Multilingual scholars’ participation in core/global academic communities: A literature review

Uzuner, Sedef

doi:10.1016/j.jeap.2008.10.007

Cited by 152 publications

(110 citation statements)

References 46 publications

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“…Whilst a growing body of research has set out to investigate writing for publication in English by multilingual scholars (see Uzuner (2008) for a useful overview of 39 empirical studies), little English for Academic Purposes (EAP) or academic literacies research has examined the role of networks in text production. In line with EAP research more generally, most studies adopt an individual competence model to explore the writer's experiences.…”

Section: Network Analysis In Academic Writing and Publishingmentioning

confidence: 99%

Academic research networks: Accessing resources for English-medium publishing

Curry¹,

Lillis²

2010

English for Specific Purposes

110

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Multilingual scholars located outside of Anglophone contexts face growing pressure to publish in English. Evidence from a longitudinal "text-ethnographic" study exploring how 50 psychology and education scholars in southern and central Europe are responding to such pressure indicates that individual linguistic and rhetorical competence alone are usually insufficient for securing publication in English-medium journals. Rather, scholars' accounts demonstrate that participation in academic research networks functions as a key resource for publishing. This article examines the importance of networks and tracks how scholars gain access to and participate in them. We present 'network histories' that map out the network participation of four scholars, foregrounding several core dimensions: local and transnational, formal and informal, strong and weak, durable and temporary. Our findings suggest that strong, local, durable networks are crucial to enabling scholars' participation in transnational networks, which support their publishing in both English and local languages. Findings contribute directly to our understandings about academic publishing in a global context and to broader debates about the efficacy of initiatives for increasing research collaboration such as those sponsored by the EU Framework Programmes. We conclude by briefly considering implications for supporting multilingual scholars' publication and programmes aimed at increasing collaboration.

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Section: Network Analysis In Academic Writing and Publishingmentioning

confidence: 99%

Academic research networks: Accessing resources for English-medium publishing

Curry¹,

Lillis²

2010

English for Specific Purposes

110

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“…As a consequence, the sine qua non of dissemination of research results to the international scientific community is publication in journals with international readerships, particularly in the so-called 'mainstream journals', which are primarily published in English. Researchers who do not have English as their first language are thus pressured to publish in English instead of their L1 (Rey-Rocha and Martín-Sempere, 1999; Curry and Lillis, 2004;Uzuner, 2008). Consistent with these arguments, the researchers in our sample share the desire to obtain more intellectual feedback, broader international diffusion, as well as more citations, recognition and possibilities of professional promotion through their use of English as a language of research publication instead of Spanish.…”

Section: Discussionmentioning

confidence: 53%

“…It is also a response to the desire that research results should reach a wider international audience (ReyRocha and Martín-Sempere, 1999;Haarman and Holman, 2001;Gómez et al, 2006;Uzuner, 2008), to the growing internationalization of teaching and research in universities and research centres (Pérez-Llantada et al, 2011), and to the practice that many national Science and Technology (S&T) systems have of rewarding publication in English-medium scientific journals (Ferguson, 2006;Moreno, 2010;Osuna et al, 2011). As a result, areas such as science communication, scientific collaboration, scientific productivity, visibility and impact of research, and research assessment all come into play.…”

Section: Introductionmentioning

confidence: 99%

Why publish in English versus Spanish?: Towards a framework for the study of researchers’ motivations

Navarro¹,

Moreno²,

Burgess³

et al. 2015

Rev. esp. doc. cient.

