ABSTRACT
This paper reports on the authoring trajectories of eight Mexican English Language Teaching (ELT) professionals. These professionals were graduate students in an MA program in ELT in central Mexico, from two cohorts: 2005-2007 and 2007-2009. The data gathered from alumni’s CVs, texts and semi-structured interviews revealed significant moments in their authorship processes which were permeated and shaped by their awareness of their contexts, networking and publication practices as well as each participant’s sense of agency. This study demonstrates the importance of explicit and continuous literacy support for publication as well as the critical role of collaboration and mentoring networks in authorship development.
