Voice and Identity Negotiation in Academic Publishing: A Writing Pedagogy for EAL Doctoral Students

Abstract The pressure to publish in English‐language journals poses significant challenges for English as an Additional Language (EAL) doctoral students. This paper argues that effective participation in global academic publishing requires pedagogies that cultivate both a unique authorial voice and a reader‐oriented approach, grounded in an understanding of disciplinary conventions. By combining these elements, doctoral writing programs can help EAL scholars claim ownership of their work, reporting it with confidence in a way that engages with their disciplinary community. To address the limited focus on strategies for the development of authorial voice in multilingual contexts, this paper introduces a framework that integrates translingual negotiation practices (Canagarajah, 2013) with the writer identity model (Lehman, 2018) composed of three types of authorial voice. The framework moves beyond describing how voice functions to demonstrating how it can be taught, offering practical tools for fostering rhetorical agency and critical reflection, both essential for equitable participation in global academic publishing.