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“I Avoid Becoming a Publicationholic”: A TESOL Educator’s Autoethnographic Reflection on Writing and Publishing | ||
| Teaching English as a Second Language Quarterly | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 08 مهر 1405 | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22099/tesl.2026.56660.3523 | ||
| نویسنده | ||
| Yasser Aminifard* | ||
| Independent Researcher in Applied Linguistics, Iran | ||
| چکیده | ||
| This reflective article begins with a central question: whether I should continue writing and publishing in an academic climate in which scholarly publishing involves its own challenges and tensions amid broader economic pressures in the country where I live. Rather than offering a definitive answer, the article offers another perspective on academic writing and publishing. Drawing on my lived experiences, conversations, and readings, I reflect on academic writing as both a source of pressure and a means of making sense of lived experience. I consider how writing can contribute to agency, enrich professional identity, and support wellbeing, and connection, while academic networks and publication-driven practices shape what gets circulated. I also reflect on the importance of timely scholarship and how authentic writing can retain meaning beyond publication metrics. I conclude by calling for slower and more inclusive publishing practices that give emerging researchers space to write with purpose, participate meaningfully, and build sustainable scholarly lives. | ||
| کلیدواژهها | ||
| autoethnography؛ scholarly publishing؛ TESOL؛ language teacher identity | ||
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