Academic Publishing and Presenting in a Global Context

looking for researchers

Academic Publishing and Presenting in a Global Context

< Overiew of ReNs


Mary Jane Curry, University of Rochester, US
Theresa Lillis, The Open University, UK


Network focus

Scholars around the world are coming under increasing pressure not only to publish, but often to publish in English. While many multilingual scholars are committed to continuing to present and publish in local, national and regional languages, publishing in English frequently carries not only prestige but material rewards such as salary and promotion. However, publishing in English requires the dedication of extra resources in terms of time, effort, and money, thus often becoming both an obstacle to scholars’ intellectual and political interests and to opportunities for multidirectional transnational scholarly exchange.


Growing research area

In the past 15 years a growing body of research has documented the pressures facing multilingual scholars as they present and publish their work in English as well as their opinions about these changes in working conditions and linguistic practices (e.g., Burgess & Martin 2008; Canagarajah, 1996, 2002; Martin, 2008; Curry & Lillis, 2004, 2010a; Englander, 2006, 2011; Flowerdew, 2000, 2008; Fortanet, 2002, 2008; Hanauer & Englander, 2011; Hyland & Salager-Meyer, 2008; Lillis & Curry, 2006a, 2006b, 2010, 2013; Salager-Meyer, 2008; Uzuner, 2008). Pressures for postgraduate students to publish early and often in English have also been investigated (Flowerdew & Li, 2007). Furthermore, the growing number of English-medium journals published outside of dominant Anglophone contexts has been documented and studied (Lillis, 2012). Alongside research on English as a global language more generally, there is a need for continued research on the impact of English on scholarly publishing and presenting. There is also a need for research on scholars publishing in local, national, regional and other languages and their/our interests and challenges in doing so in the face of the pressures to publish in English.


The goals of the Academic Publishing in a Global Context Research Network

The Academic Publishing in a Global Context Research Network involves researchers from a range of geopolitical and geolinguistic locations interested in exploring the many facets of this phenomenon as well as possible responses, both in research and practical terms, including:

  • Disseminating information about research on scholarly publishing and presenting, governmental and institutional evaluation criteria and practical activities related to publishing and presenting.
  • Creating an online space for sharing resources and research reports. We have set up an open Google Group at!forum/aila-pub-ren
  • Informing scholarly associations, publishers, and other audiences about research findings of practical use to scholars in publishing and presenting research.
  • Creating strategies for working with journal editors and reviewers, scientists/scholars, authors’ editors, and policymakers in terms of the challenges presented, including access to resources available to multilingual scholars for publishing and presenting in English
  • Holding sessions at international conferences including a symposium at AILA 2014 on Research on Academic Publishing and Its Applications


References and sample bibliography

Burgess, S. & Martin, P.M. (Eds.) (2008). English as an additional language in research publication and communication. New York: Peter Lang.

Canagarajah, A.S. (2002). A geopolitics of academic writing, Pittsburgh, PA: University of Pittsburgh Press.

Canagarajah, A. S. (1996) ‘Nondiscursive requirements in academic publishing, material resources of periphery scholars, and the politics of knowledge production’, WrittenCommunication, 13(4): 435–472.

Cargill, M., & O'Connor, P. (2011). Identifying and addressing challenges to international publication success for EFL science researchers: Implementing an integrated training package in China. In R. Tang (Ed.), Academic writing in a second or foreign language: Issues and challenges facing ESL/EFL academic writers in higher education contexts. Continuum.

Cargill, M., & O'Connor, P. (2010). Structuring interdisciplinary collaboration to develop research students’ skills for publishing research internationally: Lessons from implementation. In M. Davies, M. Devlin & M. Tight (Eds.), Interdisciplinary higher education: Perspectives and practicalities. International Perspectives on higher education research Volume 5 (pp. 279-292). Bingley, UK: Emerald Group Publishing Ltd.

Curry, M.J. & Lillis, T. (in preparation)Getting published in a multilingual world: critical choices, practical strategies. Clevedon: Multilingual Matters.

Curry, M.J. & Lillis, T. (2010a). Academic research networks: Accessing resources for English-medium publishing. English for Specific Purposes, 29(4), 281-295.

Curry, M.J. & Lillis, T. (2010b). Making academic publishing practices visible: Designing research-based heuristics to support English-medium text production. In N. Harwood (Ed.), Language teaching materials: Theory and practice (pp. 322-345). Cambridge: Cambridge University Press.

