Editorial

4 pages, 182 KiB

Open AccessEditorial

Editorial: Publishing Research Internationally: Multilingual Perspectives from Research and Practice

by Margaret Cargill, Sally Burgess and Birna Arnbjörnsdóttir

Publications 2019, 7(3), 47; https://doi.org/10.3390/publications7030047 - 02 Jul 2019

Cited by 2 | Viewed by 4641

The ten contributions (nine articles and an interview) that make up this special issue of Publications revisit and interrogate many of the questions that have challenged participants in successive conferences under the title PRISEAL (Publishing Research Internationally: Issues for speakers of English as [...] Read more.

The ten contributions (nine articles and an interview) that make up this special issue of Publications revisit and interrogate many of the questions that have challenged participants in successive conferences under the title PRISEAL (Publishing Research Internationally: Issues for speakers of English as an additional language), most recently the conference held at the University of Iceland in Reykjavik in September 2018 [...] Full article

(This article belongs to the Special Issue Publishing Research Internationally: Multilingual Perspectives from Research and Practice)

8 pages, 201 KiB

Open AccessEditorial

“Scientific Writing for Impact Is a Learned Skill—It Can Be Enhanced with Training”: An Interview with Patrick O’Connor

by Yongyan Li and Patrick O’Connor

Publications 2019, 7(1), 17; https://doi.org/10.3390/publications7010017 - 05 Mar 2019

Cited by 4 | Viewed by 3276

Abstract

Dr Patrick O’Connor is a scientist based in Adelaide, Australia [...] Full article

(This article belongs to the Special Issue Publishing Research Internationally: Multilingual Perspectives from Research and Practice)

Research

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13 pages, 226 KiB

Open AccessArticle

English as the Language for Academic Publication: on Equity, Disadvantage and ‘Non-Nativeness’ as a Red Herring

by Anna Kristina Hultgren

Publications 2019, 7(2), 31; https://doi.org/10.3390/publications7020031 - 29 Apr 2019

Cited by 27 | Viewed by 6119

Abstract

Within the fields of English for Academic Purposes (EAP) and English for Research Publication Purposes (ERPP), the question of whether English as an Additional Language (EAL) scholars are disadvantaged by the pressure to publish in English continues to be debated. In this paper, [...] Read more.

Within the fields of English for Academic Purposes (EAP) and English for Research Publication Purposes (ERPP), the question of whether English as an Additional Language (EAL) scholars are disadvantaged by the pressure to publish in English continues to be debated. In this paper, I challenge this orthodoxy, raising questions about the evidence upon which it is based. Within a framework of ‘verbal hygiene’, I will argue that the attention accorded to ‘non-nativeness’ may be disproportionate to its significance for publication success. I conclude by proposing some reorientations for researchers and practitioners in the field that encompass non-linguistic structures of inequity. Full article

(This article belongs to the Special Issue Publishing Research Internationally: Multilingual Perspectives from Research and Practice)

27 pages, 486 KiB

Open AccessArticle

Multilingual Research Writing beyond English: The Case of Norwegian Academic Discourse in an Era of Multilingual Publication Practices

by Kristin Solli and Ingjerd Legreid Ødemark

Publications 2019, 7(2), 25; https://doi.org/10.3390/publications7020025 - 04 Apr 2019

Cited by 7 | Viewed by 5648

Abstract

Although English is the dominant language of scholarly publication, many multilingual scholars continue to publish in other languages while they also publish in English. A large body of research documents how these multilingual scholars negotiate writing in English for publication. We know less, [...] Read more.

Although English is the dominant language of scholarly publication, many multilingual scholars continue to publish in other languages while they also publish in English. A large body of research documents how these multilingual scholars negotiate writing in English for publication. We know less, however, about the implications of such negotiations for other languages that scholars work in. We wanted to investigate trends in writing conventions in language other than English during a period when multilingual publication patterns have been common. Specifically, we examined changes in rhetorical patterns in the introduction sections of the 1994 and the 2014 volumes of three Norwegian-language journals in three different disciplines in the humanities and social sciences. Our findings show that while certain features of our material might be interpreted as the result of a non-English discourse community adopting dominant Anglo-American models, the overall picture is more complex. Our study indicates that we need more research that examines cross-linguistic textual practices that focus on English and any other languages that scholars may work in. We also consider the possible pedagogical implications of such a focus. Full article

(This article belongs to the Special Issue Publishing Research Internationally: Multilingual Perspectives from Research and Practice)

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12 pages, 227 KiB

Open AccessArticle

Korean Scholars’ Use of For-Pay Editors and Perceptions of Ethicality

by Eun-Young Julia Kim

Publications 2019, 7(1), 21; https://doi.org/10.3390/publications7010021 - 14 Mar 2019

Cited by 3 | Viewed by 3619

Abstract

Many Korean scholars rely on language professionals for preparing English manuscripts. So far, little has been reported on how Korean scholars utilize them and how they perceive various types of help received. This study examines how Korean scholars utilize for-pay editors and translators, [...] Read more.

