On equity, disadvantage and ‘non-nativeness’ as a red herring

10.31124/advance.7692536.v1 ◽

2019 ◽

Author(s):

Anna Kristina Hultgren

Keyword(s):

English For Academic Purposes ◽

Research Publication ◽

Research And Practice ◽

Publication Success ◽

Linguistic Structures

This is a written version of a keynote talk delivered at PRISEAL, Research and Practice: Moving Forward, Reykjavik, Iceland, 14 - 16 September, 2018. Abstract: Within the fields of English for Academic Purposes (EAP) and English for Research Publication Purposes (ERPP), there is an unquestioned orthodoxy that scholars with English as an Additional Language (EAL) are particularly disadvantaged by the pressure to publish in English (though see Kuteeva 2015 and debate between Hyland 2016a, 2016b and Politzer-Ahlesa et al. 2016). In this paper, I challenge this orthodoxy, raising questions about the evidence upon which it is based. Within a framework of ‘verbal hygiene’ (Cameron 1995, 2012), I will argue that the attention accorded to ‘non-nativeness’ may be disproportionate to its significance for publication success. I conclude by proposing some reorientations for researchers and practitioners in the field that centre on broadening the scope to encompass non-linguistic structures of inequity.

Download Full-text

English as the Language for Academic Publication: on Equity, Disadvantage and ‘Non-Nativeness’ as a Red Herring

Publications ◽

10.3390/publications7020031 ◽

2019 ◽

Vol 7 (2) ◽

pp. 31 ◽

Cited By ~ 5

Author(s):

Anna Kristina Hultgren

Keyword(s):

English For Academic Purposes ◽

Research Publication ◽

Publication Success ◽

Linguistic Structures

Within the fields of English for Academic Purposes (EAP) and English for Research Publication Purposes (ERPP), the question of whether English as an Additional Language (EAL) scholars are disadvantaged by the pressure to publish in English continues to be debated. In this paper, I challenge this orthodoxy, raising questions about the evidence upon which it is based. Within a framework of ‘verbal hygiene’, I will argue that the attention accorded to ‘non-nativeness’ may be disproportionate to its significance for publication success. I conclude by proposing some reorientations for researchers and practitioners in the field that encompass non-linguistic structures of inequity.

Download Full-text

The Rise of English as the Language for Academic Publication: On Equity, Disadvantage and ‘Non-Nativeness’ as a Red Herring

10.20944/preprints201812.0260.v1 ◽

2018 ◽

Author(s):

Anna Kristina Hultgren

Keyword(s):

English For Academic Purposes ◽

Research Publication ◽

Publication Success ◽

Linguistic Structures

Within the fields of English for Academic Purposes (EAP) and English for Research Publication Purposes (ERPP), there is an unquestioned orthodoxy that scholars with English as an Additional Language (EAL) are particularly disadvantaged by the pressure to publish in English (though see Kuteeva 2015 and debate between Hyland 2016a, 2016b and Politzer-Ahlesa et al. 2016). In this paper, I challenge this orthodoxy, raising questions about the evidence upon which it is based. Within a framework of ‘verbal hygiene’ (Cameron 1995, 2012), I will argue that the attention accorded to ‘non-nativeness’ may be disproportionate to its significance for publication success. I conclude by proposing some reorientations for researchers and practitioners in the field that centre on broadening the scope to encompass non-linguistic structures of inequity.

Download Full-text

The Association of Pediatric Critical Care Medicine Training Programs with Research Publication Productivity and Employment Outcomes of Their Graduates

Journal of Pediatric Intensive Care ◽

10.1055/s-0040-1721732 ◽

2020 ◽

Author(s):

Sonali Basu ◽

Robin Horak ◽

Murray M. Pollack

Keyword(s):

Critical Care ◽

Intensive Care ◽

Medical School ◽

Training Programs ◽

Fellowship Training ◽

Publication Productivity ◽

Research Publication ◽

Pediatric Critical Care ◽

Publication Success ◽

Fellowship Programs

AbstractOur objective was to associate characteristics of pediatric critical care medicine (PCCM) fellowship training programs with career outcomes of PCCM physicians, including research publication productivity and employment characteristics. This is a descriptive study using publicly available data from 2557 PCCM physicians from the National Provider Index registry. We analyzed data on a systematic sample of 690 PCCM physicians representing 62 fellowship programs. There was substantial diversity in the characteristics of fellowship training programs in terms of fellowship size, intensive care unit (ICU) bed numbers, age of program, location, research rank of affiliated medical school, and academic metrics based on publication productivity of their graduates standardized over time. The clinical and academic attributes of fellowship training programs were associated with publication success and characteristics of their graduates' employment hospital. Programs with greater publication rate per graduate had more ICU beds and were associated with higher ranked medical schools. At the physician level, training program attributes including larger size, older program, and higher academic metrics were associated with graduates with greater publication productivity. There were varied characteristics of current employment hospitals, with graduates from larger, more academic fellowship training programs more likely to work in larger pediatric intensive care units (24 [interquartile range, IQR: 16–35] vs. 19 [IQR: 12–24] beds; p < 0.001), freestanding children's hospitals (52.6 vs. 26.3%; p < 0.001), hospitals with fellowship programs (57.3 vs. 40.3%; p = 0.01), and higher affiliated medical school research ranks (35.5 [IQR: 14–72] vs. 62 [IQR: 32, unranked]; p < 0.001). Large programs with higher academic metrics train physicians with greater publication success (H index 3 [IQR: 1–7] vs. 2 [IQR: 0–6]; p < 0.001) and greater likelihood of working in large academic centers. These associations may guide prospective trainees as they choose training programs that may foster their career values.

Download Full-text

A critical review of research and practice in data-driven learning (DDL) in the academic writing classroom

International Journal of Corpus Linguistics ◽

10.1075/ijcl.16130.che ◽

2018 ◽

Vol 23 (3) ◽

pp. 335-369 ◽

Cited By ~ 8

Author(s):

Meilin Chen ◽

John Flowerdew

Keyword(s):

Academic Writing ◽

Critical Review ◽

Teaching And Learning ◽

Empirical Studies ◽

Language Education ◽

English For Academic Purposes ◽

Data Driven ◽

Research Progress ◽

Research And Practice ◽

Year 2000

Abstract Since the late 1980s, there has been a growing interest in the direct application of corpora, or data-driven learning (DDL), in language education. This relatively novel teaching approach has been particularly applied in the teaching and learning of English for Academic Purposes (EAP)/academic writing, especially since the turn of the century. This paper synthesizes and evaluates the research progress in the field of EAP/academic writing since the year 2000 by critically reviewing 37 empirical studies focussing on applications of DDL in this context. Based on the critical review and a discussion of some contentious issues, a set of five recommendations for the way forward in DDL research and practice for EAP/academic writing is presented.

Download Full-text