‘If you don’t write yourself, on what grounds can you offer advice about writing to others?’ The importance and multiple impacts of publishing by teachers of academic writing

This paper highlights a rather overlooked area of academic writing: that of publication by teachers of academic writing. The research focuses on exploring UK teachers’ views of the importance of publishing in terms of its impact on their practice, profession, and institution. Interviews were carried out with nine teachers of academic writing who worked within English for Academic Purposes at UK universities and were actively publishing. Data was collected in the form of their views and accounts of experiences of publishing, and the obstacles they had encountered. The study concludes that publishing by teachers of academic writing is considered a valuable parallel activity to their teaching, understanding and support of students with writing. It also seems that publishing could improve both the teachers’ individual reputation in their institutions and the status of their profession. However, it was also noticeable that many barriers to publishing exist, including lack of time, support and mentoring, as well as a more serious problem of hostility from line managers. Networks, collaborative initiatives and more informal writing opportunities may encourage teachers of academic writing to publish more themselves