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 volume offers a highly valuable discussion of various experiences of academic writing in English across a number of different cultures. Mainly using a case study methodology, the book provides in-depth perspectives on a wide range of research projects and pedagogic activities across seven geolinguistic areas all over the world. By providing a scholarly insight into deeply contextualized teaching and research activities that promote English-language publishing, this book makes an important contribution to the literature on cross-cultural communication in academic contexts."
- Maurizio Gotti, Università di Bergamo, Italy
"This book is a must-read for all those multilingual scholars faced with the need and challenges of disseminating their research in English. With thought-provoking contributions from seven off-network geolinguistic regions around the globe, the editors have managed to beautifully map the global context of a community of non-Anglophone researchers under increasing pressure to publish their papers in peer-reviewed Anglophone international journals. The enlightening coverage of local initiatives and pedagogical interventions in under-researched locations boosts and supports the burgeoning field of English for Research Publication Purposes and makes it an invaluable resource for multilingual novice and expert researchers using English as an additional language for scholarly communication.
- Ana Bocanegra-Valle, University of Cadiz, Spain
"This book is a fascinating—and for an Anglophone writer, eye-opening—look into the world of writing for research publications in English as an additional language (EAL). Drawing on scholars from around the globe, the editors provide a wealth of perspectives on how EAL scholars learn to write in English, and how programs to support their learning can be structured. It’s invaluable to hear directly from those who are living the experience of publishing in an additional language, and who are helping other scholars to do the same. Those interested in understanding what faces EAL writers, and especially those interested in programs to assist those writers, will find a lot in this volume to think about."
- Stephen B. Heard, University of New Brunswick, Canada
"This volume provides fascinating in-depth snapshots of the dilemmas and challenges of English for Research Publication Purposes (ERPP) from around the world. These chapters point beyond the familiar ground of advanced language education to fundamental questions of the purposes of international and local publication for different disciplines, the meaning of national language cultures, the wisdom of publication mandates and publication reward structures, the value of plurilingualism, and even the role of language education in earlier grades."
--Charles Bazerman, University of California, Santa Barbara, USA
1. Diverse Global Perspectives on Scholarly Writing for Publication
James N. Corcoran, Karen Englander, and Laura-Mihaela Muresan
Region 1: Latin America
2. A Utilization-Focused Program Evaluation of an ERPP Tutoring Service at One Colombian University
Gerriet Janssen & Silvia Restrepo
3. Trajectories Towards Authoring: Eight Mexican English Language Teaching Professionals
Fátima Encinas Prudencio, Verónica Sánchez Hernández, Maria Thomas-Ruzic, Gicela Cuatlapantzi-Pichón, and Georgina Aguilar-González
4. Writing for Publication in English: Institutional Initiatives at the Universidad Nacional de Entre Ríos
Diana Waigandt, Alicia Noceti, Raquel Lothringer
Region 2: Northern Europe
5. Supporting Nordic Scholars Who Write in English for Research Publication Purposes
6. The Unreal and the Real: English for Research Purposes in Norway
Tom Muir, Kristin Solli
Region 3: Eastern and Southern Europe
7. Research Writing in English in a Romanian Academic Ecosystem: A Case Study of an Experienced Multiliterate Researcher
Laura Mihaela Muresan and Carmen Pérez-Llantada
8. English or Spanish for Research Publication Purposes? Reflections on a Critical Pragmatic Pedagogy
Sally Burgess, Pedro Martín, Diana Balasanyan, and Yerevan Haybusak
Region 4: East Asia
9. Observing and reflecting in an ERPP "Master Class": Learning and thinking about application
Yongyan Li and Margaret Cargill
10. Publishing Research in English for Chinese Scholars in Language-related Disciplines: Towards a Biliteracy Approach
Yongyan Zheng, and Yuan Cao
Region 5: South Asia
11. The Impact of English Language Teaching Reforms on Pakistani Scholars’ Language and Research Skills
Region 6: Africa
12. Teaching the Craft: From Thesis Writing to Writing Research for Publication
Hayat Messekher, and Mohamed Miliani
13. Scholarly Publishing in Nigeria: The Enduring Effects of Colonization
Ayokunle Olumuyiwa Omobowale, Olayinka Akanle, and Charles Akinsete
Region 7: Persian Gulf
14. Examining the Status Quo of Publication in Iranian Higher Education: Perceptions and Strategies
Hesamoddin Shahriari and Behzad Ghonsooly
15. Writing Louder? Coping with the Push to Publish in English at an Iranian University
Seyyed-Abdolhamid Mirhosseini and Zahra Shafiee
16. "Holistic Argumentation Creation": Integrated Principles for Helping Graduate Students Create a Journal Paper
Roger Nunn and Tanju Deveci
This series provides essential texts on teaching English as a second language and applied linguistics. It includes authored and edited volumes to be used as primary or supplementary texts in graduate-level and teacher training courses to enhance students’ and practicing teachers’ professional qualifications and knowledge. Each text is designed to promote the current and growing body of knowledge in applied linguistics and second language teaching, including advances in teacher education and the study of language.
Specifically, the series includes, but is not limited to, current uses of applied linguistics research in teaching a variety of second language skills, such as reading, writing, speaking and listening; materials and curriculum design; literacy; English for academic purposes; and research methods.
The texts also deal with broad domains of professional preparation related to socio-cultural perspectives and current issues/topics in teaching and learning a second language.
Books in the series benefit not only students, but experienced teachers, curriculum developers, teacher trainers, program administrators, and other second and foreign language professionals seeking to advance and update their knowledge and expertise.