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English Medium Publications: Opening or Closing Doors to Authors with Non-English Language Backgrounds

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Title: English Medium Publications: Opening or Closing Doors to Authors with Non-English Language Backgrounds
Language: English
Authors: Alsabahi, Randa
Source: English Language Teaching. 2022 15(10):18-31.
Availability: Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Peer Reviewed: Y
Page Count: 14
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: English (Second Language), Second Language Learning, Authors, Writing for Publication, Writing Skills, Writing Evaluation, Publications, Peer Evaluation, Academic Language, Self Concept, Critical Theory, Social Networks, Social Bias, Language Variation, Anglo Americans, Language Attitudes, Editing, Researchers, College Faculty, Gender Bias
ISSN: 1916-4742
1916-4750
Abstract: This critical exploratory study aims to examine the role academic brokers play in opening (or not) the gates to non-first-language-English (NFLE) scholars to contribute to the global research conversation. For the study, a qualitative research approach was used to collect data; ten emergent and established researchers were interviewed, all of whom originated from non-Anglophone countries. Four academic brokers were also interviewed to further examine the topic from their viewpoints. The findings revealed that revisions recommended by journal editors and reviewers could perhaps diminish the richness of texts and ultimately affect the voices NFLE authors try to project in their papers. Findings also showed that academic brokers are cognizant of the problems NFLE authors face when writing for publication, especially those pertaining to the quality of their writing and to the ways they respond to reviewers' suggestions and handle the review process.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1363107
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1363107
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PubType: Academic Journal
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Items – Name: Title
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  Data: English Medium Publications: Opening or Closing Doors to Authors with Non-English Language Backgrounds
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  Label: Language
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  Data: <searchLink fieldCode="AR" term="%22Alsabahi%2C+Randa%22">Alsabahi, Randa</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22English+Language+Teaching%22"><i>English Language Teaching</i></searchLink>. 2022 15(10):18-31.
– Name: Avail
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  Data: Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
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  Data: Y
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  Data: 14
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  Data: 2022
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Authors%22">Authors</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+for+Publication%22">Writing for Publication</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Skills%22">Writing Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Evaluation%22">Writing Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Publications%22">Publications</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Evaluation%22">Peer Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Language%22">Academic Language</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Theory%22">Critical Theory</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Networks%22">Social Networks</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Bias%22">Social Bias</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Variation%22">Language Variation</searchLink><br /><searchLink fieldCode="DE" term="%22Anglo+Americans%22">Anglo Americans</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Attitudes%22">Language Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Editing%22">Editing</searchLink><br /><searchLink fieldCode="DE" term="%22Researchers%22">Researchers</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Bias%22">Gender Bias</searchLink>
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  Data: 1916-4742<br />1916-4750
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This critical exploratory study aims to examine the role academic brokers play in opening (or not) the gates to non-first-language-English (NFLE) scholars to contribute to the global research conversation. For the study, a qualitative research approach was used to collect data; ten emergent and established researchers were interviewed, all of whom originated from non-Anglophone countries. Four academic brokers were also interviewed to further examine the topic from their viewpoints. The findings revealed that revisions recommended by journal editors and reviewers could perhaps diminish the richness of texts and ultimately affect the voices NFLE authors try to project in their papers. Findings also showed that academic brokers are cognizant of the problems NFLE authors face when writing for publication, especially those pertaining to the quality of their writing and to the ways they respond to reviewers' suggestions and handle the review process.
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  Data: 2023
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  Label: Accession Number
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  Data: EJ1363107
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 18
    Subjects:
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Authors
        Type: general
      – SubjectFull: Writing for Publication
        Type: general
      – SubjectFull: Writing Skills
        Type: general
      – SubjectFull: Writing Evaluation
        Type: general
      – SubjectFull: Publications
        Type: general
      – SubjectFull: Peer Evaluation
        Type: general
      – SubjectFull: Academic Language
        Type: general
      – SubjectFull: Self Concept
        Type: general
      – SubjectFull: Critical Theory
        Type: general
      – SubjectFull: Social Networks
        Type: general
      – SubjectFull: Social Bias
        Type: general
      – SubjectFull: Language Variation
        Type: general
      – SubjectFull: Anglo Americans
        Type: general
      – SubjectFull: Language Attitudes
        Type: general
      – SubjectFull: Editing
        Type: general
      – SubjectFull: Researchers
        Type: general
      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: Gender Bias
        Type: general
    Titles:
      – TitleFull: English Medium Publications: Opening or Closing Doors to Authors with Non-English Language Backgrounds
        Type: main
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              Type: published
              Y: 2022
          Identifiers:
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              Value: 1916-4742
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              Value: 1916-4750
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              Value: 15
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            – TitleFull: English Language Teaching
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