Publishing in and about English: challenges and opportunities of Chinese multilingual scholars’ language practices in academic publishing

Zheng, Yongyan; Guo, Xiaoyan

doi:10.1007/s10993-018-9464-8

Cited by 56 publications

(27 citation statements)

References 30 publications

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“…This study found that the respondents' external regulation was stronger than their intrinsic motivation, which echoed Xie et al's (2014) findings and previous qualitative findings (Bai & Hudson, 2011;Xu, 2014). These results, together with those reported by Borg and Liu (2013) and Bai and Hudson (2011) revealed that Chinese TEFL academics' primary concern tends to be career promotion, which reflects the current landscape of university academics' professional development, which prioritizes publication (Gao & Zheng, 2018;Jiang et al, 2017;Song, 2018;Zheng & Guo, 2019).…”

Section: Discussionsupporting

confidence: 84%

Understanding TEFL Academics’ Research Motivation and Its Relations With Research Productivity

Peng

Gao

2019

Sage Open

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Motivation is considered an important impetus driving and sustaining individuals’ efforts to fulfill their goals. Against the backdrop that university academics worldwide are increasingly expected to produce research output in prestigious journals for both individual and institutional development, it is necessary to understand academics’ research motivation and its relations with research productivity in international and local journals. This study, being descriptive and explanatory in nature, surveyed 309 academics who taught English as a foreign language (TEFL) in China. Results showed that the participants exhibited stronger extrinsic motivation, in the form of external and identified regulations, than intrinsic motivation. However, these two subtypes of extrinsic motivation were significantly negatively associated with academic publishing, whereas intrinsic motivation was the significant positive factor associated with the participants’ publication in international journals. These findings remind both academics and educational managers of the importance of enhancing intrinsic motivation and refining contextual support in improving academics’ research productivity.

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Section: Discussionsupporting

confidence: 84%

Understanding TEFL Academics’ Research Motivation and Its Relations With Research Productivity

Peng

Gao

2019

Sage Open

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“…The study on the motivating impact of LOTE teachers' ought-to selves on their professional life expands the theoretical perspective on language teacher possible selves, which has mainly been validated by English-language teachers. Similar to findings on LOTE learners and other studies on Chinese humanities researchers (Gao and Zheng 2018;Zheng and Guo 2018), contextual forces including global English at the macro-level, institutional policies at the meso-level, and classroom teaching and learning experiences at the micro-level all seem to assume a greater role in LOTE learning and teaching. This special issue concludes with two book reviews.…”

Section: Introducing the Special Issuesupporting

confidence: 85%

Multilingualism and higher education in Greater China

Gao

Zheng

2019

Journal of Multilingual and Multicultural Development

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There have been widespread concerns over the decline of modern languages and waning interest in learning languages other than English (LOTEs) around the world, thought to be partly due to recent political events including Brexit and Trump's aggressive isolationism in the United States. By contrast, governments in Greater China have energetically renewed their investment in promoting LOTE education, driven by globalisation initiatives such as Mainland China's 'Belt and Road' initiative and Taiwan's 'New Southbound Policy'. Thus, it remains pertinent to explore the policies and practices of multilingual education expansion in this region, as the success or failure of the globalisation initiatives may have profound consequences for the prospects of multilingual and multicultural development at universities in the Greater China region and perhaps around the world. This special issue presents empirical studies in which the authors, as insiders engaged in the new wave of language policy shifts, offer diverse perspectives on issues including foreign language curricula, learners' motivational identities and teachers' professional development. We contend that to sustain the increase in multilingual education, the tensions between global English and LOTEs, between individual identity and contextual variation, and between instrumental orientation and translanguaging/transcultural values of language learning need to be addressed.

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“…The topic of English-medium publishing has also attracted the attention of scholars working in other empirically oriented disciplines, such as geography [53,54], international relations [55], management [56], and sociology [5]. The research base spans global geolinguistic locations, with work coming from the Anglophone "center"; bi/multilingual contexts such as French-speaking Canada [57]; and locations including Argentina [58]; China [59]; Egypt [60]; Iceland [61]; Japan [23,62]; Kazakhstan [63]; Korea [64]; Mexico [29]; Poland [65]; Romania [66]; Serbia [67]; South Africa [68,69]; Spain [70,71]; Taiwan [50]; and Vietnam [51].…”

Section: Introduction: Framing the Concernmentioning

confidence: 99%

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

Curry

Lillis

2019

Publications

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In the past three decades, a body of research on issues related to multilingual scholars writing for publication has emerged, paralleling the rise of pressures on scholars around the world to publish their work in high-status journals, especially those included in particular journal citation indexes; these indexes typically privilege the use of English. Researchers have investigated multilingual scholars’ experiences and perspectives, the social contexts of their work, policies on research publishing, aspects of the texts produced by multilingual scholars, the kinds of people scholars interact with while working to publish their research, their collaborations and networks, and pedagogical initiatives to support their publishing efforts. Nevertheless, as ongoing research is conducted, the existing research base has not always been consulted in meaningful ways. In this paper, we draw on the notion of ‘lore’ to identify some of the preconceptions or received wisdom about multilingual scholars and their writing that seem to be circulating, then argue for researchers to move beyond the ‘lore’ and make greater use of both findings from empirical research and related theoretical and methodological conversations. We identify directions for future research to be conducted.

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Publishing in and about English: challenges and opportunities of Chinese multilingual scholars’ language practices in academic publishing

Cited by 56 publications

References 30 publications

Understanding TEFL Academics’ Research Motivation and Its Relations With Research Productivity

Understanding TEFL Academics’ Research Motivation and Its Relations With Research Productivity

Multilingualism and higher education in Greater China

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

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