来更多样化的学术环境。

Given the current education-migration context of UK higher education, multilingual students are often strongly encouraged to adapt to the Anglophone academic environments with blueprints for writing conventions and practices set by native speakers. This traditional approach puts certain multilingual students' language and literacy practices at stake while potentially creating differences, exclusion and social injustices. Hence, an inclusive conceptualisation of authorial voice in multilingual students' academic writing is amongst the most fundamental concerns to ensure social justice for all students.Authorial voice is a most determining construct of success in academic writing that helps writers establish the value of their arguments and scholarly contributions. However, authorial voice remains a highly contested concept, which influences the construction of existing models attempting to represent it. To address this, the proposed research aims to contribute to the contemporary literature a new model conceptualising students' authorial voice that takes multilingual students' discursive resources into consideration. In other words, this project will result in the first empirical investigation of an academic practice conceptualisation that moves away from employing native speakers' practices as yardsticks in academic writing.In achieving the goals mentioned above, I seek to raise academic attention towards how multilingual students deploy their discursive resources, hence driving the adoption of a new and more inclusive academic writing assessment and education approach. This research is significant because it speaks for a less-represented group of students in the UK. Consequently, this project would support international students to be better recognised in UK anglophone universities for their success, thus leading to a more diverse academic environment.