James Corcoran

This book provides an accessible overview of both seminal and burgeoning investigations of identity across various strands of applied-linguistics work. The chapters discuss the usual epistemologi-cal, theoretical and methodological underpinnings and applications of research, together with some less traditional perspectives-including descriptions of deaf identities and forensic studies. Chapter 1 sets the stage for what is to follow, as the author reviews the evolution of conceptu-alisations of the 'self'. The second chapter describes the group and individual identity, discussing such concepts as 'voice', 'lingual biography', 'indexicality' and 'style', and points to our improved understanding of speakers' use of varied linguistic resources. It also highlights recent shifts in the field (still insufficient in our estimation) towards increased researcher reflexivity, where investigators consider their own identities and subjectivities. Chapter 3 deals with clinical cases of language production, and the reconstruction and re-negotiation of identities, following brain injury. Reading this chapter encourages consideration of the potential of narrative and story-telling interventions for improving the health outcomes of particular populations-including elderly people with aphasia. Greater interdisciplinary collaboration between researchers and health practitioners might prove beneficial where identity-focused treatments are concerned. In the fourth chapter, we turn to forensic linguistics, with descriptions of case studies that suggest how identity impacts (and is impacted by) legal language and practice. While McEntee-Atalianis examines several profiling practices, she also shows how context can affect identity construction and negotiation in the courtroom. The most compelling aspect here deals with the effects on linguistic production of real or perceived social roles in contexts in which language is a tool for creating, maintaining and challenging relations of power among individuals and groups. In Chapter 5, the author considers how identity and agency are displayed and negotiated in the linguistic productions of young people. Scholars investigating youth identity, agency and structure will find this chapter useful ¶ and should heed the author's suggestion to situate their findings within local contexts. The next chapter turns to the performance of identities at work. By considering how power is negotiated within professional roles, it reminds us that such performance is embedded within, and influenced by, sociocultural and sociopolitical practices, and that it often draws upon 'sophisticated and nuanced linguistic, cultural and professional knowledge' (236). This chapter will be of great interest to those researchers who, like us, are interested in the evolving, multiple and contested identities of multilingual professionals. In Chapter 7, McEntee-Atalianis discusses the performance of identities in online communities and among those using social media platforms ¶ and highlights the similarities and differences between online and face-to-face interactions. Inter-sectionality, hybridity and idiosyncrasy are keys to understanding linguistic and social practices in both contexts. Ethnic and religious identity is the topic of Chapter 8, which discusses varying theoretical perspectives on identity, and criticises the approach of social-identity theory to the ethnolinguistic repertoires of heritage or minority-language groups. The impact of increased global migration on intergroup and individual relations is also explored here, an issue of particular interest to those working with international and multilingual students, whose identity negotiations may affect social and language-learning outcomes. The next chapter deals with gender and sexual identities. It begins with a historical overview of modern and postmodern perspectives, touching upon

The ongoing "internationalization" of Canadian post-secondary institutions has resulted in significant demographic changes in these institutions' student bodies, creating a need for more effective support of students using English as an additional language both during these students' transitions to university and during their degree programs. Currently this type of support is offered across a wide range of contexts in Canadian institutions of higher education, often embedded in English for Academic Purposes (EAP) programs. Given the increasing demand for EAP, investigation of the features of existing programs and the experiences of EAP practitioners is necessary for improving equity and efficacy within the field. The following article provides initial results from a recent Canada-wide survey aimed at better understanding Canadian EAP programs and the practitioners working therein, with a specific focus on the Ontario context.

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. Keywords English for academic purposes, English for specific purposes, scientific writing, second language writing, English as a foreign language, multilingualism, plurilingualism, scientific knowledge production

Resumen: El estudio de las creencias de los profesores " no-nativos " de inglés es importante por su relación con la práctica docente. El tema ha sido abordado anteriormente, pero existen pocos estudios en el contexto latinoamericano. Este artículo reporta dos estudios conducidos en México y Brasil con profesores experimentados. Se analizan críticamente las creencias sobre la posición profesional del docente con respecto a la fi gura idealizada del hablante nativo. Los resultados indican la infl uencia potencial de ideologías generalizadas que están relacionadas con la falacia sobre la superioridad del hablante nativo. Se discuten implicaciones que estas creencias pueden tener en la práctica y situación laboral del docente. Se consideran recomendaciones para fomentar políticas de formación y una práctica docente más críticas y orientadas a desafi ar las inequidades entre los profesores de inglés en Latinoamérica.

