Latina/o Academics’ Resilient Qualities in Their Linguistically Diverse Practices

Abstract

Emphasis placed on academic writing in English may create challenges for multilingual academics as they negotiate diverse languages. Based on personal interviews with bilingual Latina/o academics in rhetoric and composition, this study reveals that their language practices reflect diverse resilient qualities at various stages in their academic career. This process of adaptation illustrates Latina/o academics’ rhetorical awareness of their position in the academy and how resilient language practices help them succeed in higher education.