By Mary Jane Curry, Theresa Lillis
Academic Writing in an international Context addresses the problem of the strain on teachers 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’ research of the reports of 50 students operating in Europe, this ebook discusses those questions at either a macro and micro point – via discussions of information overview platforms on all degrees, and research of the development of a textual content in the direction of e-book. as well as this, case stories of person students of their neighborhood associations and international locations are used to demonstrate studies of utilizing English within the educational international.
Academic Writing in an international Context examines the impression of the transforming into dominance of English on educational writing for 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 booklet might be of curiosity to postgraduates and execs within the fields of worldwide Englishes, language and globalization and English Language Teaching.
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Extra resources for Academic Writing in a Global Context: The Politics and Practices of Publishing in English (Literacies)
Latour and Woolgar 1986; Knorr-Cetina 1981) and foregrounded in some work on academic text production (see Bazerman 1988; Myers 1990). But while clear links have been established between rhetorical practices in the construction of knowledge and in particular disciplinary knowledge making (Bazerman 1988; Halliday and Martin 1993; Hyland 1999, 2000; Prior, 1998), less attention has been given – as in academic literacies research more generally – to the impact of the dominance of English on the rhetoric of knowledge making in a global context.
Johns 1997; Swales 1990, 2004), whereas community of practice emphasizes the activities or practices associated with particular groups and the ways in which individuals engage in them (Belcher 1994; Wenger 1998). Research in academic literacy studies draws on both notions to explore the relationship between texts and practices, that is, the ways in which people learn the rules governing both texts and practices and thus participate in their maintenance and development (Candlin and Hyland 1999; Flowerdew 2000; Myers 1990; Prior 1998).
The focus in these chapters is on the ways in which scholars are managing and negotiating the complex and time-consuming tasks of sustaining publication activity in English, alongside writing in a number of languages and for a range of communities, by working within and across networks and by involving a range of ‘literacy brokers’ directly in text production. Chapter 3 focuses on text production as a networked activity, foregrounding the importance of participating in networks at local and transnational levels for securing the resources necessary for publication, particularly in Anglophone-centre journals.
Academic Writing in a Global Context: The Politics and Practices of Publishing in English (Literacies) by Mary Jane Curry, Theresa Lillis