Knowledge construction in academia: A challenge for multilingual scholars

Peter Lang
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2018, Vol 19 pp. 1 - 243 (256)
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This book examines the struggles encountered by multilingual scholars wishing to enter and advance a career in a globalized academia, particularly in Spain and Latin American countries. These writers face the disadvantage of having to read and write in a language other than their own. The traditional model of Anglophone universities under which academics have to ‘publish or perish’ has ensured that English is an indicator of excellence in knowledge construction and the need to publish to survive in academia. However, in this situation of linguistic inequality, it may be more productive for scholars from non-Anglophone countries to publish in international journals in English in order to bring to the fore new knowledge. This book proposes the empowerment of multilingual scholars by highlighting the dominant English medium conventions so that their contributions can be published. Thus, it aims to make writers more conscious of the different ways of structuring languages and to increase an understanding of the direction that they have to take when writing in L2. It makes explicit the complexity of written academic texts, particularly in relation to the common discursive strategies employed in the construction of knowledge within the most important sections of research articles (RAs).
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