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xii | |
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xiv | |
| Acknowledgements |
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xvi | |
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1 | (66) |
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1 English for research publication purposes: Motivation for critical plurilingual pedagogies |
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3 | (9) |
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The impetus to publish in English |
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4 | (2) |
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6 | (1) |
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7 | (4) |
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Organization of this book |
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11 | (1) |
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2 Policies, pressures, and challenges of writing for publication in English |
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12 | (35) |
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The policy and research publishing context |
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12 | (11) |
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The challenges created by policies of the knowledge economy |
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12 | (2) |
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Linguistic legitimacy and scientific visibility |
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14 | (2) |
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16 | (1) |
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English as the international language of science (EILS) |
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17 | (2) |
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Theoretical positionings on the spread of English as the international language of science |
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19 | (4) |
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International scholars and English for science |
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23 | (3) |
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Metrics and the individual scholar in the global periphery |
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23 | (1) |
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Plurilingual EAL scientists' attitudes towards English as the language of science and English for research publication: Acceptance and resistance |
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24 | (1) |
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Perceptions concerning English as the international language of science |
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25 | (1) |
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Languages of research publication |
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26 | (13) |
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The burden of writing science in an additional language |
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26 | (2) |
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Perceived bias against non-native English-speaking scientists |
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28 | (2) |
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So-called "myth" of linguistic injustice |
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30 | (3) |
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Language choice: English or national/local language |
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33 | (3) |
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English as a lingua franca |
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36 | (3) |
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Writing challenges when using English as an additional language |
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39 | (7) |
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The potential challenge of Genre: The English-language research article (RA) |
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39 | (1) |
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Discursive issues: Surface-level vs. rhetorical issues |
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40 | (1) |
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L1-L2 transfer and intercultural rhetoric |
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41 | (1) |
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Translanguaging, code meshing, and other terms of language mixing |
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42 | (2) |
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Non-discursive challenges |
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44 | (2) |
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46 | (1) |
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3 Contrasting approaches to supporting scholarly writing for publication |
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47 | (20) |
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A pragmatic approach to English for research publication purposes |
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47 | (3) |
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Critical pedagogies and English-language teaching |
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50 | (1) |
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The critical-pragmatic approach to English for research publication |
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51 | (3) |
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Our Lens: Critical plurilingualism |
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54 | (4) |
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54 | (1) |
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55 | (1) |
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Linguistic/discursive power |
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55 | (1) |
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56 | (1) |
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56 | (2) |
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58 | (3) |
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Negotiating and affirming (hybrid) identities in L2 writing |
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61 | (3) |
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64 | (3) |
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PART II What we learned: The Mexico University (MU) scientific writing for publication course |
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67 | (140) |
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4 Mexico University and the scientific writing for publication course (2011-2013} |
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69 | (17) |
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Scientific research and production in Latin America |
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69 | (5) |
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71 | (1) |
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Higher education in Mexico |
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71 | (1) |
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72 | (2) |
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MU scientific writing for publication (SWF) course (Phase 1:2011-2013) |
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74 | (12) |
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MU-Canada SWP: Development and evolution |
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75 | (3) |
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78 | (1) |
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79 | (2) |
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Language proficiency and writing assessment |
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81 | (1) |
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Course content and duration |
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82 | (4) |
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5 MU case study design and implementation |
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86 | (16) |
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86 | (2) |
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Research sites and participants |
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88 | (1) |
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88 | (1) |
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89 | (1) |
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89 | (5) |
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90 | (1) |
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90 | (1) |
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91 | (1) |
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MU graduate students (hereafter, emerging scholars) |
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91 | (1) |
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MU faculty (hereafter, established scholars) |
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91 | (2) |
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93 | (1) |
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Course designers and administrators |
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93 | (1) |
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Scientific journal editors and scientific writing experts |
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93 | (1) |
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94 | (4) |
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95 | (1) |
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96 | (1) |
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97 | (1) |
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Semi-structured individual interviews |
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97 | (1) |
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98 | (1) |
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Data analysis and interpretation |
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98 | (4) |
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99 | (1) |
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Authenticity (validity), quality, and analytic generalizability |
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99 | (1) |
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100 | (1) |
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101 | (1) |
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6 Perceptions of English as an international language of science |
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102 | (36) |
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Plurilingual EAL authors and language choice |
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102 | (8) |
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103 | (1) |
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103 | (3) |
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106 | (4) |
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Joining the conversation: Connecting with the international research community |
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110 | (10) |
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114 | (1) |
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Easier to communicate in LI |
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115 | (1) |
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Connect with a regional or local audience |
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116 | (1) |
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Perceived quality of Spanish-language journals |
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117 | (1) |
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Balancing pressures through plurilingual publishing |
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118 | (2) |
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Attitudes towards English as an international language of science and publishing |
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120 | (11) |
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121 | (1) |
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122 | (1) |
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123 | (4) |
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Bias against Mexican scholars and an uneven playing field |
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127 | (2) |
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Please seek professional English language assistance and re-submit |
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129 | (2) |
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Lack of support for scholars who use EAL (English as an additional language) at international journals |
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131 | (1) |
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Competing perceptions in a changing market: Editors versus scholars |
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132 | (3) |
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135 | (3) |
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7 Mexico University scientists' challenges to publication of research articles in English |
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138 | (37) |
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Background and language-learning trajectories |
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138 | (5) |
