The data collection methods consisted of semi-structured interviews and email correspondence with TESOL scholars, journal editors, and journal referees, along with a type of action research in writing/publishing whereby during two years the researcher submitted his own ‘alternative’-oriented academic articles to mainstream journals in TESOL and received rejection reports from reviewers and editorial correspondence, which form an interesting base of qualitative data.
The issues to emerge from the interview, email, and action research data include (non)genericism in academic writing, teacher versus researcher identity, disciplinary change, and interpretative paradigms. The conclusion points to the need for activism on the part of TESOL academics, so that such ‘alternative’ writing could get its foothold in the TESOL literature where it could coexist alongside ‘conventional’ research writing. 
Secondly, this presentation contemplates ways of argumentatively defending and promoting this ‘alternative’ academic writing within TESOL.
This talk will take place at the Centre for Applied Linguistics at Warwick University and will be viewable outside the university via this link (live from 4.20pm BST onwards) on 20 October 2015. 
Comments and questions can be tweeted to @eltedjournal or emailed as you are viewing to
This talk has been arranged in connection with a call for contributions on 'Innovative writing in English language teacher education and development' (deadline extended to 31st October) for a special issue of the journal, English Language Teacher Education and Development.
Find out further details on Centre for Applied Linguistics event pages.