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Publications 2016, 4(1), 6; doi:10.3390/publications4010006
Abstract: Despite the increasing demands on many multilingual scholars outside the centre(s) of scientific knowledge production to publish their research in international scholarly journals, the support for such academic writing for publication is uneven at best. Existing English for research publication purposes (ERPP) instruction typically aims to aid multilingual scholars in achieving genre-based expectations and/or navigating the submission and review process, but it often does not address the politics of English-language knowledge production. In this paper, informed by an empirical case study and a theory building perspective, we address the need for a sustained program of courses/workshops for multilingual scholars in the (semi-) periphery and propose a means of operationalizing a critical-pragmatic approach to such course/workshop content. Our empirically-driven model is informed by the results of a recent case study investigation into an intensive ERPP intervention designed to address multilingual Spanish-speaking L1 scholars’ challenges with writing research articles for publication in indexed (Web of Science) international scientific journals. Our model lays the groundwork for a more critical approach to ERPP pedagogy, one that attempts to attend more fully to the needs of multilingual scholars within an asymmetrical market of global knowledge production.
2. Context and Methods
2.1. Mexico University Academic Writing for Publication Course
2.2. Participants and Data Collection
3. Results and Discussion
3.1. Multilingual Scholar Perceptions
3.2. Operationalizing Critical–Pragmatic Approaches to ERPP Instruction
4. Concluding Thoughts
Conflicts of Interest
English as an Additional Language
English for Academic Purposes
English for Research Publication Purposes
|Participant Group||Individual Interviews||Focus Group Interviews||Post-Course Survey||Classroom Observations|
|Course Instructors||7||9 (3 per instructor)|
|Faculty supervisors||8 faculty; 1 post-doc||15 faculty; 1 post-doc|
|Graduate students||17 PhD; 3 MSc||4 PhD; 1 MSc||32 PhD; 6 MSc|
|Scientific journal editors (guest lecturers)||7|
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|Week 1: Principles of Academic Publishing||Week 2: Structure and Style of a Research Article||Week 3: Academic Grammar|
|Abstracts, Ethical issues, Readership and Audience, Citation and influence, Citations, References and bibliographies, Submission cover letter||Overview of structure, Introduction, Literature Review, Methods, Results/Discussion, Conclusion, Concision and coherence, Figures and Tables, Summarizing, Paraphrasing and synthesizing.||Parts of Speech, Word Order, Verb tenses and aspect, Sentence structure, S-V agreement, Active versus Passive Voice, Punctuation, Common sentence errors|
|RQ#1: Perceptions of English and ERPP||RQ#2: Perceptions of ERPP Challenges Facing MU Scholars||RQ#3: Perceptions of MU Course|
|English seen as increasingly important for scientific career advancement.
Grudging acceptance of English as hyper-dominant language.
Frustration at growing publishing expectations.
Frustration at perceived name and region “bias” against MU scientists.
Frustration at lack of institutional and departmental ERPP support.
|Discursive: achieving clarity of research purpose and importance; achieving structural and rhetorical expectations.
Non-discursive: Lack of ERPP exposure, writing opportunities, writing time, and writing support.
Both discursive and non-discursive: Navigating the article submission and review process.
|Increased confidence among scholars.
Increased ability to attend to genre-specific expectations.
Increased ability to deal with navigation of article submission and review processes.
Frustration at lack of greater connection with desired research communities.
Frustration at lack of post-course ERPP support.
|Element Number||Genre-based and Pragmatic Instructional Elements||Critical Slant|
|1||Focus on scientific research article as means of communicating with particular discourse communities.|
|2||Focus on the organization (genre) structure(s) of a scientific research article.|
|3||Focus on rhetorical elements of a scientific research article, including L1-L2 differences and traditionally problematic rhetorical features for Spanish L1 scholars.|
|4||Focus on stylistic elements of a scientific research article.|
|5||Focus on lexico-grammatical elements of scientific writing.|
|6||Focus on navigating the submission and review process, from identifying appropriate journals and conversations to effectively adapting to editor and reviewer feedback.|
|7||Focus on manuscript production and revision–supported by content, language, and publishing experts.|
|8||Focus on developing and effectively utilizing networks of “literacy brokers”.|
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