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Publishing experience and self-rated English writing proficiency |
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139 | (4) |
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English for research publication purposes: Challenges and potential barriers |
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143 | (16) |
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144 | (1) |
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Lexico-grammatical accuracy |
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145 | (1) |
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Intelligibility: Grammatical accuracy as a red herring? |
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146 | (1) |
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147 | (3) |
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150 | (1) |
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Clarity of study importance or relevance: Answering the "so what?" question |
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151 | (1) |
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Lack of genre and disciplinary knowledge |
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152 | (1) |
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Introduction and discussion sections of the IMRD article |
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153 | (2) |
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Underlying L1 academic writing proficiency |
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155 | (1) |
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Linguistic and cultural transfer |
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156 | (3) |
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Non-discursive challenges and potential barriers |
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159 | (13) |
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Lack of English for research publication production opportunities |
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159 | (3) |
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Trouble navigating submission and review process |
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162 | (2) |
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Managing time demands amid increasing publishing expectations |
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164 | (4) |
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Lack of (English) writing for publication support |
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168 | (4) |
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Potential barriers to publication: Emerging vs. established scholars |
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172 | (1) |
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173 | (2) |
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8 Perceived efficacy of the MU scientific writing for publication course |
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175 | (32) |
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Improved confidence and decreased anxiety |
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175 | (3) |
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Perceived efficacy of the SWP course contents |
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178 | (10) |
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Principles of academic (scientific) publishing |
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178 | (1) |
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Understanding the submission and review process |
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179 | (1) |
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How to identify an appropriate journal |
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180 | (1) |
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Writing effective abstracts and cover letters |
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180 | (1) |
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Guest lecturer: What science journal editors want |
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181 | (2) |
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Academic (scientific) style and structure |
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183 | (1) |
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Structure of a scientific paper |
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183 | (1) |
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184 | (1) |
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185 | (3) |
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Perceived efficacy of specific instructional elements |
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188 | (16) |
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Supervised individual manuscript writing and editing time |
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188 | (2) |
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Instruction focused on linguistic/cultural differences |
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190 | (2) |
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Instructor knowledge bases: Genre, discipline, and language teaching |
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192 | (2) |
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194 | (1) |
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Isolation and immersion: Canada vs. Mexico |
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195 | (1) |
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Mixed-level classrooms: Supervisor-supervisee and peer-peer editing |
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196 | (1) |
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Grammar taught in isolation |
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197 | (1) |
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198 | (3) |
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Writing support pre- and post-course |
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201 | (1) |
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Supporting emerging vs. established scholars |
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202 | (2) |
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204 | (3) |
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PART III Incorporating what we've learned: Critical plurilingual pedagogies |
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207 | (56) |
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9 New developments and new questions |
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209 | (13) |
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MU scholarly ivriting for publication course, phase 1 |
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209 | (1) |
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MU scholarly writing for publication course developments post-phase 1 |
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210 | (5) |
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Phase 2 MU train the trainers courses |
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210 | (2) |
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Phase 3 MU academic writing office established (2016-2017) |
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212 | (2) |
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Phase 4 Academic writing within the Department of Internationalization (2018-) |
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214 | (1) |
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Questions raised by investigating the MU SWP course through a critical-plurilingual lens |
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215 | (5) |
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Attitudes towards English as an international language of science |
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215 | (2) |
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Emerging and established scientists' challenges when writing for publication |
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217 | (2) |
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Perceived efficacy of the intensive MU scientific writing for publication course |
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219 | (1) |
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220 | (2) |
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10 Critical plurilingual pedagogies: From theory to practice |
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222 | (27) |
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The MU pragmatic, genre-based approach |
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224 | (3) |
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Identify and replicate - The pedagogical approach of pragmatism |
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225 | (2) |
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Reconceptualizing through the three tiers of a critical plurilingual approach |
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227 | (5) |
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228 | (1) |
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Raising critical language awareness |
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229 | (1) |
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Critical research publication processes: Sustainability |
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230 | (2) |
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Creating critical plurilingual pedagogies: Content and activities |
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232 | (15) |
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Critical plurilingual pedagogies - Identify and situate |
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232 | (2) |
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Historically situate norms and suggest alternatives |
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234 | (3) |
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Compare and contrast standard vs. non-standard alternatives to article construction |
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237 | (2) |
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Analyse and promote diversity of expression |
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239 | (1) |
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Recognize (and thus validate) intelligibility over accuracy |
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240 | (1) |
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Examine and reflect on impact of publishing choices |
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241 | (3) |
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Examine and reflect upon agency and relations of power between authors, language brokers, and gatekeepers |
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244 | (2) |
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Focus on discursive and non-discursive features of scholarly writing for publication |
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246 | (1) |
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247 | (2) |
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11 Critical plurilingual pedagogies: Situated considerations and future avenues |
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249 | (14) |
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Construction of a teaching team |
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250 | (2) |
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250 | (1) |
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Plurilingual and pluricultural language experts |
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250 | (1) |
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Contracting expertise from centre/Anglophone countries |
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251 | (1) |
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Developing capacities locally |
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251 | (1) |
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252 | (1) |
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Time considerations in course design |
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252 | (4) |
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Positioning of a course across the university lifespan |
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252 | (1) |
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253 | (1) |
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Intensive vs. semester-long vs. year-long |
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254 | (2) |
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Differentiating support for emerging vs. established scholars 25A English-language proficiency: Adapting to different learner profiles |
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256 | (1) |
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257 | (2) |
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259 | (1) |
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Conclusions and future avenues |
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260 | (3) |
| Appendix A |
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263 | (3) |
| Appendix B |
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266 | (2) |
| References |
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268 | (24) |
| Index |
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292 | |
Lisainfo e-raamatute kohta