Abstract Doctoral researchers increasingly write in English where English is a non-ambient language, for example, in Norway. Yet, similar to other contexts, a goal of the Norwegian doctoral degree is that doctoral graduates are able to communicate their research in both national and international contexts, which usually means English. Through narrative analysis of 17 responses from doctoral researchers to a prompt asking about their journeys into academic writing, this article explores perceptions of how multilingualism and academic writing intersect with the emerging identities and voices of doctoral researchers as researchers. In these written narratives, doctoral researchers reflected upon previous experience and academia; audience and choice of language; voice, academic writing, and the perception of linguistic deficit; and academic writing conventions and language. While much previous research has focused on the negative aspects of multilingual and professional identities as academic writers, our narratives reveal how some doctoral researchers use their experiences to create productive strategies and resources. One key finding is that doctoral researchers create virtual transnational communities through their multilingual academic writing, both in terms of academic publishing and social media platforms.

中文翻译：

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学术写作、学术身份、声音以及使用多种语言的好处和挑战：挪威教师教育博士研究人员的思考

摘要 博士研究人员越来越多地用英语写作，而英语是一种非环境语言，例如在挪威。然而，与其他环境类似，挪威博士学位的一个目标是博士毕业生能够在国家和国际环境中交流他们的研究，这通常意味着英语。本文通过对博士研究人员对学术写作之旅的 17 条回答的叙述分析，探讨了对多语言和学术写作如何与博士研究人员作为研究人员的新兴身份和声音相交的看法。在这些书面叙述中，博士研究人员反思了以前的经验和学术界；受众和语言选择；声音、学术写作和对语言缺陷的看法；以及学术写作惯例和语言。虽然以前的许多研究都集中在作为学术作家的多语言和专业身份的消极方面，但我们的叙述揭示了一些博士研究人员如何利用他们的经验来创造富有成效的策略和资源。一项重要发现是，博士研究人员通过他们的多语言学术写作在学术出版和社交媒体平台方面创建了虚拟的跨国社区。