Many Korean scholars rely on language professionals for preparing English manuscripts. So far, little has been reported on how Korean scholars utilize them and how they perceive various types of help received. This study examines how Korean scholars utilize for-pay editors and translators, and how they perceive various types of textual modifications incurred in the process, based on the data obtained through a survey completed by 88 Korean faculty from three universities. Half of the participants received proofreading help from for-pay editors, and fewer participants received help with translation. They held widely differing views on ethicality concerning scenarios that involved global- and content-level editing; none of the help described was perceived as clearly unethical. This paper argues that as the academic communities benefit from the knowledge and insights created through research conducted by scholars across the world, it is necessary to establish proper boundaries of writing help. Full article

(This article belongs to the Special Issue Publishing Research Internationally: Multilingual Perspectives from Research and Practice)

10 pages, 216 KiB

Open AccessArticle

Shakespeare and the English Poets: The Influence of Native Speaking English Reviewers on the Acceptance of Journal Articles

by Pat Strauss

Publications 2019, 7(1), 20; https://doi.org/10.3390/publications7010020 - 08 Mar 2019

Cited by 14 | Viewed by 4753

Abstract

The vast majority of highly ranked academic journals use English as the means of communication. That means that academics who wish to have their research internationally recognised need to publish in English. For those who are not native speakers of English (non-anglophone), this [...] Read more.

The vast majority of highly ranked academic journals use English as the means of communication. That means that academics who wish to have their research internationally recognised need to publish in English. For those who are not native speakers of English (non-anglophone), this requirement is challenging. Research indicates that these authors are at a distinct disadvantage, and that to a certain extent, this disadvantage may be exacerbated by the attitudes of reviewers. This study sought to investigate the attitudes of journal reviewers who are native speakers of English (anglophone). Eight academics who regularly review for international journals took part in semistructured interviews about their attitudes towards the kind of English they believe should be used in articles they would recommend for publication. It appears that there is a bias against language that differs from native speaker use, and that authors who employ nonstandard English might well be regarded negatively, regardless of the merits of their research. It is important, therefore, that the issue of what is regarded as appropriate English for international journals enjoys a great deal more careful consideration. Full article

(This article belongs to the Special Issue Publishing Research Internationally: Multilingual Perspectives from Research and Practice)

13 pages, 224 KiB

Open AccessArticle

The Institutional Context of ‘Linguistic Injustice’: Norwegian Social Scientists and Situated Multilingualism

by Lynn P. Nygaard

Publications 2019, 7(1), 10; https://doi.org/10.3390/publications7010010 - 01 Feb 2019

Cited by 6 | Viewed by 3968

Abstract

The debate about ‘linguistic injustice’ centers on whether or not English as an additional language (EAL) writers face challenges in writing academically that are qualitatively different from those of novice academic writers irrespective of language background. This study aims to add nuance to [...] Read more.

The debate about ‘linguistic injustice’ centers on whether or not English as an additional language (EAL) writers face challenges in writing academically that are qualitatively different from those of novice academic writers irrespective of language background. This study aims to add nuance to this debate by looking at range of writers (from novice to expert) within an interdisciplinary social science research institute in Norway in order to investigate the mediating role of the institutional context. Using an ethnographic approach with an academic literacies perspective, it examines the challenges these writers face and discusses them in light of tensions between identity and institutional environment. It argues that the high degree of immersion in English causes ‘situated multilingualism’, where their ability to write about their topic in English surpasses their ability to write about it in Norwegian. Nonetheless, even the expert writers, particularly those in disciplines that value a unique authorial voice, demonstrated insecurity and lack of ownership to their writing in English. Moreover, the pressure to also sometimes write in Norwegian represented an additional site of negotiation not faced by their non-Norwegian counterparts. This suggests that the challenges EAL writers face are not determined by their language background alone, but also by their institutional environment—including the pressure to publish ‘internationally’, the amount of writing expected, and their immersion in English. Full article

(This article belongs to the Special Issue Publishing Research Internationally: Multilingual Perspectives from Research and Practice)

8 pages, 232 KiB

Open AccessArticle

Genre Pedagogy and Bilingual Graduate Students’ Academic Writing

by Teresa Morell and Susana Pastor Cesteros

Publications 2019, 7(1), 8; https://doi.org/10.3390/publications7010008 - 26 Jan 2019

Cited by 4 | Viewed by 4409

Abstract

Genre pedagogy plays an important role in helping graduate students to enter the discourse community of their fields. Although familiarity with research genres benefits graduate students, few studies have explored the influences of instruction on learners’ subsequent generic practices. In this study, we [...] Read more.

