Apoyo and English for Research Publication Purposes at a Latin American University

Abstract

English for Specific Purposes that considers "the deeply contextualized activities that promote English-language publishing" (Corcoran, Englander, & Muresan, 2019, p. 1) by plurilingual scholars who use English as an additional language (henceforth, plurilingual scholars). ERPP research has documented the pressures on plurilingual scholars to publish in prestigious journals, typically based in English-dominant countries. Simultaneously, these scholars may see publication in English as a means to reach as wide an audience as possible. Challenges plurilingual scholars may face when publishing in English include journal biases against topics important in non-center countries (Chavarro & R afols, 2017), linguistic biases of reviewers (Belcher, 2007), and limited knowledge of their field's publication practices. Publications from emerging contexts like Colombia are important as they place local knowledge as central and develop regional conversations (C ardenas & Rainey, 2018, p. 162).In Latin America, a variety of different ERPP pedagogical innovations have supported plurilingual scholars. These include English for Specific Purposes coursework (Waigandt, Noceti, & Lothringer, 2019), workshops (Corcoran, 2018, and writing centers (Janssen & Restrepo, 2019). Less known is the attitudes, experiences, and beliefs held by scholars in this context about the support they have received or would

(De)Motivating Factors Among TESOL Professionals Writing in English for Publication From South America

“…A few implications can be drawn from this study. Higher education institutions in South America with TESOL programs can (a) incentivize the publication in languages other than English (Navarro et al, 2022) by offering awards or extra days off, (b) encourage lecturers to include publications authored by Latin American (TESOL) professionals in their reading lists, (c) offer courses based on critical plurilingual pedagogies (Englander & Corcoran, 2019) for writing for scholarly publication in national and regional journals, (d) set writing centers to support higher education professionals address genre, meta-discourse, and style-related issues in the writing of manuscripts for publication (Innocentini & Navarro, 2022;Janssen & Restrepo, 2019;Janssen & Ruecker, 2022), (e) organize intra-/inter-institutional, self-led writing groups to increase mentoring, collaboration, and research capacity (Carlino & Cordero Carpio, 2023;Rodas et al, 2021), and (f) liaise with regional professional associations and journals to discuss issues around research agendas and publishing practices. A focus on regional journals may echo an epistemologies-of-the-South perspective (de Sousa Santos & Meneses, 2014) since this emphasis may lead to emancipating logos that destabilize hegemonic and hierarchical ways of knowledge production sometimes reproduced in South America.…”

“…In this study, we locate discursive challenges at the intersection of intrinsic, social-contextual, and temporal factors since scholars' frustrations and performance may be connected to self-efficacy, difficult working conditions, and preparation. Discursive challenges may be aggravated when non-discursive issues such as lack of institutional support with ERPP and research, lack of access to (im)material resources (e.g., human, time, space, finances, bibliography, technology), or even national language policies (Rounsaville & Zemliansky, 2020) increase EAL scholars' frustration with publishing in English-medium journals (Corcoran, 2019;Janssen & Ruecker, 2022;Mendoza et al, 2021). It is worth noting that incentives such as financial rewards, promotions, or international recognition do not necessarily enhance EAL scholars' motivation to publish in English in the long term.…”

“…Unlike the reported experiences with accepted manuscripts, the 271 participants who had manuscripts rejected summarized them with one word or phrase only (Table 6). Both Item 1 in Table 6 and Item 1 in Table 5 show that the participants adopted a resilient attitude and valued professional development benefits (e.g., Janssen & Ruecker, 2022), that is, temporal factors of teacher motivation derived from reviewers' feedback (see below). However, we should not ignore those whose well-being and job stability were affected (Table 6, Items 4 and 5), even if they were only a minority.…”