Integrating Scientific English into Biological Sciences PhD Programs in Developing Countries: Strategies from Trainees and Mentor.

Camila H Coelho,Gunjan Arora,Patrick E Duffy,Gaspar E Canepa

doi:10.1155/2019/3807951

Abstract

Successful researchers in the biological sciences communicate their work to a global audience and must do so in English to be widely recognized and cited. This applies equally to scientific talks, posters, and published articles; thus, scientific English must be prioritized in nonnative English-speaking (NNES) academic institutions to prepare their trainees for successful careers. Here, we propose strategies for integrating scientific English into PhD programs operating in NNES countries. Many graduate students from NNES countries strive for an international career and encounter English as an important barrier. Based on our own experiences as NNES postdoctoral fellows at a US institution, or as a US mentor of these trainees, we contend that conventional learning processes at home institutions do not sufficiently prioritize scientific English as the medium for regular discussions of laboratory-generated data. Principal investigators, mentors, and supervisors are key in promoting English language usage as a structured component of PhD training. If these stakeholders routinely integrate English training and education within the research laboratory program, graduates will be equipped to pursue international academic careers. The ideas presented here are intended for NNES PhD students (and their mentors) who seek an international scientific career in the biological sciences.

Highlights

Research into biological sciences is a global endeavor
Articles not published in English are less read and less cited, and impact factors are higher for articles published in English [2]
In institutions based in countries where English is the second language (nonnative English speaking (NNES) countries), Education Research International students frequently use translation tools to read articles in their native language, to present a seminar, or to write a dissertation, rather than reading manuscripts in their original English

Summary

Review Article

Integrating Scientific English into Biological Sciences PhD Programs in Developing Countries: Strategies from Trainees and Mentor. We propose strategies for integrating scientific English into PhD programs operating in NNES countries. Many graduate students from NNES countries strive for an international career and encounter English as an important barrier. Mentors, and supervisors are key in promoting English language usage as a structured component of PhD training. If these stakeholders routinely integrate English training and education within the research laboratory program, graduates will be equipped to pursue international academic careers. E ideas presented here are intended for NNES PhD students (and their mentors) who seek an international scientific career in the biological sciences If these stakeholders routinely integrate English training and education within the research laboratory program, graduates will be equipped to pursue international academic careers. e ideas presented here are intended for NNES PhD students (and their mentors) who seek an international scientific career in the biological sciences

Introduction

To be inserted in the laboratory routine

Findings

Conclusions