Curry, M.J. and Lillis, T. (Forthcoming 2013) (eds) Special Issue Language Policy, Participating in Academic Publishing: Consequences of Linguistic Policies and Practices.

Curry, M.J. & Lillis, T. (2004). Multilingual scholars and the imperative to publish in English: Negotiating interests, demands, and rewards. TESOL Quarterly, 38(4), 663-688.

Englander, K. (2011). The globalized world of English scientific publishing: An analytical that situates a multilingual scholar. In G. López-Bonilla & K, Englander (Eds.). Discourses and identities in contexts of educational change: Contributions from the United States and Mexico (pp. 211-230). New York: Peter Lang Publishers.

Englander, K. (2006). Revision of scientific manuscripts by nonnative-English-speaking scientists in response to journal editors’ language critiques. Journal of Applied Linguistics, 3 129-161.

Flowerdew, J. (2008). The non-Anglophone scholar at the periphery of scientific communication. AILA Review, 20, 14-27.

Flowerdew, J. (2000). Discourse community, legitimate peripheral participation, and the nonnative-English-speaking scholar. TESOL Quarterly, 34(1), 127-150.

Flowerdew, J. & Li, Y.Y. (2007). Language re-use among Chinese apprentice scientists writing for publication. Applied Linguistics, 28(3), 440-65.

Fortanet, I. (2008). Evaluative language in peer review referee reports. Journal of English for Academic Purposes, 7(1), 27-37.

Fortanet, I. (coord.). (2002).Cómo escribir un artículo de investigación en inglés. Madrid: Alianza editorial.

Hanauer, D. I. & Englander, K. (2011). Quantifying the burden of writing research articles in a second language: Data from Mexican scientists. Written Communication, 28(4).

Huang, J. C.  (2010). Publishing and learning writing for publication in English: perspectives of NNE (non-native English speakers) PhD students in science.  Journal of English for Academic Purposes, 9, 33-44.

Hyland, K. & Salager-Meyer, F. (2008). Scientific writing. Annual Review of Information Science and Technology, 297-339

Lillis, T. (2012) Economies of signs in writing for academic publication: The case of English medium “national” journals. Journal of Advanced Composition. 32.(3-4) : 695–722.

Lillis, T., Magyar, A. and Robinson-Pant, A. (2010). An international journal’s attempts to address inequalities in academic publishing: developing awriting for publication programme. Compare: A Journal of Comparative and International Education, 40(6), 781-800.

Lillis, T. & Curry, M. J. (2010). Academic writing in a global context: The politics and practices of publishing in English. London: Routledge.

Lillis, T. & Curry, M.J. (2006a). Professional academic writing by multilingual scholars: Interactions with literacy brokers in the production of English-medium texts. Written Communication, 23(1), 3-35.

Lillis, T. & Curry, M.J. (2006b). Reframing notions of competence in scholarly writing: From individual to networked activity. Revista Canaria de Estudios Ingleses, 53, 63-78.

Marušic, M., Markulin, H., Lukic, I. K., Marušic, A. (2006) Academic advancement of authors receiving tutoring from a medical journal. Teaching and Learning in Medicine, 18(2). pp. 126-129.

Pérez-Llantada,  C., Plo, R., & Ferguson, G. (2011). “You don’t say what you know, only what you can”: The perception and practices of senior Spanish academics regarding research dissemination in English. English for Specific Purposes, 30, 18–30.

Salager-Meyer, F. (2008). Scientific publishing in developing countries: Challenges for the future. Journal of English for Academic Purposes,7,121-132.

Salager-Meyer, F. (2009). Academic equality and cooperative justice, TESOL Quarterly, 43(4), 703-709.

Swales, J. (2004) Research Genres, Oxford: Oxford University Press.

Swales, J. M. & Leeder, C.  (2012).  A reception study of the articles published in English for Specific Purposes from 1990-1999. English for Specific Purposes, 31, 137-146.

Tang, R. (Ed). (2012) Academic writing in a second or foreign language: Issues and challenges facing ESL/EFL academic writers in higher education contexts. London: Continuum.

Tardy, C. (2004).The role of English in scientific communication: lingua franca or Tyrannosaurus rex? English for Academic Purposes, 3, 247–269.

Uzuner, S. (2008). Multilingual scholars’ participation in core/global academic communities: A literature review. Journal of English for Academic Purposes, 7, 250-263