Abstract
Scholarly Writing Support for Plurilingual Graduate Students in Global Higher Education
Highlights
In Part I, Badenhorst and Guerin foreground this volume’s salient themes, including emerging scholars’ challenges navigating the research writing journey and the efficacy of varying writing pedagogies employed to assist these scholars in differing global contexts
Habibie’s assertion that emerging EAL scholars are not necessarily at a greater disadvantage than English L1 scholars when it comes to achieving publication of their research writing will likely trigger some rather strong reactions among global EAL scholars who have fought to establish/maintain themselves in an inequitable market of global knowledge production
While Almond’s suggestion of the possibility of digital spaces for developing critical academic literacies is intriguing, it highlights a question that creeps up at times throughout this volume: given the widespread acknowledgement of the importance of developing genre awareness (Swales & Feak, 2012; Tardy, 2009), how much space can/should we carve out for alternative considerations?. This entertaining, informative, thought-provoking volume is a timely contribution to scholarship in the multiple sub-disciplines connected to graduate student research writing, including those focused on supporting plurilingual EAL scholars
Summary
In Part I, Badenhorst and Guerin foreground this volume’s salient themes, including emerging scholars’ (affective) challenges navigating the research writing journey and the efficacy of varying (multimodal) writing pedagogies employed to assist these scholars in differing global contexts. They thoughtfully frame research and writing practices within a broad conceptual lens of academic literacies through which research writing is understood as a fundamentally social practice (Lea & Street, 2014; Lillis & Scott, 2007).
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