Muutke küpsiste eelistusi

English for Research Publication Purposes: Critical Plurilingual Pedagogies [Kõva köide]

,
  • Formaat: Hardback, 300 pages, kõrgus x laius: 234x156 mm, kaal: 589 g, 23 Tables, black and white; 21 Line drawings, black and white; 21 Illustrations, black and white
  • Sari: Routledge Research in English for Specific Purposes
  • Ilmumisaeg: 21-Feb-2019
  • Kirjastus: Routledge
  • ISBN-10: 1138698318
  • ISBN-13: 9781138698314
Teised raamatud teemal:
English for Research Publication Purposes: Critical Plurilingual PedagogiesSuurem pilt
  • Formaat: Hardback, 300 pages, kõrgus x laius: 234x156 mm, kaal: 589 g, 23 Tables, black and white; 21 Line drawings, black and white; 21 Illustrations, black and white
  • Sari: Routledge Research in English for Specific Purposes
  • Ilmumisaeg: 21-Feb-2019
  • Kirjastus: Routledge
  • ISBN-10: 1138698318
  • ISBN-13: 9781138698314
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9781138698314.html
Märksõnad:

Scholars who use English as an additional language confront challenges when disseminating their research in the global market of knowledge production dominated by English. English for Research Publication Purposes analyses the experiences and practices of these scholars across the globe and presents "critical plurilingual pedagogies" as a theoretically and empirically informed means of supporting them. This book:

• Draws on an empirical study of a Latin American university’s effort to mount a course that provides support to emerging and established scholars who use English as an additional language;

• Brings theoretically informed discussions of critical pedagogies, plurilingualism and identity affirmation to better serve plurilingual scholars who seek to publish their research in English-language journals;

• Provides examples of classroom activities that can be adapted and adopted to local contexts and realities in a curriculum based on critical plurilingual pedagogies;

• Proposes future directions for research into the internationally urgent, growing concerns of global scholars who produce English-medium academic knowledge for the world stage.

Incisive and cutting-edge, English for Research Publication Purposes will be key reading for academics and upper-level students working in the areas of ESP, EAP, ERPP, and Applied Linguistics.

Arvustused

"Drawing on their own critically reflective practice, Englander and Corcoran have produced an account not only of their own careful empirical interrogation of that practice but of precisely how the plurilingual approach they implemented might be applied to support research writers using English as an additional language. A timely and very welcome addition to the literature."

Sally Frances Burgess, Universidad de La Laguna, Spain

"This book paves the way for a whole new paradigm in ERPP, one that draws attention to the contingencies and inequities surrounding knowledge production in the globalized world while respecting the pragmatic needs of multilingual scholars working within it. As such, it provides support while refusing to reproduce the universalizing myths that currently keep the hegemony in place. "

Karen Bennett, New University of Lisbon, Portugal

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

James N. Corcoran is an Assistant Professor of Applied Language and English Studies at Renison University College / University of Waterloo. He has been an EAP/ESP/EFL teacher and teacher educator for the past 15 years.