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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 affirmation 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 be key reading for academics and
upper-level students working in the areas of ESP, EAP, ERPP, and
Applied Linguistics.
Offering a nuanced examination of the complex landscape that
international scholars who publish their research in English must
navigate, this edited volume details 17 perspectives on scholarly
writing for publication across seven geolinguistic regions. This
innovative volume includes first-hand accounts and analyses written
by local scholars and pedagogues living and working outside
Anglophone centres of global knowledge production. The book
provides an in-depth look into the deeply contextualized
pedagogical activities that support English-language publishing. It
also brings much-needed insight to discussions of policies and
practices of global scholarly research writing. Bookended by the
editors' introductory overview of this burgeoning field and an
envoi by the eminent applied linguist John M. Swales, the diverse
contributions in this volume will appeal to scholars who use
English as an additional language, as well as to researchers,
instructors, and policymakers involved in the production, support,
and adjudication of global scholars' research writing.
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 affirmation 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 be key reading for academics and
upper-level students working in the areas of ESP, EAP, ERPP, and
Applied Linguistics.
This book provides a comprehensive review of the current knowledge
on writing and publishing scientific research papers and the social
contexts. It deals with both English and non-Anglophone science
writers, and presents a global perspective and an international
focus. The book collects and synthesizes research from a range of
disciplines, including applied linguistics, the sociology of
science, sociolinguistics, bibliometrics, composition studies, and
science education. This multidisciplinary approach helps the reader
gain a solid understanding of the subject. Divided into three
parts, the book considers the context of scientific papers, the
text itself, and the people involved. It explains how the typical
sections of scientific papers are structured. Standard English
scientific writing style is also compared with science papers
written in other languages. The book discusses the strengths and
challenges faced by people with different degrees of science
writing expertise and the role of journal editors and reviewers.
Offering a nuanced examination of the complex landscape that
international scholars who publish their research in English must
navigate, this edited volume details 17 perspectives on scholarly
writing for publication across seven geolinguistic regions. This
innovative volume includes first-hand accounts and analyses written
by local scholars and pedagogues living and working outside
Anglophone centres of global knowledge production. The book
provides an in-depth look into the deeply contextualized
pedagogical activities that support English-language publishing. It
also brings much-needed insight to discussions of policies and
practices of global scholarly research writing. Bookended by the
editors' introductory overview of this burgeoning field and an
envoi by the eminent applied linguist John M. Swales, the diverse
contributions in this volume will appeal to scholars who use
English as an additional language, as well as to researchers,
instructors, and policymakers involved in the production, support,
and adjudication of global scholars' research writing.
Inheriting a horse ranch is not what most girls' dream of getting
on their twenty-first birthday, but Loren Randolph did. To accept
her unexpected inheritance, she had to move to a small town just
north of Atlanta Georgia. It was there on MG Ranch she encountered
the mysterious foreman, Sam Burton. Sam had managed the ranch for
more than sixteen years, and he didn't take kindly to a young rich
girl coming to claim what had been his home as hers. Loren was
beautiful, but more than that she was irritating to him. In fact,
getting under his skin from sun up to sun down was what she seemed
to do best. It doesn't take Loren long to learn Sam is weighted
down by broken dreams and heartaches. As time passes on the ranch,
Loren and Sam discover love is all about taking second chances.
Mrs. Baxter is no ordinary grandmother In fact, she's down right
eccentric Martha Baxter does lots of wacky things like carrying an
iron skillet with her everywhere and frying up frog legs in the
Biology lab at the high school. The story begins when Mrs. Baxter
is summoned to Principal Thompson's office to discuss the pending
expulsion of her grandson, Norman, who has gotten himself into a
bit of trouble. After the meeting, Martha does what any loving
grandmother would do--she becomes a substitute teacher to keep a
closer eye on Norman. Go with Granny Baxter on a comical adventure
as she sets out to discover what's going on with her trouble
causing grandson and his friends at Mount Vernon High School. With
any luck, she will learn the truth behind Norman's drinking,
smoking, and swearing troubles.
