ISBN:
9780429629907
Language:
English
Pages:
1 Online-Ressource (319 pages)
Series Statement:
Routledge Research in English for Specific Purposes Ser
Parallel Title:
Print version Englander, Karen English for Research Publication Purposes : Critical Plurilingual Pedagogies
DDC:
306.442/21
Keywords:
Academic writing-Study and teaching (Higher)-Case studies..
;
Second language acquisition..
;
English language-Study and teaching (Higher)-Case studies..
;
English language-Study and teaching-Foreign speakers-Case studies..
;
Scholarly publishing-Case studies..
;
English language-Study and teaching-Foreign speakers..
;
English language-Globalization-Case studies
;
Electronic books
Abstract:
Cover -- Half Title -- Series Information -- Title Page -- Copyright Page -- Table of contents -- List of Figures -- List of Tables -- Acknowledgements -- Part I What we know -- Chapter 1 English for research publication purposes: Motivation for critical plurilingual pedagogies -- The impetus to publish in English -- Lens and orientation -- Author positioning -- Karen, in her own words -- James, in his own words -- Our shared motivations -- Organization of this book -- Note -- Chapter 2 Policies, pressures, and challenges of writing for publication in English -- The policy and research publishing context -- The challenges created by policies of the knowledge economy -- Linguistic legitimacy and scientific visibility -- Impact factors -- English as the international language of science (EILS) -- Theoretical positionings on the spread of English as the international language of science -- International scholars and English for science -- Metrics and the individual scholar in the global periphery -- Plurilingual EAL scientists' attitudes towards English as the language of science and English for research publication: Acceptance… -- Perceptions concerning English as the international language of science -- Languages of research publication -- The burden of writing science in an additional language -- Perceived bias against non-native English-speaking scientists -- So-called "myth" of linguistic injustice -- Language choice: English or national/local language -- English as a lingua franca -- Writing challenges when using English as an additional language -- The potential challenge of Genre: The English-language research article (RA) -- Discursive issues: Surface-level vs. rhetorical issues -- L1-L2 transfer and intercultural rhetoric -- Translanguaging, code meshing, and other terms of language mixing -- Non-discursive challenges -- Summary
Abstract:
Chapter 3 Contrasting approaches to supporting scholarly writing for publication -- A pragmatic approach to English for research publication purposes -- Critical pedagogies and English-language teaching -- The critical-pragmatic approach to English for research publication -- Our lens: Critical plurilingualism -- Critical pedagogies -- Critical enlightenment -- Linguistic/discursive power -- Hegemony -- Ideology -- Plurilingualism -- Negotiating and affirming (hybrid) identities in L2 writing -- Summary -- Part II What we learned -- Chapter 4 Mexico University and the scientific writing for publication course (2011-2013) -- Scientific research and production in Latin America -- Mexico -- Higher education in Mexico -- Mexico University (MU) -- MU scientific writing for publication (SWP) course (Phase 1: 2011-2013) -- MU-Canada SWP: Development and evolution -- Building a teaching team -- Objectives and delivery -- Language proficiency and writing assessment -- Course content and duration -- Chapter 5 MU case study design and implementation -- Case study design -- Research sites and participants -- Mexico -- Canada -- Scope of the study -- Access -- Sampling -- Participants -- MU graduate students (hereafter, emerging scholars) -- MU faculty (hereafter, established scholars) -- Course instructors -- Course designers and administrators -- Scientific journal editors and scientific writing experts -- Data collection -- Document analysis -- Post-course survey -- Classroom observations -- Semi-structured individual interviews -- Focus group interviews -- Data analysis and interpretation -- Data presentation -- Authenticity (validity), quality, and analytic generalizability -- Limitations -- Ethical considerations -- Chapter 6 Perceptions of English as an international language of science -- Plurilingual EAL authors and language choice -- Why English?
