Language Planning for International Scientific Communication: An Overview of Questions and Potential Solutions

Ammon, Ulrich

doi:10.2167/cilp088.0

Cited by 62 publications

(55 citation statements)

References 23 publications

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“…The most highly cited work found in the bibliometric search is House (2003), which compellingly contests the early views of English as a threat to national languages and multilingualism dEnglish as 'a menacing Tyrannosaurus rex' (Swales, 1997)d as well as the ideological language debates siding against the dominance of English for research publication purposes de.g. 'linguistic imperialism' (Canagarajah, 2002;Phillipson, 1992) and 'prescriptive monolingualism' (Ammon, 2001(Ammon, , 2006Coulmas, 2007). House distinguishes between 'languages for communication' and 'languages for identification ' (p. 556) to dispute these views and arguments and hence, in many respects, her distinction aligns with Swales' (1997) early observation that it is not that the speakers of other languages have accommodated, but rather that English is valued "as a wider window on the world" (p. 377).…”

Section: The Dominance Of English: Linguistic Accommodation and Asymmmentioning

confidence: 99%

Genres in the forefront, languages in the background: The scope of genre analysis in language-related scenarios

Pérez-Llantada

2015

Journal of English for Academic Purposes

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Keywords:English as an international language Communities of practice Rhetorical move analysis Academic Englishes Task-based approach EAP teaching Multiliteracies a b s t r a c t Drawing on bibliometric methods (citation analysis and content analysis) and literature review, this paper offers some critical reflections of how genre analysis has been used, applied, expanded and refined to address the challenges of a culturally and linguistically diverse academic and research community. The first reflection opens with a brief review of the privileged status of English as the international language of academic and research communication to discuss contrasting scholarly positions that regard 'Englishization' as either 'help' or 'hindrance'. The second reflection focuses on rhetorical move analysis, an aspect of genre theory that to date has been little considered outside ESP/EAP traditions of genre analysis. It discusses how move analysis, in cross-fertilization with various theoretical/analytical frameworks, can add to our understanding of the way L2 academic English writers accomplish meso-and micro-rhetorical manoeuvres. The final reflection touches upon the impact of internationalization and research assessment policies on the current knowledge exchange, dissemination and publication practices to emphasize the value of the Swalesian task-based approach and advocate a multiliterate rhetorical consciousness-raising pedagogy. The paper concludes with some suggestions for future genre research and proposes ways of articulating cogent language instructional intervention to empower members of bi-/multiliterate academic and research communities professionally.The opening chapter of Swales' (1990) Genre Analysis: English in Academic and Research Settings informs its readers that the main aim of the book is pedagogical, namely, to offer an approach to the teaching of academic and research English. Doubtless, Swales' seminal work has an invaluable pedagogical orientation, but it also invites its readers to gain comprehensive insights into the three influential concepts underlying genre theory: discourse community, genre and language learning task. Drawing on these concepts as an argumentative scaffold, the broad aim of this paper is to offer some critical reflections on how genre analysis has been used, applied, expanded and refined to address the challenges of a culturally and linguistically heterogeneous research world.The current sociocultural context is unprecedentedly complex. It is marked by the development of computerized societies and, at an epistemological level, by the changing nature of knowledge. It places emphasis on the local and the contingent, contests homogeneity while advocating heterogeneity and diversity, and claims the existence of a multiplicity of orders (Lyotard, 1979;Sarup, 1993). Within this context, today's academic and research communication, as a socioculturally

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Section: The Dominance Of English: Linguistic Accommodation and Asymmmentioning

confidence: 99%

Genres in the forefront, languages in the background: The scope of genre analysis in language-related scenarios

Pérez-Llantada

2015

Journal of English for Academic Purposes

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“…1b. English is more suitable than any other language because it guarantees a "democratic" spread of scientific ideas and a "democratic" expansion of scientific research (see for some discussion Phillipson 2003, Saracino 2004a, Ammon 2006, Carli 2006, van Parjis, Grin and Gazzola this volume). The other face of the "democracy coin" is that, in fact, much as today scholars who do not know English do not have access to the main discoveries of contemporary international scientific research, Anglophone scholars who do not know any national language other than English do not have access to the great deal of scientific traditions developed in the past within national scientific communities (see Carli and Calaresu 2007).…”

Section: Why Has English Become the Language Of International Scientimentioning

confidence: 99%

“…Huge English speaking community (the Americans), especially after the Second World War, has become dominant all over the world in several different domains. Thus, its language has consequently acquired an enormous prestige and power (Brutt-Griffler 2002, Crystal 1997, Graddol 1997, Ammon 2006, Carli and Calaresu 2007, among the others). 2b.…”

Section: Why Has English Become the Language Of International Scientimentioning

confidence: 99%

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Stereotypes about English as the language of science

Guardiano

Favilla²,

Calaresu³

2007

AILA

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The progressive spread of English as the main language of the international scientific communication has been interpreted and justified in many different ways by several scholars. The paper suggests a brief review of the scientific debate on such topics, focusing on the main stereotypes which have been created in order to provide explanations for the development of English as the language of science, and on the perception of non-Anglophone scholars concerning the reasons for the predominance of English in scientific literature and their disadvantages with respect to native speakers.Frequently used stereotypes on English as the language of science are analyzed and discussed in reference to the motivations asserted by linguists and non-linguists. A double ideological evidence can be registered: 1. arguments essentially consist in a-posteriori justifications, 2. English – far away from representing a free choice for non-native scholars – is perceived as the repository of the linguistic power that is desired and worshipped. The overview closes with the results of a pilot investigation on the languages of scientific publications, conducted on a sample of Italian scholars belonging to various scientific fields

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“…Generally speaking, the most remarkable effect related to the use of the JIF is that it has contributed to increasing the speed of convergence towards the use English in academic publications (Ammon 2006;Archambault and Larivière 2009). Carli and Calaresu (2003: 45-60), for example, show that the JIF has played a central role in explaining the (partial or total) switch to English of different Italian academic journals in medicine in the 1990s.…”

Section: The Role Of Bibliometric Indicators In Evaluationmentioning

confidence: 99%

The linguistic implications of academic performance indicators: general trends and case study

Gazzola

2012

International Journal of the Sociology of Language

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Language Planning for International Scientific Communication: An Overview of Questions and Potential Solutions

Cited by 62 publications

References 23 publications

Genres in the forefront, languages in the background: The scope of genre analysis in language-related scenarios

Genres in the forefront, languages in the background: The scope of genre analysis in language-related scenarios

Stereotypes about English as the language of science

The linguistic implications of academic performance indicators: general trends and case study

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