Archer wants a clown for his birthday, but his Mom says, "NO WAY "
Because she thinks clowns are scary. Can Archer convince her that
clowns are just ordinary people beneath their rainbow wigs, funny
makeup, and baggy clothes. Many adults and children around the
world suffer from Coulrophobia or "Clown-phobia." Clown-phobia is
common and some even consider it to be one of the top common
phobias. An Internet search on the subject will yield countless
opinions as to why people may have a fear of clowns including
exaggerated features, funny makeup, unusual or loud environments
associated with them like a circus or a parade. Symptoms of
Coulrophobia may include a "need-to-run" feeling, shortness of
breath, trembling, panic, and anxiety. Persons who may fear clowns
should seek proper care. This book is not meant to be used or
considered an authority on any kind of phobia. The storyline of A
Birthday Clown For Archer is simple and easy for children to
understand. It is the author's hope the book will spark
conversations among adults and children about the fears and joys
surrounding clowns.
Archer wants a clown for his birthday, but his Mom says, "NO WAY "
Because she thinks clowns are scary. Can Archer convince her that
clowns are just ordinary people beneath their rainbow wigs, funny
makeup, and baggy clothes? This version of A Birthday Clown for
Archer is a fun Coloring Book, but it's not your ordinary coloring
book. Unlike most coloring books with a series of random pages to
color, A Birthday Clown for Arhcer coloring book is the full story
translated into a useful tool for parents to use when discussing
the fear of clowns with children. Coulrophobia or "Clown-phobia" is
common. It is the Author's hope this book will spark healthy
conversations with adults and children regarding the fears and joys
of clowns. Children will enjoy coloring the beautiful pictures as
they learn why clowns are just ordnary people.
SCIENTIFIC WRITING IN A SECOND LANGUAGE investigates and aims to
alleviate the barriers to the publication of scientific research
articles experienced by scientists who use English as a second
language. David Ian Hanauer and Karen Englander provide a
comprehensive meta-synthesis of what is currently known about the
phenomenon of second language scientific publication and the ways
in which this issue has been addressed. SCIENTIFIC WRITING IN A
SECOND LANGUAGE reports new qualitative and quantitative research
on the phenomenon and problems faced by second language scientists
publishing in English. This data explicitly quantifies the burden
of second language science writing. Hanauer and Englander also
provide a framework of educational resources that facilitate
informed, innovative approaches to alleviate the barrier of English
literacy from publishing scientific knowledge by second language
English writers. Scientific Writing in a Second Language provides a
sophisticated analysis of the issues faced by publishing second
language scientists and a synthesis of pedagogical options for
enhancing the options scientists have to write and publish research
articles in a second language. SCIENTIFIC WRITING IN A SECOND
LANGUAGE is a central resource for professional scientists whose
first language is not English and for those applied linguists,
second language writing specialists, and compositionists who work
with them. DAVID IAN HANAUER is Professor of English/Applied
Linguistics at Indiana University of Pennsylvania and an
educational researcher and the Assessment Coordinator of the Phage
Hunters Integrating Research and Education Program situated in the
Hatful Laboratory at the University of Pittsburgh. He is the author
of six books, including Scientific Discourse: Multiliteracy in the
Classroom, Poetry as Research and Active Assessment: Assessing
Scientific Inquiry (with Graham Hatfull and Deborah Jacobs-Sera).
His articles have been published in Science and a wide range of
applied linguistics and educational journals. KAREN ENGLANDER, York
University, Canada, is a long-time faculty member of the
Universidad Autonoma de Baja California, Mexico, where she works
with scientists and graduate students who seek to publish their
research in English. She has published empirical research on the
policy, linguistic, and identity issues implicated in writing and
publishing scholarly work in English when the writer is not a
native speaker of the language. She is co-editor of Discourses and
Identities in Contexts of Educational Change, and her work has
appeared in the Journal of Applied Linguistics, Discourse Studies,
Journal of Language, Identity and Education, Journal of
International Women's Studies, and Written Communication, among
others.
Archer quiere un payaso para su fiesta de cumpleanos, pero su mama
le dice, " JAMAS " Los payasos le dan mucho miedo. Podra Archer
convencer a su madre que los payasos son personas ordinarias bajo
las pelucas de arcoiris, maquillaje gracioso y ropa holgada?
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