Abstract:
Academic advancement -- Financial compensation -- SNI: National Researcher Evaluation System -- PRIDE: MU's full-time academic staff performance premiums -- Impact factor and evaluation -- Joining the conversation: Connecting with the international research community -- Why Spanish? -- Easier to communicate in L1 -- Connect with a regional or local audience -- Perceived quality of Spanish-language journals -- Balancing pressures through plurilingual publishing -- Attitudes towards English as an international language of science and publishing -- Pragmatic dissemination -- Natural lingua franca -- Resistance -- Bias against Mexican scholars and an uneven playing field -- Please seek professional English language assistance and re-submit -- Competing perceptions in a changing market: Editors versus scholars -- Brief discussion -- Chapter 7 Mexico University scientists' challenges to publication of research articles in English -- Background and language-learning trajectories -- Publishing experience and self-rated English writing proficiency -- English for research publication purposes: Challenges and potential barriers -- Discursive challenges -- Lexico-grammatical accuracy -- Intelligibility: Grammatical accuracy as a red herring? -- Clarity of expression -- Clarity of purpose -- Clarity of study importance or relevance: Answering the "so what?" question -- Lack of genre and disciplinary knowledge -- Introduction and discussion sections of the IMRD article -- Underlying L1 academic writing proficiency -- Linguistic and cultural transfer -- Non-discursive challenges and potential barriers -- Lack of English for research publication production opportunities -- Trouble navigating submission and review process -- Managing time demands amid increasing publishing expectations -- Lack of (English) writing for publication support
Abstract:
Potential barriers to publication: Emerging vs. established scholars -- Brief discussion -- Chapter 8 Perceived efficacy of the MU scientific writing for publication course -- Improved confidence and decreased anxiety -- Perceived efficacy of the SWP course contents -- Principles of academic (scientific) publishing -- Understanding the submission and review process -- How to identify an appropriate journal -- Writing effective abstracts and cover letters -- Guest lecturer: What science journal editors want -- Academic (scientific) style and structure -- Structure of a scientific paper -- Formatting and style -- Academic grammar -- Perceived efficacy of specific instructional elements -- Supervised individual manuscript writing and editing time -- Instruction focused on linguistic/cultural differences -- Instructor knowledge bases: Genre, discipline, and language teaching -- Intensive delivery -- Isolation and immersion: Canada vs. Mexico -- Mixed-level classrooms: Supervisor-supervisee and peer-peer editing -- Grammar taught in isolation -- Oral presentation skills -- Writing support pre- and post-course -- Supporting emerging vs. established scholars -- Brief discussion -- Part III Incorporating what we've learned -- Chapter 9 New developments and new questions -- MU scholarly writing for publication course, phase 1 -- MU scholarly writing for publication course developments post-phase 1 -- Phase 2: MU train the trainers courses -- Phase 3: MU academic writing office established (2016-2017) -- Phase 4: Academic writing within the Department of Internationalization (2018-) -- Questions raised by investigating the MU SWP course through a critical-plurilingual lens -- Attitudes towards English as an international language of science -- Emerging and established scientists' challenges when writing for publication
Abstract:
Perceived efficacy of the intensive MU scientific writing for publication course -- Summary -- Chapter 10 Critical plurilingual pedagogies From theory to practice -- The MU pragmatic, genre-based approach -- Identify and replicate - The pedagogical approach of pragmatism -- Reconceptualizing through the three tiers of a critical plurilingual approach -- Raising genre awareness -- Raising critical language awareness -- Critical research publication processes: Sustainability -- Creating critical plurilingual pedagogies: Content and activities -- Critical plurilingual pedagogies - Identify and situate -- Historically situate norms and suggest alternatives -- Classroom possibilities -- Compare and contrast standard vs. non-standard alternatives to article construction -- Classroom possibilities -- Analyse and promote diversity of expression -- Classroom possibilities -- Recognize (and thus validate) intelligibility over accuracy -- Classroom possibilities -- Examine and reflect on impact of publishing choices -- Classroom possibilities -- Examine and reflect upon agency and relations of power between authors, language brokers, and gatekeepers -- Classroom possibilities -- Focus on discursive and non-discursive features of scholarly writing for publication -- Classroom possibilities -- Summary -- Chapter 11 Critical plurilingual pedagogies: Situated considerations and future avenues -- Construction of a teaching team -- Integrating expertise -- Plurilingual and pluricultural language experts -- Contracting expertise from centre/Anglophone countries -- Developing capacities locally -- Languages of instruction -- Time considerations in course design -- Positioning of a course across the university lifespan -- Time within a course -- Intensive vs. semester-long vs. year-long -- Differentiating support for emerging vs. established scholars
Abstract:
English-language proficiency: Adapting to different learner profiles
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