Publishing Research in English as an Additional Language Share this book Publishing Research in English as an Additional Language: Practices, Pathways and Potentials The high-quality paperback edition of this book is available for purchase online at https://shop. adelaide.edu.au/ Suggested citation: Cargill, Mand Burgess, S (eds) (2017). Publishing Research in English as an Additional Language: Practices, Path ways and Potentials. Adelaide: University of Adelaide Press. DOI: https:// doi.org/10.20851/ english-pathways. License: CC-BY-NC-ND 4.0 Publishing Research in English as an Additional Language: Practices, Pathways and Potentials edited by Margaret Cargill and Sally Burgess Published in Adelaide by University of Adelaide Press Barr Smith Library The University of Adelaide South Australia 5005 press@adelaide.edu.au www.adelaide.edu.au/press The University of Adelaide Press publishes peer reviewed scholarly books. It aims to maximise access to the best research by publishing works through the internet as free downloads and for sale as high quality printed volumes. © 2017 The Contributors This work is licenced under the Creative Commons Attribution-NonCommercial- NoDerivatives 4.0 International (CC BY-NC-ND 4.0) License. To view a copy of this licence, visit http://creativecommons.org/licenses/by-nc-nd/4.0 or send a letter to Creative Commons, 444 Castro Street, Suite 900, Mountain View, California, 94041, USA. This licence allows for the copying, distribution, display and performance of this work for non-commercial purposes providing the work is clearly attributed to the copyright holders. Address all inquiries to the Director at the above address. For the full Cataloguing-in-Publication data please contact the National Library of Australia: cip@nla.gov.au ISBN (paperback) 978-1-925261-51-6 ISBN (ebook: pdf ) 978-1-925261-52-3 ISBN (ebook: epub) 978-1-925261-53-0 ISBN (ebook: kindle) 978-1-925261-54-7 DOI: http://dx.doi.org/10.20851/english-pathways Editor: Rebecca Burton Editorial support: Julia Keller Book design: Zoë Stokes Cover design: Emma Spoehr Cover image: iStockphoto Paperback printed by SOS Print + Media Group, NSW, Australia Contents List of contributors vii Acknowledgements xiii Foreword Mary Jane Curry and Theresa Lillis xv Introduction: Unpacking English for Research Publication Purposes [ERPP] and the intersecting roles of those who research, teach and edit it Margaret Cargill and Sally Burgess 1 1 Accept or contest: A life-history study of humanities scholars’ responses to research publication policies in Spain Sally Burgess 13 2 Introducing research rigour in the social sciences: Transcultural strategies for teaching ERPP writing, research design, and resistance to epistemic erasure Kate Cadman 33 3 Blurring the boundaries: Academic advising, authors’ editing and translation in a graduate degree program Susan M. DiGiacomo 55 4 The delicate art of commenting: Exploring different approaches to editing and their implications for the author-editor relationship Oliver Shaw and Sabrina Voss 71 5 The CCC Model (Correspondence, Consistency, Correctness): How effective is it in enabling and assessing change in text-editing knowledge and skills in a blended-learning postgraduate course? John Linnegar 87 6 How credible are open access emerging journals? A situational analysis in the humanities Ana Bocanegra-Valle 121 7 Disseminating research internationally: Intra-subdisciplinary rhetorical structure variation in immunity and allergy research articles Pedro Martín and Isabel K. León Pérez 151 8 Scientists publishing research in English from Indonesia: Analysing outcomes of a training intervention to inform institutional action Margaret Cargill, Patrick O’Connor, Rika Raffiudin, Nampiah Sukarno, Berry Juliandi and Iman Rusmana 169 9 ‘The one who is out of the ordinary shall win’: Research supervision towards publication in a Chinese hospital Yongyan Li 187 10 The geopolitics of academic plagiarism Karen Bennett 209 11 Training ‘clerks of the [global] empire’ for 21 st -century Asia? English for Research Purposes (ERP) in Vietnam Thuc Anh Cao Xuan and Kate Cadman 221 12 Standardisation and its discontents John M. Swales 239 Reflections and future directions in publishing research in English as an Additional Language: An afterword Laurence Anthony 255 List of contributors Laurence Anthony is professor of applied linguistics at the Faculty of Science and Engineering, Waseda University, Japan. He has a BSc degree (Mathematical Physics) from the University of Manchester, UK, and MA (TESL/TEFL) and PhD (Applied Linguistics) degrees from the University of Birmingham, UK. He is a former director and the current co-ordinator of graduate school English in the Center for English Language Education in Science and Engineering [CELESE]. His main research interests are in corpus linguistics, educational technology and English for Specific Purposes [ESP] program design and teaching methodologies. He serves on the editorial boards of various international journals and is a frequent member of the scientific committees of international conferences. He received the National Prize of the Japan Association for English Corpus Studies [JAECS] in 2012 for his work in corpus software tools design. He is the developer of various corpus tools including AntConc , AntWordProfiler , FireAnt , and ProtAnt Karen Bennett lectures in translation and academic writing at the Nova University in Lisbon. She has an MA