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Citation/Cómo citar este artículo: López-Navarro, I.; Moreno, A. I.; Burgess, S.; Sachdev, I.; Rey-Rocha, J. (2015). Why publish in English versus Spanish?: Towards a framework for the study of researchers' motivations. Revista Española de Documentación Científica, 38(1): e073. doi: http://dx.doi.org/10.3989/redc.2015.1.1148Abstract: This paper proposes a framework for the comparative study of researchers' motivations for publishing either in English as an additional language or their first language. This framework seeks to present a view of motivation as dynamic, multidimensional, and multilevel. Empirical support is provided through the results of an on-line large-scale survey carried out among Spanish scholars. Our aim was to investigate which factors motivate them to publish their results in academic journals in either English or Spanish, as well as the extent to which these motivations are shaped by individual characteristics of researchers, particularly gender, seniority and publication experience. Results show an instrumental use of publication in English and fragmented social and ideological motivations for the use of Spanish.Keywords: Research article; academic writing; publication strategy; researchers' motivation. Publicar en inglés o en castellano: Un marco teórico para el estudio de las motivaciones de los investigadoresResumen: Este trabajo propone un marco para el estudio comparativo de las motivaciones de los investigadores a la hora de publicar en inglés o en su lengua materna. Dicho marco tiene por objeto ofrecer una visión dinámica, multidimensional y multinivel de la motivación. Los resultados de este trabajo provienen de una encuesta on-line a gran escala realizada entre investigadores españoles. Nuestro principal objetivo es investigar los factores que motivan a los investigadores a la hora de publicar en revistas académicas, ya sea en inglés o en español, así como el grado en que estas motivaciones son moldeadas por determinadas características individuales, especialmente el género y la experiencia investigadora y en publicación. Los resultados muestran un uso instrumental del inglés con fines académicos frente a una visión del empleo del castellano más fragmentada y basada en motivaciones sociales e ideológicas.Palabras clave: Artículos científicos; escritura académica; estrategias de publicación; motivación.

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“…Other strategies include recording lessons and listening to the recording later at home (Burke & Wyatt-Smith 1996), reading English disciplinary texts, cognitively storing information in previous languages of education, translating the concepts from English to these languages (Ferenz 2005), having their assignments edited by more knowledgeable colleagues and writing in their first languages first, and then translating their assignments into English with the help of people who know English better (Uzuner 2008). The (in)effectiveness of these strategies is discussed in the findings sections.…”

mentioning

confidence: 99%

“…The universities that enrol these students also need to provide them with support because, as argued by Uzuner (2008), they have the potential to make unique contributions to the knowledge base of core disciplinary communities. Some forms of university and lecturer support include familiarising students with institutional literacy and academic practices through bridging courses (Jones, Turner & Street 1999;Evans & Green 2007), establishing sound relationships between students and lecturers (Cummins 1996;Leki 2006), orientation programmes (Cadman 2000;Abasi & Graves 2008), pedagogic support in the form of extra classroom sessions and extra time for assignments and examinations (Benesch 2001).…”

mentioning

confidence: 99%

'We know what to say, we know what to write, but we don't know how': the challenges of becoming academically literate in a new linguistic and socio-cultural space

Sibomana¹

2016

Educ. as change.

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Historically, some languages and discourses which were initially localised subsequently became regionally or even globally dominant. Currently, English is the dominant global language in all domains, including the academic. Thus academics and scholars from non-English backgrounds are at a disadvantage: they have to adhere to academic literacy conventions in a language in which they may not be completely proficient. This article discusses findings from a study of challenges experienced by a group of postgraduate students from Rwanda whose main languages are Kinyarwanda and French, but whose studies and research at a South African university were in English. Data were collected through questionnaires administered to 21 students and through interviews with four of these students and with three lecturers/research supervisors. Assignment tasks and lecturers' feedback on assignments and research work were also analysed. The findings suggest that, besides the challenges of studying and researching through the medium of English, these students' previous academic 'ways with words' differ from those expected by their lecturers and research supervisors. This article offers a critical discussion of these differences and We know what to say, we know what to write, but we don't know how of the strategies adopted by students to master 'the right English' to cross academic borders. It raises questions about academic borders and academics as border guards.

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Multilingual scholars’ participation in core/global academic communities: A literature review

Cited by 152 publications

References 46 publications

Academic research networks: Accessing resources for English-medium publishing

Academic research networks: Accessing resources for English-medium publishing

Why publish in English versus Spanish?: Towards a framework for the study of researchers’ motivations

'We know what to say, we know what to write, but we don't know how': the challenges of becoming academically literate in a new linguistic and socio-cultural space

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