Addressing the "Bias Gap": A Research-Driven Argument for Critical Support of Plurilingual Scientists' Research Writing

Autor/in	Corcoran, James
Titel	Addressing the "Bias Gap": A Research-Driven Argument for Critical Support of Plurilingual Scientists' Research Writing
Quelle	In: Written Communication, 36 (2019) 4, S.538-577 (40 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-0883
DOI	10.1177/0741088319861648
Schlagwörter	Multilingualism; Research Reports; Periodicals; Scientific Research; Scientists; Editing; Case Studies; Language Attitudes; Writing for Publication; English (Second Language); Second Language Learning; Reflection; Second Language Instruction; Teaching Methods; Specialists; Latin Americans; Course Descriptions; English for Academic Purposes; Spanish; Foreign Countries; College Faculty; Graduate Students; Mexico + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Research report; Forschungsbericht; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Scientist; Wissenschaftler; Redaktion; Textbearbeitung; Case study; Fallstudie; Case Study; Sprachverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Latin America; People; Lateinamerika; Bevölkerung; Volk; Kursstrukturplan; Spanisch; Ausland; Fakultät; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Mexiko
Abstract	This article outlines findings from a case study investigating attitudes toward English as the dominant language of scientific research writing. Survey and interview data were collected from 55 Latin American health and life scientists and 7 North American scientific journal editors connected to an intensive scholarly writing for publication course. Study findings point to competing perceptions (scientists vs. editors) of fairness in the adjudication of Latin American scientists' research at international scientific journals. Adopting a critical, plurilingual lens, I argue that these findings demand a space for more equity-driven pedagogies, policies, and reflective practices aimed at supporting the robust participation of plurilingual scientists who use English as an additional language (EAL). In particular, if equity is indeed a shared goal, there is a clear need for commitment to ongoing critical self-reflection on the part of scientific journal gatekeepers and research writing support specialists. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01