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Offering a nuanced examination of the complex landscape that international scholars who publish their research in English must navigate, this edited volume details 17 perspectives on scholarly writing for publication across seven geolinguistic regions. This innovative volume includes first-hand accounts and analyses written by local scholars and pedagogues living and working outside Anglophone centres of global knowledge production. The book provides an in-depth look into the deeply contextualized pedagogical activities that support English-language publishing. It also brings much-needed insight to discussions of policies and practices of global scholarly research writing. Bookended by the editors’ introductory overview of this burgeoning field and an envoi by the eminent applied linguist John M. Swales, the diverse contributions in this volume will appeal to scholars who use English as an additional language, as well as to researchers, instructors, and policymakers involved in the production, support, and adjudication of global scholars’ research writing.
This book reports on the state of academic journal publishing in a range of geolinguistic contexts, including locations where pressures to publish in English have developed more recently than in other parts of the world (e.g. Kazakhstan, Colombia), in addition to contexts that have not been previously explored or well-documented. The three sections push the boundaries of existing research on global publishing, which has mainly focused on how scholars respond to pressures to publish in English, by highlighting research on evaluation policies, journals’ responses in non-Anglophone contexts to pressures for English-medium publishing, and pedagogies for supporting scholars in their publishing efforts.
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.
"This volume is an inquiry into community college first-year pedagogy and policy at a time when change has not only been called for but also mandated by state lawmakers who financially control public education. It also acknowledges new policies that are eliminating developmental and remedial writing courses while keeping mind that, for most community college students, first-year composition serves as the last course they will take in the English department toward their associate's degree. This volume also serves as a call to action to change the way community colleges attend to faculty concerns. Only by listening to teachers can the concerns discussed in the volume be addressed; it is the teachers who see how societal changes intersect with campus policies and students' lives on a daily basis."--Adapted from back cover
This book brings together policies, practices, and identities pertaining to doctoral publication through an in-depth longitudinal multiple-case study of doctoral students’ scholarly publishing endeavors. Informed by the theoretical frameworks of neoliberalism and activity theory, it examines doctoral students’ scholarly publishing activities within the context of their doctoral studies. It demonstrates how policies, practices, and identities intersect with each other and reveals how policies may shape doctoral students’ publishing practices and evolving identities. Postgraduates, researchers, and practitioners in the fields of applied linguistics and doctoral education will find it of particular interest. It is also a valuable guide for doctoral students seeking to have their work published and supervisors looking to support their doctoral students’ publishing efforts.
Educators all over the world are being challenged to provide effective instruction for culturally and linguistically diverse learners and immigrant communities while valuing and celebrating students’ cultural backgrounds. This task requires training, professional development, cultural sensitivity, and responsibility to promote positive outcomes. Beyond Language Learning Instruction: Transformative Supports for Emergent Bilinguals and Educators is a critical research publication that bridges linguistics theory and practice and comprehensively addresses all fundamentals of linguistics through the English language learning lens. Featuring topics such as curriculum design, immigrant students, and professional development, this book is essential for educators, academicians, administrators, curriculum designers, instructional designers, researchers, policymakers, and students.
Given current science-related crises facing the world such as climate change, the targeting and manipulation of DNA, GMO foods, and vaccine denial, the way in which we communicate science matters is vital for current and future generations of scientists and publics. The Routledge Handbook of Scientific Communication scrutinizes what we value, prioritize, and grapple with in science as highlighted by the rhetorical choices of scientists, students, educators, science gatekeepers, and lay commentators. Drawing on contributions from leading thinkers in the field, this volume explores some of the most pressing questions in this growing field of study, including: How do issues such as ethics, gender, race, shifts in the publishing landscape, and English as the lingua franca of science influence scientific communication practices? How have scientific genres evolved and adapted to current research and societal needs? How have scientific visuals developed in response to technological advances and communication needs? How is scientific communication taught to a variety of audiences? Offering a critical look at the complex relationships that characterize current scientific communication practices in academia, industry, government, and elsewhere, this Handbook will be essential reading for students, scholars, and professionals involved in the study, practice, and teaching of scientific, medical, and technical communication.
The COVID-19 pandemic caused educational institutions to close for the safety of students and staff and to aid in prevention measures around the world to slow the spread of the outbreak. Closures of schools and the interruption of education affected billions of enrolled students of all ages, leading to nearly the entire student population to be impacted by these measures. Consequently, this changed the educational landscape. Emergency remote education (ERE) was put into practice to ensure the continuity of education and caused the need to reinterpret pedagogical approaches. The crisis revealed flaws within our education systems and exemplified how unprepared schools were for the educational crisis both in K-12 and higher education contexts. These shortcomings require further research on education and emerging pedagogies for the future. The Handbook of Research on Emerging Pedagogies for the Future of Education: Trauma-Informed, Care, and Pandemic Pedagogy evaluates the interruption of education, reports best-practices, identifies the strengths and weaknesses of educational systems, and provides a base for emerging pedagogies. The book provides an overview of education in the new normal by distilling lessons learned and extracting the knowledge and experience gained through the COVID-19 global crisis to better envision the emerging pedagogies for the future of education. The chapters cover various subjects that include mathematics, English, science, and medical education, and span all schooling levels from preschool to higher education. The target audience of this book will be composed of professionals, researchers, instructional designers, decision-makers, institutions, and most importantly, main-actors from the educational landscape interested in interpreting the emerging pedagogies and future of education due to the pandemic.
Many universities worldwide now require established and novice scholars, as well as PhD students, to publish in English in international journals. This growing trend gives rise to multiple interrelated questions, which this volume seeks to address through the perspectives of a group of researchers and practitioners who met in Coimbra, Portugal in 2015 for the PRISEAL and MET conferences. The volume offers truly global coverage, with chapters focusing on vastly different geo-social areas, and disciplines from the humanities to the hard sciences. It will be of interest to applied linguists, particularly those working in the area of English for Research Publication Purposes, and to language professionals working in research writing support, research supervision and academic publishing, as well as to journal editors and managers.
The purpose of Transforming Schooling for Second Language Learners: Theoretical Insights, Policies, Pedagogies, and Practices is to bring together educational researchers and practitioners who have implemented, documented, or examined policies, pedagogies, and practices in and out of classrooms and in real and virtual contexts that are in some way transforming what we know about the extent to which emergent bilinguals (EBs) learn and achieve in educational settings. In the following chapters, scholars and researchers identify both (1) the current state of schooling for EBs, from their perspective, and (2) the particular ways that policies, pedagogies, and/or practices transform schooling as it currently exists for EBs in discernible ways based on their scholarship and research. Drawing on current and seminal research in fields including second language acquisition, applied linguistics, sociolinguistics, and educational linguistics, contributing authors draw on complementary theoretical, methodological, and philosophical frameworks that attend to the social, cultural, political, and ideological dimensions of being and becoming bi/multilingual and bi/multiliterate in schools and in the United States. In sum, we are deeply committed to asserting hope, possibility, and potential to discussions and discourses about bi/multilingual students. We value the urgency around improving the conditions, experiences, and circumstances in which they are learning languages and academic content. Our aim is to highlight perspectives, conceptualizations, orientations, and ideologies that disrupt and contest legacies of deficit thinking, linguistic purism, language standardization, and racism and the racialization of ethnolinguistic minorities.