ORIGINAL RESEARCH article
Front. Psychol.
Sec. Psychology of Language
Volume 16 - 2025 | doi: 10.3389/fpsyg.2025.1581772
This article is part of the Research TopicDiscourse, Conversation and Argumentation: Theoretical Perspectives and Innovative Empirical Studies, Volume IVView all 5 articles
Genre, Identity, and Discipline: Biographical Discourse in Linguistics
Provisionally accepted
- East China Normal University, Shanghai, China
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Scholar biography is an important genre often overlooked by people. This study adopts the perspective of Critical Genre Analysis (CGA) to investigate Chinese and English scholar profiles within the field of linguistics. Through a multi-dimensional approach, the research examines the discourse practices embedded in these profiles, taking into account their situatedness within broader professional and socio-cultural contexts. The analysis identifies common rhetorical structures and recurring identity types across the two linguistic and cultural settings, while also highlighting notable differences shaped by institutional, disciplinary, and cultural conventions. Furthermore, interview data were incorporated to uncover the underlying factors that influence how scholars strategically construct and negotiate their professional identities. By integrating textual and contextual insights, this study contributes to a deeper understanding of how scholar identity is discursively constructed and culturally mediated, offering valuable implications for academic communication and crosscultural studies of identity performance.
Keywords: Scholar biography, CGA, discourse practices, identity construction, comparative study
Received: 23 Feb 2025; Accepted: 29 Jul 2025.
Copyright: © 2025 Liu. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Shuai Liu, East China Normal University, Shanghai, China
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