Navigating English Language Publishing: Challenges Faced by Omani Arabic-Speaking Early Career Researchers
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| Title: | Navigating English Language Publishing: Challenges Faced by Omani Arabic-Speaking Early Career Researchers |
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| Language: | English |
| Authors: | Sandhya Rao Mehta (ORCID |
| Source: | Intercultural Communication Education. 2025 8(3). |
| Availability: | Castledown Publishers. Ground Level, 470 St Kilda Road, Melbourne, 3004, Australia. Tel: 646-520-0676; e-mail: contact@castledown.com; Web site: https://castledown.online/journals/ice/ |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, English (Second Language), Arabic, Writing for Publication, Barriers, Periodicals, Language Usage, Academic Language, Discourse Communities, Collaborative Writing, College Faculty, Faculty Publishing |
| Geographic Terms: | Oman |
| ISSN: | 2209-1041 |
| Abstract: | While English is now the most commonly used language for internationally recognized academic publications, its consequences for non-native English-speaking researchers have yet to be sufficiently documented in the Arabian Gulf. Using Flowerdew's (2023) framework of 'globalization of scholarship' within ERPP (English for Research Publication Purposes), this paper explores the challenges and subsequent strategies used by Omani Arabic-speaking early-career scholars publishing in English language journals. This study is based on the analysis of qualitative data obtained from personal, unstructured interviews with eight Omani researchers in a publicly funded university in Oman to investigate the ways in which Arabic-speaking novice researchers negotiate the pressure to publish in well ranked English language publications by both conforming to established protocol, as well as by asserting their unique linguistic and discourse identity. The findings suggest that early-career scholars value English language publishing as a marker of institutional and professional achievement, but they want better support systems in terms of training and mentoring. Their recommendations to advance academic belonging consist of being involved with international organizations in specific disciplines to become familiar with academic discourse in English, engaging in collaborative writing, and using a journal's in-house languages services. This study calls for inclusive publication opportunities as well as increased pedagogical support for scholars seeking to belong to the English language academic community. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1494062 |
| Database: | ERIC |
| Abstract: | While English is now the most commonly used language for internationally recognized academic publications, its consequences for non-native English-speaking researchers have yet to be sufficiently documented in the Arabian Gulf. Using Flowerdew's (2023) framework of 'globalization of scholarship' within ERPP (English for Research Publication Purposes), this paper explores the challenges and subsequent strategies used by Omani Arabic-speaking early-career scholars publishing in English language journals. This study is based on the analysis of qualitative data obtained from personal, unstructured interviews with eight Omani researchers in a publicly funded university in Oman to investigate the ways in which Arabic-speaking novice researchers negotiate the pressure to publish in well ranked English language publications by both conforming to established protocol, as well as by asserting their unique linguistic and discourse identity. The findings suggest that early-career scholars value English language publishing as a marker of institutional and professional achievement, but they want better support systems in terms of training and mentoring. Their recommendations to advance academic belonging consist of being involved with international organizations in specific disciplines to become familiar with academic discourse in English, engaging in collaborative writing, and using a journal's in-house languages services. This study calls for inclusive publication opportunities as well as increased pedagogical support for scholars seeking to belong to the English language academic community. |
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| ISSN: | 2209-1041 |
