This study aimed to investigate English as an Additional Language (EAL) academic
literacies development of four Syrian established academics in exile in relation to their (i)
academic networking, (ii) co-authorship practices, (iii) and authorial voice. Ethnography
was used as a method via talk-around-text interviews; as a methodology, via questionnaires,
semi-structured interviews, writing logs, academic network plots, and Text Histories; and as
deep theorizing (Lillis, 2008) via conducting analysis of both conceptual as well as textual
In relation to academic networking, it was found that all the types of networks, i.e.,
strong/weak, formal/informal, symmetrical/asymmetrical, durable/temporary,
direct/indirect, and local/global played a role in the development of EAL academic
literacies. Additionally, the relevant properties of nodes the co-authors possessed, i.e., the
ability to conduct network, text-production, disciplinary, and publishing interventions, were
essential for the Syrian academics’ EAL academic literacies development.
Co-authorship was found to be a two-way interactive relation where EAL academic
literacies development occurred as a result of a mutual investment by both sides. The
participants and their co-authors invested in the collaborative work to different extents each
depending on their level of motivation.
Authorial voice was examined as conceptualisation and as a textual practice; the
latter was investigated through a combination of a priori categories (metadiscourse
features) and a posteriori categories, emerging as relevant from the data (disciplinary
discourse conventions, textual positioning, and textual ownership). These components of
voice were found to be in a dynamic interactive relationship, with the participants’ use of
the relevant textual features becoming more frequent, more appropriate, and employed with
more awareness as they progressed in their academic journeys. The study concludes with
theoretical, methodological, and pedagogical implications.