and PhD in Translation Studies from the University of Lisbon, and researches the translation and transmission of knowledge (amongst other things) with the Centre for English, Translation and Anglo-Portuguese Studies [CETAPS] and University of Lisbon Centre for English Studies [ULICES/CEAUL]. She has published three books and numerous articles and book chapters, and is also currently co-editing a special issue of The Translator with Rita Queiroz de Barros on the subject of international English and translation. Ana Bocanegra-Valle is a senior lecturer at the University of Cadiz, Spain, where she teaches Maritime English to undergraduates and master’s students. She has conducted research on needs analysis, Maritime English discourse, academic English and English for research publication purposes. She was editor of the LSP journal Ibérica between 2006 and 2014 and is at present book review editor for the journal ESP Today Sally Burgess is a lecturer in English at the University of La Laguna, Spain. Her main research interests are in cross-cultural rhetoric, the contribution of language professionals to the preparation of research publications, the teaching of writing in the university context and, most recently, the effects of research evaluation policies on Spanish scholars’ publishing practices. She has published on all of these topics. Sally viii • Publishing Research in English as an Additional Language was also a member of the Spanish Team for Intercultural Studies on Academic Discourse, based at the University of León and led by Ana Moreno. With Margaret Cargill she organised the first PRISEAL conference in early 2007 and has since that time also been a regular participant in the Mediterranean Editors’ and Translators’ Meetings. Apart from her interest in academic discourse studies and English for Research Publication Purposes, Sally has also published a number of literary translations in collaboration with the University of La Laguna’s Literary Translation Workshop. Kate Cadman is a senior adjunct lecturer at the University of Adelaide in Australia where she specialises in English for Research Publication Purposes [ERPP], and transcultural research education in the humanities and social sciences. She has conducted international consultancies on the writing of theses and articles for international publication in many Asian countries and Africa. She has continued to review for several international journals including the Journal of English for Academic Purposes for which she has been an Editorial Board Member for many years. Among her ERPP research activities is a project entitled Bridging Transcultural Divides: Asian Languages and Cultures in Global Higher Education , resulting in a co-edited book (University of Adelaide Press, 2012, with Xianlin Song). Thuc Anh Cao Xuan is currently a lecturer in the English department of Hanoi University, where she specialises in English communication skill training for first- and second-year students. She was a postgraduate research student in the MTESOL course run jointly by Victoria University, Melbourne, and Hanoi University, Vietnam. Her special research interest is in teaching English language research methods and writing in Asian contexts. She gave a presentation on the autonomy of students in the English classroom at the PRISEAL conference in Coimbra, Portugal in November, 2015. Margaret Cargill holds an adjunct senior lectureship in the School of Agriculture, Food and Wine at the University of Adelaide and is Principal Consultant at SciWriting — Communicating science effectively in English. She is an applied linguist specialising in the development of research communication skills for scientists who use English either as a first or an additional language, and has over 25 years' experience working with early career researchers and their supervisors. Her current research and teaching interests lie in developing, delivering and evaluating appropriate collaborative pedagogies to enable scientists and language specialists together to assist inexperienced authors in getting their research published in the international refereed literature. She is co-author, with Dr Patrick O'Connor, of Writing Scientific Research Articles: Strategy and Steps (Wiley- Blackwell 2009, 2013, www.writeresearch.com.au). Susan M. DiGiacomo is professor of anthropology at the Universitat Rovira i Virgili, Tarragona, Catalonia, where she teaches graduate courses in medical anthropology and one course in the English department’s MA program in professional English-to- Spanish and Spanish-to-English translation. She also holds an appointment as adjunct Publishing Research in English as an Additional Language • ix professor of anthropology at the University of Massachusetts Amherst, USA. In addition to several years working as a biomedical translator, she has published numerous translations (Catalan and Spanish to English, and English to Catalan) in her own field of anthropology over the past 25 years, as well as one literary translation of a short story by the late Catalan writer Montserrat Roig, and articles theorising translation from ethnography. She offers a departmental publication support service for her colleagues and graduate students in the URV anthropology department that includes critical review of manuscripts, author’s editing, and translation. Berry Juliandi is a biologist with special interests in animal structure and development. His current research theme is