A review of Badenhorst & Guerin's recent edited volume, "Research Literacies and Writing Pedagogies for Masters and Doctoral Writers". Overall, this volume has something for everyone. Graduate students will find resources to better understand effective practices leading to thesis writing completion and sustainable writing practices over the course of an academic trajectory. Writing instructors can make use of the volume’s reflections on specific strategies to support pedagogical decisions regarding curriculum content and instructional approaches. Supervisors will be able to understand and reflect upon how to best attend to students’ affective and cognitive needs in meeting written thesis expectations. Finally, researchers will have access to a broad representation of the state of the art in graduate student research writing studies.

Despite the increasing demands on many multilingual scholars outside the centre(s) of scientific knowledge production to publish their research in international scholarly journals, the support for such academic writing for publication is uneven at best. Existing English for research publication purposes (ERPP) instruction typically aims to aid multilingual scholars in achieving genre-based expectations and/or navigating the submission and review process, but it often does not address the politics of English-language knowledge production. In this paper, informed by an empirical case study and a theory building perspective, we address the need for a sustained program of courses/workshops for multilingual scholars in the (semi-) periphery and propose a means of operationalizing a critical-pragmatic approach to such course/workshop content. Our empirically-driven model is informed by the results of a recent case study investigation into an intensive ERPP intervention designed to address multilingual Spanish-speaking L1 scholars' challenges with writing research articles for publication in indexed (Web of Science) international scientific journals. Our model lays the groundwork for a more critical approach to ERPP pedagogy, one that attempts to attend more fully to the needs of multilingual scholars within an asymmetrical market of global knowledge production.

Building on an piece I wrote for Contact in 2009 and linking to a presentation I will give at the TESL Ontario conference in November, this article outlines a research or evidence- based argument for (re) conceptualizing language teaching and learning and, in doing so, maximizing our plurilinguistic resources when teaching ESL. I hope that this article challenges readers to reflect upon how such a plurilinguistic conceptualization of language teaching and learning relates to their context-specific English language teaching (ELT) policies and practices.

This editorial outlines the growing pressure on PhD students (emerging scholars) to publish articles in peer-reviewed journals, as well as some of these scholars' writing for publication challenges in the field of Education. The editor suggests how the Canadian Journal for New Scholars in Education (CJNSE) attempts to mitigate these writing for publication challenges through its mentored peer review process, and provides some suggestions to emerging scholars for overcoming these challenges.

This PPT provides information about a bilingual workshop offered for emerging scholars at the Canadian Society for the Study of Education (CSSE) conference in May 2015. The slides outline the role of the journal in mentoring emerging scholars' writing for publication and provide some tips for scholars seeking to publish in the field of Education.

Global dissemination of scientific findings is imperative for scientific advancement. However, the domination of English as an international language of science (EILS) has placed a potentially inequitable burden on multilingual periphery scholars attempting to disseminate their research findings in indexed scientific journals. While such scholars have been the focus of much recent research into this English for research publication purposes (ERPP), little empirical research has taken place in Latin America. This instrumental case study examines the experiences of Mexican scientists via an academic writing for publication course (AWC) delivered in Canada and Mexico between 2011 and 2013. This study attempts to better understand scientists’ perspectives on the growing expectations of publishing their research in English, their challenges to achieving publication of research articles in indexed scientific journals, and their perceptions of the efficacy of an AWC at addressing these challenges.
Rich, triangulated survey and interview data point to a grudging acceptance of the growing expectations for publishing in English as well as a widespread perception among Mexican scientists of bias against them at international scientific journals. Further findings include a comprehensive list of emerging (PhD student) and established (faculty) scientists’ ERPP challenges as well as improved scholar confidence following an intensive AWC. Critical interpretation of findings leads to discussion of participant perceptions of EILS and ERPP within a market of linguistic exchange where asymmetrical power relations and pervasive ideologies of language underscore significant barriers to multilingual scholars achieving a fuller connection to their desired scientific discourse communities. Implications stemming from the study findings include critical, pragmatic suggestions for those involved in the support, production, revision, and adjudication of scientific writing for publication at Mexico University (pseudonym) as well as suggestions for future research avenues into the complex role(s) of English and ERPP instruction in the global production of scientific knowledge.