Genre pedagogy plays an important role in helping graduate students to enter the discourse community of their fields. Although familiarity with research genres benefits graduate students, few studies have explored the influences of instruction on learners’ subsequent generic practices. In this study, we describe the genre-based approach used in a bilingual (English and Spanish) Applied Linguistics graduate course, which aimed to enhance students’ research genre awareness to allow them to be better able to confront their own work as investigators. The description of the course is followed by a study to determine if and how a research article discourse analysis task influenced the students’ academic writing in their own papers. Our research question was the following: To what extent can course instruction influence students’ academic writing? The study entails a survey to elicit students’ perspectives on the influence of the course and its tasks on their academic writing, as well as teachers’ comments on the students’ written work. Although learning to do research at the graduate level requires a broad range of competencies that go beyond genre awareness, the findings from the survey confirmed the positive effects of genre knowledge gains in accomplishing further research goals. Full article

(This article belongs to the Special Issue Publishing Research Internationally: Multilingual Perspectives from Research and Practice)

11 pages, 215 KiB

Open AccessArticle

Unexpected Emails to Submit Your Work: Spam or Legitimate Offers? The Implications for Novice English L2 Writers

by Josep Soler and Andrew Cooper

Publications 2019, 7(1), 7; https://doi.org/10.3390/publications7010007 - 22 Jan 2019

Cited by 14 | Viewed by 5847

Abstract

This article analyzes the discourse of what have been termed ‘predatory publishers’, with a corpus of emails sent to scholars by hitherto unknown publishers. Equipped with sociolinguistic and discourse analytic tools, we argue that the interpretation of these texts as spam or as [...] Read more.

This article analyzes the discourse of what have been termed ‘predatory publishers’, with a corpus of emails sent to scholars by hitherto unknown publishers. Equipped with sociolinguistic and discourse analytic tools, we argue that the interpretation of these texts as spam or as legitimate messages may not be as straightforward an operation as one may initially believe. We suggest that English L2 scholars might potentially be more affected by publishers who engage in these email practices in several ways, which we identify and discuss. However, we argue that examining academic inequalities in scholarly publishing based exclusively on the native/non-native English speaker divide might not be sufficient, nor may it be enough to simply raise awareness about such publishers. Instead, we argue in favor of a more sociologically informed analysis of academic publishing, something that we see as a necessary first step if we wish to enhance more democratic means of access to key resources in publishing. Full article

(This article belongs to the Special Issue Publishing Research Internationally: Multilingual Perspectives from Research and Practice)

Other

Jump to: Editorial, Research

14 pages, 243 KiB

Open AccessDiscussion

Unpacking the Lore on Multilingual Scholars Publishing in English: A Discussion Paper

by Mary Jane Curry and Theresa Lillis

Publications 2019, 7(2), 27; https://doi.org/10.3390/publications7020027 - 10 Apr 2019

Cited by 37 | Viewed by 6610

Abstract

In the past three decades, a body of research on issues related to multilingual scholars writing for publication has emerged, paralleling the rise of pressures on scholars around the world to publish their work in high-status journals, especially those included in particular journal [...] Read more.

In the past three decades, a body of research on issues related to multilingual scholars writing for publication has emerged, paralleling the rise of pressures on scholars around the world to publish their work in high-status journals, especially those included in particular journal citation indexes; these indexes typically privilege the use of English. Researchers have investigated multilingual scholars’ experiences and perspectives, the social contexts of their work, policies on research publishing, aspects of the texts produced by multilingual scholars, the kinds of people scholars interact with while working to publish their research, their collaborations and networks, and pedagogical initiatives to support their publishing efforts. Nevertheless, as ongoing research is conducted, the existing research base has not always been consulted in meaningful ways. In this paper, we draw on the notion of ‘lore’ to identify some of the preconceptions or received wisdom about multilingual scholars and their writing that seem to be circulating, then argue for researchers to move beyond the ‘lore’ and make greater use of both findings from empirical research and related theoretical and methodological conversations. We identify directions for future research to be conducted. Full article

(This article belongs to the Special Issue Publishing Research Internationally: Multilingual Perspectives from Research and Practice)

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