regulation of neural stem cell differentiation and specification. He is currently head of the Veterinary Stem Cell Laboratory at Bogor Agricultural University [IPB] and chief editor of HAYATI Journal of Biosciences Isabel K. León Pérez , PhD, tenured lecturer (University of La Laguna, Spain), has done research in applied linguistics: cross-disciplinary/-linguistic discourse analysis, ESP and EMP. She has published in ASp (journal of the Groupe d’Etude et de Recherche en Anglais de Spécialité, GERAS), IBÉRICA (journal of the European Association of Languages for Specific Purposes), Revista Canaria de Estudios Ingleses , and as a co-author with Pedro Martín (2014) in English for Specific Purposes . She belongs to the ULL research group on Contrastive Academic Discourse Analysis, and also worked in the Multidisciplinary and Multilingual Research Group on Scientific Discourse Analysis, conducted by Françoise Salager-Meyer (ULA, Venezuela). Yongyan Li is an associate professor at the Faculty of Education, University of Hong Kong, China, where she teaches in the areas of written discourse, academic writing, qualitative research methodology, and literacy development in school contexts. Her scholarship focuses mainly on English as an Additional Language [EAL] scholars writing for international publication and English as a Second Language [ESL] university students writing and publishing in disciplines. Her recent research projects explore issues related to writing in postgraduate professional development programs, writing from sources, and the teaching of academic writing in varied contexts. She has published in the Journal of English for Academic Purposes , Journal of Second Language Writing , and Science and Engineering Ethics John Linnegar has been a writer, copy-editor, proofreader and translator for 35 years, and a trainer of editors and proofreaders since 2000. He specialises in improving academic texts for publication, a pursuit in which he encounters the many linguistic challenges non-native speakers of English experience. He is a co-author of Text Editing: A Handbook for Students and Practitioners (UPA, 2012). As a member of the Society of English-language professionals in the Netherlands [SENSE] and the Mediterranean Editors and Translators [MET], as well as of societies in Australia and South Africa, x • Publishing Research in English as an Additional Language he remains active in education and training — both as a lifelong learner himself and in order to transfer knowledge and skills to new generations of language practitioners. John also teaches English proficiency and academic writing skills at undergraduate and postgraduate levels at the University of Antwerp [UA] in Belgium. His postgraduate research at UA is on the development of a model for learning (self-)editing skills and for evaluating the competence of editors in training or being mentored online. Pedro Martín is a tenured lecturer in EAP at the University of La Laguna (Spain). His main area of interest is intercultural and cross-disciplinary academic discourse. He has published a number of articles on this issue. He is also the author of the book The Rhetoric of the Abstract in English and Spanish Scientific Discourse (2005), and co- editor of the monograph English as an Additional Language in Research Publication and Communication (2008). He is currently a team member of a multidisciplinary project (ENEIDA) on the rhetorical strategies used by Spanish scholars when seeking to publish in English-language journals. Patrick O’Connor is managing director of the consulting company O’Connor NRM and associate professor at the University of Adelaide. Patrick’s consulting and research work focuses on the design, creation, implementation and evaluation of markets for ecosystem services. Patrick works on projects aimed at overcoming negative environmental externalities from agricultural production systems and has created markets for the conservation of soil and biodiversity and for carbon sequestration. Patrick also has an interest in applied linguistics and is co-author of the book Writing Scientific Research Articles: Strategy and Steps Rika Raffiudin is an entomologist specialising in molecular study of insects and the sensing behaviour of social insects such as bees, termites and ants. She uses molecular techniques for rapid detection of several agriculturally important insects and invasive species. She has been teaching, researching and supervising students working on arthropods and insects for 18 years. She is experienced in constructing DNA markers and DNA barcodes for tropical insects and has published several papers in international peer-reviewed journals. Dr Raffiudin has served as Chief Editor for HAYATI Journal of Biosciences , indexed in Crossref and EBSCO and currently hosted by Elsevier. Iman Rusmana is a microbiologist specialising in nitrogen cycling and N 2 O emission in tropical estuaries and agricultural systems, and methanotrophic and methanogenic bacteria in rice fields and aquatic ecosystems. He has been working for Bogor Agricultural University [IPB] for over 25 years. Dr Rusmana served as chief editor (2007-13) for HAYATI Journal of Biosciences and as review editor of the Intergovernmental Panel on Climate Change (IPCC): 2013 Supplement to the 2006 IPCC Guidelines for National Greenhouse Gas Inventories: Wetlands . He is the current head of the department of biology, IPB. Publishing Research in English as