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Leza, Sungu, and Samba- Digital Humanities and Early Bantu History
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In: Faculty Journal Articles (2022)
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| 10 |
Indigenous Language Revitalization: Success, Sustainability, and the Future of Human Culture
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In: Capstone Showcase (2022)
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| 12 |
The representation of Islam and Islamic culture in realist and magical realist contemporary literature: a cultural critique of Western representation of Islam
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| 14 |
The Ainu in documentary films: promiscuous iconography and the absent image
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| 15 |
Current challenges of language policy and planning for international organisations
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| 17 |
Academic texts in motion: a text history study of co-authorship interactions in writing
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| 18 |
Helping EAL academics navigate asymmetrical power relations in co-authorship: research-based materials for ERPP workshops
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Abstract:
This paper presents, discusses, and evaluates research-based materials for English for Research Publication Purposes (ERPP) teaching, based on a study conducted with exiled academics supported by CARA (Council for At-Risk Academics) and their UK-based co-authors who provided textual interventions on their texts. Using data from interviews with exiled academics and their UK-based co-authors/mentors as well as their article drafts and textual interventions, we present teaching materials for ERPP workshops aimed at raising the participants’ awareness of issues that may arise in co-authorship involving asymmetrical power relations, such as those between exiled academics and their UK-based co-authors/mentors. The materials take the shape of data-based scenarios which ask workshop attendees to consider experiential co-authorship narratives involving (i) the issue of ‘parochialism’, i.e., failure to indicate the relevance of one’s research to a larger audience, (ii) issues with the type and amount of feedback regarding writer development and text production, (iii) blurred lines of co-authorship roles and (iv) authority issues in interdisciplinary collaborative writing. Each scenario is followed by a research informed discussion. We argue that scenario-based awareness-raising activities can sensitize all parties in asymmetrical co-authorship pairs/groups to common challenges that arise in such collaborations, help them navigate collaborative writing successfully, and encourage them to reflect on their own co-authorship practices. We conclude by discussing the merits of the scenario-based approach to developing materials for ERPP teaching.
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Keyword:
Cultures & Applied Linguistics (from 2021); Languages
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URL: https://eprints.bbk.ac.uk/id/eprint/47471/
https://eprints.bbk.ac.uk/id/eprint/47471/1/47471.pdf
https://journal.equinoxpub.com/index.php/WAP/index
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| 19 |
Defining ‘Normal’: methodological issues in Aphasia and intelligence research
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| 20 |
Research on emotions in second language acquisition: reflections on its birth and unexpected growth
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