ABSTRACT
The international publication endeavours of experienced muliliterate researchers who use English as an Additional Language (EAL) have been extensively documented. It is indeed a complex topic which invites further inquiry, the more so as academics’ attempts to increase their international visibility are inextricably linked to institutional reputation. Using case study research, we identify some of the factors that may have influenced one individual researcher’s L2 literacy learning and development in a Romanian academic ecosystem. Through the researcher’s narrative account, we contextualize and discuss the roots of the language-related challenges encountered by this individual as well as the strategies she deploys to successfully approach and continuously improve her L2 academic writing skills. Recognizing that there is a strong non-linguistic dimension to international publication and taking into account our own need to refine EAP teaching with a view to better assisting other researchers’ efforts towards publication, we finally reflect on pedagogically sound means of supporting multiliterate writing practices and literacy development at an advanced level.
