Linguistic Injustice in the Writing of Research Articles in English as a Second Language: Data From Taiwanese and Mexican Researchers

Abstract

This study investigates the added burden Mexican and Taiwanese non-native English speaker (NNES) researchers perceive when writing research articles in English as a second language (L2) compared with their experience of first language (L1) science writing. 148 Mexican and 236 Taiwanese researchers completed an established survey of science writing burden. Results revealed significant differences between L1 and L2 science writing with an increased burden for L2 science writing consisting of an average increase of 24% in difficulty, 10% in dissatisfaction and 22% in anxiety. No significant differences between the Mexican and Taiwanese researchers were found. Regression analyses established that the variables of science writing burden contribute to a sense that English is a barrier to writing science. We maintain that the additional burden of L2 science writing constitutes a linguistic injustice and a barrier to science that should be addressed by relevant constituents.

Disadvantages of writing, reading, publishing and presenting scientific papers caused by the dominance of the English language in science: The case of Colombian PhD in biological sciences

“…It was expected that additional costs for Colombian researchers would be found, since similar findings have been reported from other EFL speaking countries in the world (McConnell, 1991; Flowerdew, 2007; Nour, 2005; Guardiano et al, 2007; Curry & Lillis, 2017; Hanauer et al, 2019). Despite the lack of specific studies on this subject across Latin America, with a few exceptions (Curry & Lillis, 2017; Hanauer et al, 2019), it is possible to assume that these results can be extrapolated to other countries bordering Colombia, given the similarity in proficiency and access to English, shared first language, low state investment in science and technology, and parallel political history with the US and Europe (Russell et al, 2008; British Council, 2015; Curry & Lillis, 2017). The results could even be extrapolated to other peripheral countries of the world, as Hanauer et al (2019) found the similar disadvantages over doctoral students from two countries on different continents, Mexico and Taiwan.…”

“…Strong feelings of insecurity or an "inferiority complex" generated by scientific writing in English is one of the most important segregation factors mentioned by EFL speaking researchers and increase the need of constant editing or correction (Flowerdew, 1999; Murasan & Pérez-Llantada, 2014; Huang, 2010). This difficulty or insecurity is augmented in the introduction and discussion sections of an article (Flowerdew, 2007; Burguess et al, 2014; Martín et al, 2014; Moreno & Rocha, 2012; Hanauer et al, 2019). However, the “materials and methods” section in an article and understanding scientific terminology are equally understood and used in both languages by the respondents, possibly because most words and expressions in modern science are coined in English (Ammon, 2001).…”

“…Despite the lack of specific studies on this subject across Latin America, with a few exceptions (Curry & Lillis, 2017; Hanauer et al, 2019), it is possible to assume that these results can be extrapolated to other countries bordering Colombia, given the similarity in proficiency and access to English, shared first language, low state investment in science and technology, and parallel political history with the US and Europe (Russell et al, 2008; British Council, 2015; Curry & Lillis, 2017). The results could even be extrapolated to other peripheral countries of the world, as Hanauer et al (2019) found the similar disadvantages over doctoral students from two countries on different continents, Mexico and Taiwan. In addition, in this study we not only explore the impact that English proficiency has on doctoral students or post-doctoral researchers, but how those impacts are influenced by the researcher’s socioeconomic origin.…”

“…Numerous studies have identified the use of English in academia as a source of inequality and segregation in science (Flowerdew, 1999; Pabón-Escobar & da Costa, 2006; Muresan & Pérez-Llantada, 2014; Curry & Lilis, 2017, Hanauer et al, 2019). These inequities affect the scientific community at multiple levels.…”

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

“…Research findings: While all scholars, especially novices, need to learn the social practices of academic publishing, research shows that many multilingual scholars feel they face a "dual burden" in writing in English that considerably increases their workloads and generates anxiety and dissatisfaction [106,107]. Maintaining publishing agendas in multiple languages clearly takes up more time and is an aspect of academic labor that is often core to the professional lives of scholars working in non-English dominant contexts, whilst often ignored or hardly experienced by most monolingual scholars [16].…”