In this post (as well as in a subsequent post in November), I outline some of the ways in which we can inspire such sustainability, followed by links to some e-tools teachers may want to employ during their teaching of writing to ESL/EAP audiences.

Englander, K. & Corcoran, J. N. (2021). Power, Identity and Academic
Literacy: A Coda. In C. Orna-Montesinos & L. Muresan (Eds.). Academic
Literacy Development: Perspectives on Multilingual Scholars’
  Approaches to Writing. (pp. 250-259) London: Palgrave MacMillan.
                            https://www.palgrave.com/gp/book/9783030628765

In this book, multilingual scholars examine the pedagogies
and policies that have been implemented around the world
to foster academic writing for publication. In a market
dominated by English journals and books publications,
multilingual scholars are increasingly inclined and
encouraged to publish in English in order to contribute to
the global dissemination of academic knowledge.
Addressing the obstacles academics located outside the
Anglosphere face, this collection examines the writing
programs, courses and interventions held outside the
Anglophone countries whose aim is to enhance the
scholarly writing and publishing success of multilingual
scholars.

Scholars who use English as an additional language confront challenges
when disseminating their research in the global market of knowledge production dominated by English. English for Research Publication Purposes analyses the experiences and practices of these scholars across the globe and presents “critical plurilingual pedagogies” as a theoretically and empirically informed means of supporting them. This book:
• Draws on an empirical study of a Latin American university’s effort
to mount a course that provides support to emerging and established
scholars who use English as an additional language;
• Brings theoretically informed discussions of critical pedagogies,
plurilingualism and identity affi rmation to better serve plurilingual
scholars who seek to publish their research in English- language journals;
• Provides examples of classroom activities that can be adapted and
adopted to local contexts and realities in a curriculum based on critical
plurilingual pedagogies;
• Proposes future directions for research into the internationally urgent,
growing concerns of global scholars who produce English- medium academic knowledge for the world stage.

Incisive and cutting- edge , English for Research Publication Purposes will bekey reading for academics and upper- level students working in the areas of ESP, EAP, ERPP and Applied Linguistics.

Karen Englander is an applied linguist with a focus on the policies, practices and pedagogies that affect plurilingual scholars seeking to publish their research in English. She is a former professor at the Universidad Autónoma de Baja California, Mexico, and York University in Toronto, Canada.

James N. Corcoran is an Assistant Professor of Applied Language and English Language Studies at Renison University College/ University of Waterloo. He has been an EAP/ ESP/ EFL teacher and teacher educator for the past 15 years.

Book: This book reports on the state of academic journal publishing in a range of geolinguistic contexts, including locations where pressures to publish in English have developed more recently than in other parts of the world (e.g. Kazakhstan, Colombia), in addition to contexts that have not been previously explored or well-documented.

Chapter 15: Following some background on scientific knowledge production in Mexico and at MU (pseudonym), this chapter presents findings and discussion related to a writing for publication course designed to increase emerging and established scholars' written research production. Findings point to the potential and limitations of a pragmatic, genre-based pedagogical approach.

GAP book: This book reports on the state of academic journal publishing in a range of geolinguistic contexts, including locations where pressures to publish in English have developed more recently than in other parts of the world (e.g. Kazakhstan, Colombia), in addition to contexts that have not been previously explored or well-documented.

My chapter: Following some background on scientific knowledge production in Mexico and at MU (pseudonym), this chapter presents findings and discussion related to a writing for publication course designed to increase emerging and established scholars' written research production. Findings point to the potential and limitations of a pragmatic, genre-based pedagogical approach.

Publication date: c. 30/11/2017
This title is available on the Multilingual Matters website: www.multilingual-matters.com
Ebook versions are also available