an Additional Language • xi Oliver Shaw is a translator, editor, interpreter and language instructor at the Hospital Universitario Fundación Jiménez Díaz and the healthcare-management firm Quirónsalud. In addition to his work as a practitioner, he is currently pursuing his PhD in applied linguistics at the Universidad de Zaragoza in Zaragoza, Spain. Oliver’s research explores the phenomenon of international English-medium academic publishing by native-Spanish-speaking researchers in the field of biomedicine. He is based in Madrid, Spain. Nampiah Sukarno is a mycologist specialising in tropical fungal diversity and the biology of fungal symbionts and their application in food, agriculture, health and the environment. She has been teaching, researching and supervising students working on tropical fungi for over 25 years. She is experienced in exploring tropical filamentous fungi and has published several papers in international refereed journals. She is also a co-author and research member of Taxonomic and Ecological Studies of Fungi and Actinomycetes in Indonesia and was rated highly among Indonesian scientists in the Google Scholar Citations public profiles edition January-June 2015. John M. Swales was appointed visiting professor of linguistics and acting director of the ELI in 1985, positions that were confirmed two years later. Prior to this, he worked at the University of Aston in Birmingham, UK and, before that, at the University of Khartoum. Among his numerous publications are Genre Analysis: English in Academic and Research Settings (Cambridge, 1990), Other Floors, Other Voices: A Textography of a Small University Building (Erlbaum, 1998) and, with Christine Feak, Academic Writing for Graduate Students (U-M Press, 2012). He officially retired in 2007, but continues to work on various projects. Sabrina Voss is a Canadian freelance translator, editor and educator based in Barcelona, Spain. She works almost exclusively within the university sphere, providing language support to non-native-English-speaking authors seeking journal publication. Many of her clients are researchers in the biomedical field. Acknowledgements We owe a special debt of gratitude to many people for their contributions to this volume, and for the gracious and enthusiastic way in which they have each played their part in its development. First and foremost we would like to thank our fellow authors, based in many different countries and coming from many different backgrounds and perspectives. We warmly acknowledge their expertise and professionalism and their ongoing commitment and contributions to the research field we share. Our appreciation goes also to the anonymous reviewers of our chapters and the book as a whole, for their insightful suggestions and judgements. Special thanks go to the University of Adelaide Press for their support of this project, and in particular to our editors Rebecca Burton and Julia Keller. Finally, we wish to extend warm thanks to all the organisers and participants of the paired 2015 conferences in Coimbra, Portugal, that saw initial presentations of the research studies included in this volume: PRISEAL3 (Publishing and Presenting Research Internationally: Issues for Speakers of English as an Additional Language3) and METM16 (Mediterranean Editors and Translators Meeting16). The fruitful interaction between the two communities hosting these conferences has had ongoing and important implications for the development of both research and practice, and this volume stands as additional evidence of this joint contribution. Margaret Cargill and Sally Burgess November 2016 Foreword It has practically become a commonplace that, 1in the past two decades, pressures for multilingual scholars to publish their work in English continue to intensify and to spread across global contexts. Even more recently, in many locations acceptable target journals have been identified as those included in high-status citation indexes — in other words, target journals have become sanctioned and explicitly linked to the evaluation of and rewards for scholars’ academic work (Curry & Lillis, 2014; Lillis & Curry, 2010). Pressures have also heightened for postdoctoral students to publish before finishing their degrees (Huang, 2010). The research field that investigates various aspects of academic writing for publication has burgeoned, from early studies deconstructing texts in order to analyse generic features (Swales, 1990) to research exploring a wide range of aspects, including the pressures on scholars living and working in specific contexts, their responses to pressures, their writing practices, and their perspectives on all of these aspects (Bennett, 2014; Hanauer & Englander, 2013; Lillis & Curry, 2010). A small but growing strand of research has also explored the impact of national and institutional policies about publishing (Feng, Beckett & Huang, 2013; Lee & Lee, 2013), and the changing nature of scholarly journals (including open access), the practices of journal editors and reviewers, and scholar-writers’ interactions with these powerful gatekeepers (Lillis, 2012; Lillis & Curry, 2015; Sheridan, 2015). The unrelenting pressure to publish has generated two important trends in relation to supporting multilingual writers in publishing: 1. a growing demand for service from those who support research writers on an individual basis — often called ‘authors’ editors’ 2. the development of a raft of pedagogical