By Mary Jane Curry, Theresa Lillis
Academic Writing in an international Context addresses the difficulty of the strain on teachers around the world to provide their paintings in English in scholarly publishing, and why the expansion of using educational English concerns.
Drawing on an 8 12 months ‘text-ethnographic’ research of the studies of 50 students operating in Europe, this ebook discusses those questions at either a macro and micro point – via discussions of information review structures on all degrees, and research of the development of a textual content in the direction of booklet. as well as this, case stories of person students of their neighborhood associations and international locations are used to demonstrate reviews of utilizing English within the educational international.
Academic Writing in a world Context examines the influence of the starting to be 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 professional language of conversation and throws into reduction the politics surrounding educational publishing.
This booklet might be of curiosity to postgraduates and execs within the fields of global Englishes, language and globalization and English Language Teaching.
Read Online or Download Academic Writing in a Global Context: The Politics and Practices of Publishing in English (Literacies) PDF
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Additional resources for Academic Writing in a Global Context: The Politics and Practices of Publishing in English (Literacies)
Although the notion of speech community has limitations – particularly that it implies a focus only on the spoken word – it is important for the very reason for which it has often been dismissed in academic literacy research: it foregrounds the importance of the relationship between the individual and his or her local sociolinguistic context. The local sociolinguistic context is often minimized in discussions of discourse communities, where ‘discourse’ is used to emphasize written texts. Swales, for example, in his influential discussion of the distinction between speech and discourse community, makes two key claims.
She studied English at school and at university but had little opportunity to use English before 1989: During socialism, you know, there were not enough opportunities to use English. At the beginning I tried to do translation work, something like that, but there weren’t many jobs, not many opportunities and therefore, for, I don’t know, 13 to 15 years, I didn’t use English almost at all. Only after the revolution, after ’89, I had a teaching job and I then had to begin to study English again. (Discussion)1 Sonja has published some papers and proceedings mainly in Slovak as she is predominantly interested in communicating research to Slovak professionals – teachers of foreign languages as well as those educating teachers on the teaching and learning of foreign languages.
In so doing, and of direct relevance to the focus of this book, it stands in contrast to the strongly textualist tradition towards the academic writing of users of English as an additional language, reflected most strongly in the transnational enterprise and pedagogy of English for Academic Purposes (for recent useful overview of EAP approaches see Hyland 2006; for critiques of a predominant focus on text see Benesch 2001; Canagarajah 2002b; Lillis and Scott 2007). However, in resisting a textualist stance, it is important to note that we are of course concerned with the detail of texts – most specifically, to explore how specific textual features are foregrounded and evaluated in trajectories of production and publication.