‘The English is not the same’: challenges in thesis writing for second language speakers of English

Abstract

In this article I describe my interaction as an English for Academic Purposes (EAP) practitioner with a supervisor and her two postgraduate international students, both of whom were second language speakers of English (L2). Because of linguistic and relationship issues the supervisory experience for the parties was challenging and frustrating. I discuss the implications of this research and suggest that while linguistic difficulties impact negatively on the supervisory relationship this is exacerbated by the differing assumptions and expectations of the stakeholders. I argue however, that what is regarded as 'acceptable' English at our institutions has not been sufficiently interrogated and the belief that English as a native language (ENL) is the only acceptable variety of English needs further investigation. Such an investigation needs to take place in a forum where the less powerful voices of the EAP practitioners and the students will not be marginalised.

Doctorates in the dark: Threshold concepts and the improvement of doctoral supervision

“…Some authors suggest that supervisors should seek additional assistance if they find their knowledge in a particular area is lacking (Grant, 2010;Strauss, 2012). Panel supervision also provides induction and mentoring opportunities for novice supervisors and a contingency plan in case a supervisor becomes unavailable.…”

It’s A Jungle Out There: Challenges In Postgraduate Research Writing

“…When considering standardised, academic English, Strauss (2012) raises the question whether Western universities should be imposing English language standards or be employing a more accommodating stance towards academic English use, especially at a time when English ownership is international and far-reaching. 'Protection of a standard variety of English or Western EAP practices not only demonstrates a failure to grasp the dynamic nature of language, but also sits uneasily in an environment suffused with the rhetoric of internationalization' (Liyanange & Walker, 2014, p. 7).…”

“…For the purpose of this paper, 'academic writing' or 'research writing' shall be examined in the context of thesis and journal article writing; which are two important preoccupations for postgraduate students. Postgraduate research writing has received considerable attention in countries such as the UK, Australia, and New Zealand and in many studies, the experiences of students from non-native English speaking backgrounds have been problematised (JeongBae Son & Sang-Soon Park, 2014;Phakiti, Hirsh, & Woodrow, 2013;Phakiti & Li, 2011;Strauss, 2012;Woodward--Kron, 2007). In Malaysia, which is the context of this study, postgraduate research writing is also beginning to gain increased attention among scholars.…”

Supporting the development of postgraduate academic writing skills in South African universities

“…At postgraduate level, competence in academic writing has become a matter of particular concern, since ESL students frequently struggle to meet the requirements of thesis or dissertation 2 writing (Bitchener & Basturkman, 2006;Han, 2014;Mullins & Kiley, 2002;Strauss, 2012;Tang, 2012), especially in the social sciences where academic writing conventions are less explicit than in the natural sciences (Kaufhold, 2015). Furthermore, in some institutions, publication in English-language journals is set as an additional condition for graduation of doctoral students (Li, 2007).…”