supports for multilingual writers (both scholars and graduate students). These approaches range from writing and publishing guides (for example, Cargill & O’Connor, 2013; Curry & Lillis, 2013; Swales & Feak, 2012), to individual consulting through writing centres, to dedicated workshops, to face-to-face and online modules or full-credit courses on writing for publication (Cargill & O’Connor, 2006; see also Curry & Lillis, in press). The emergence of these interventionist/pedagogical approaches raises 1 Mary Jane Curry, University of Rochester, NY, US; Theresa Lillis, Open University, UK. Mary Jane Curry and Theresa Lillis 1 xvi • Publishing Research in English as an Additional Language a number of issues, including important questions about the multiple and sometimes conflicting roles of those involved as ‘experts’ and instructors in such programs. As we have noted in relation to journal gatekeepers, the ideologies that inform attitudes about writing and language (English) as embodied in research articles are often implicit and hegemonic (Lillis & Curry, 2010, 2015). That is, language/English is seen as a stable, monolithic resource and as such English-medium text is often evaluated for how closely the language used approximates the ‘standard’ English valued by many high-status journal gatekeepers. Some of these ideologies are at play in the approaches of different types of experts involved in supporting writers — whether ‘academic literacy brokers’ (Lillis & Curry, 2006, 2010), in-house or freelance authors’ editors (Burrough- Boenisch, 2003), writing centre tutors, workshop leaders, or PhD supervisors. Important questions to consider, therefore, include: Who is given responsibility for designing and implementing pedagogies to support multilingual writers’ practices of writing for publication? Where should support programs be housed? What expertise do those responsible for supporting writers have, or need to have? What ideologies of language, English and academic writing do they uphold? What are the aims of such programs — for example, are they meant primarily to assist scholars to conform to the dominant norms of anglophone-centre journals or to be empowered to challenge these hegemonies? Should pedagogical approaches entail supporting scholars only to publish in English or also to write for publication in local languages, or indeed, in a number of languages? How are different pedagogies evaluated and circulated? How might pedagogical designs and experiences be used to inform policies on writing for publication? Rarely have researchers of academic writing for publication and language professionals working in this area come together to discuss issues of mutual interest. The joint conference held between the Publishing and Presenting Research Internationally: Issues for Speakers of English as an Additional Language [PRISEAL] and Mediterranean Editors and Translators [MET] groups in Coimbra, Portugal, in 2015 realised the desire to bring together researchers and practitioners dedicated to understanding writing for publication by multilingual scholars and students, as well as the dynamics of global academic publishing in the range of contexts where writers and language professionals are working. This collaboration signals greater understanding on the part of members of both groups that important and generative points of contact exist between those who create research findings about the publishing experiences of multilingual scholars and those who engage in the daily practices of supporting scholars — language professionals including translators, teachers, authors’ editors. This conversation goes beyond any simplistic notion of ‘translating’ research findings from academic studies into ‘implications’ to be used by practitioners. (Indeed, many in this field engage in both research and practice.) Instead, it recognises that expertise exists within both groups and knowledge areas and embodies a decentring of knowledge as stemming only from the academy in order to recognise the expertise of language professionals in the field. Publishing Research in English as an Additional Language • xvii We commend the organisers of these conferences as well as the founders of the two organisations (PRISEAL and MET), who have guided their members towards such creative collaborations. The chapters in this book illustrate the nature of the conversations currently taking place and exemplify the products of this cross-fertilisation in thinking. By engaging in theoretical and interventionist conversations from a range of disciplinary, institutional and geographical contexts, the book makes a major contribution to the field of academic writing for publication and signals important new directions for future work. References Bennett, K. (2014). The semi-periphery of academic writing: Discourses, communities and practices Houndmills, UK: Palgrave Macmillan. Burrough-Boenish, J. (2003). Shapers of published NNS research articles. Journal of Second Language Writing , 12 (3), 223-243. Cargill, M., & O’Connor, P. (2006). Developing Chinese scientists’ skills for publishing in English: Evaluating collaborating-colleague workshops based on genre analysis. Journal of English for Academic Purposes , 5 , 207-221. Cargill, M., & O’Connor, P. (2013). Writing scientific research articles: Strategy and steps (2 nd ed). Oxford, UK: Wiley-Blackwell. Curry, M.J., & Lillis, T. (2013). 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