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.

Journal
Written Communication
Published
2019-10-01
DOI
10.1177/0741088319861648
Open Access
Closed
Topics

Citation Context

Cites in this index (5)

  1. Written Communication
  2. College English
  3. Written Communication
  4. Written Communication
  5. Written Communication
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