English Medium Publications: Opening or Closing Doors to Authors with Non-English Language Backgrounds

Autor/in	Alsabahi, Randa
Titel	English Medium Publications: Opening or Closing Doors to Authors with Non-English Language Backgrounds
Quelle	In: English Language Teaching, 15 (2022) 10, S.18-31 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	English (Second Language); Second Language Learning; Authors; Writing for Publication; Writing Skills; Writing Evaluation; Publications; Peer Evaluation; Academic Language; Self Concept; Critical Theory; Social Networks; Social Bias; Language Variation; Anglo Americans; Language Attitudes; Editing; Researchers; College Faculty; Gender Bias + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Author; Autor; Autorin; Writing skill; Schreibfertigkeit; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Selbstkonzept; Kritische Theorie; Social network; Soziales Netzwerk; Sprachenvielfalt; Sprachverhalten; Redaktion; Textbearbeitung; Researcher; Forscher; Fakultät; Geschlechterstereotyp
Abstract	This critical exploratory study aims to examine the role academic brokers play in opening (or not) the gates to non-first-language-English (NFLE) scholars to contribute to the global research conversation. For the study, a qualitative research approach was used to collect data; ten emergent and established researchers were interviewed, all of whom originated from non-Anglophone countries. Four academic brokers were also interviewed to further examine the topic from their viewpoints. The findings revealed that revisions recommended by journal editors and reviewers could perhaps diminish the richness of texts and ultimately affect the voices NFLE authors try to project in their papers. Findings also showed that academic brokers are cognizant of the problems NFLE authors face when writing for publication, especially those pertaining to the quality of their writing and to the ways they respond to reviewers' suggestions and handle the review process. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01