By Mary Jane Curry, Theresa Lillis
Academic Writing in an international Context addresses the difficulty of the strain on lecturers around the globe to supply their paintings in English in scholarly publishing, and why the expansion of using educational English issues.
Drawing on an 8 12 months ‘text-ethnographic’ examine of the reviews of 50 students operating in Europe, this ebook discusses those questions at either a macro and micro point – via discussions of information assessment platforms on all degrees, and research of the growth of a textual content in the direction of e-book. as well as this, case stories of person students of their neighborhood associations and nations are used to demonstrate studies of utilizing English within the educational global.
Academic Writing in an international Context examines the influence of the starting to be dominance of English on educational writing for e-book globally. The authors discover the ways that the worldwide prestige attributed to English is impacting at the lives and practices of multilingual students operating in contexts the place English isn't the respectable language of communique and throws into aid the politics surrounding educational publishing.
This ebook can be of curiosity to postgraduates and execs within the fields of global Englishes, language and globalization and English Language Teaching.
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Extra info for Academic Writing in a Global Context: The Politics and Practices of Publishing in English (Literacies)
In addition, their local funding sources need to adopt stringent criteria for publication including international peer review. … Nevertheless, many local journals published in vernacular languages serve a useful purpose for reviewing the clinical and applied literature to the benefit of local physicians and industry. The politics of knowledge production 19 A number of points are striking about the comments here: the presumed status of English as the medium of academic/scientific communication; the criticism levelled at journals described as ‘marginal’ which do not fit into the kind of network knowledge system valued by ISI; the carving up of which kinds of knowledge might be best disseminated in ‘vernacular’ languages.
What’s in a name? The politics of labelling In using labels to describe scholars and their practices in discussions in this book we are aware of considerable limitations but we have attempted to take into account ethical, theoretical and representational dimensions. g. Hungarian, Central European); with regard to the theoretical, we have sought to use terms which reflect our principal concerns with the politics of location in academic text production, such as multilingual, Anglophone/non-Anglophonecentre, local national languages, rather than available frameworks for positioning scholars primarily in terms of any presumed status in terms of English usage – L1, EAL and so on (although we recognize that ‘non-Anglophone’ immediately may suggest negative positioning); with regard to representational, we have aimed to represent scholars as individuals with specific histories, while also construing them as sharing specific constraints and challenges within the current context of the global status of English for academic publishing (for recent discussion around the labelling of ‘EAL’ writers, see Flowerdew 2008 and response by Casanave 2008).
The relationship between individual scholars, their commitment to their local as well as to ‘international’ research communities is an important strand in understanding what’s involved and at stake in publishing in a global context and is discussed in Chapters 5, 6 and 7. Here, we simply wish to stress that ignoring the notion of speech communities in explorations of academic literacy practices masks a significant aspect of the interests driving the research and writing activity of scholars who are working in languages in addition to English.