Professional Academic Writing in a Global Context: Principal research questions How is the dominance of English affecting scholars who use languages other than English and live/work in non- English dominant contexts? In what ways is English as an “academic lingua franca” influencing academic knowledge production and exchange in the twenty first century? Which texts are successful or unsuccessful in being accepted for publication, and why? How can a range of methodologies- text, ethnographic, corpus- be combined to explore academic writing in a global context?

Project 1 (2001- ongoing): Research questions What kinds of pressures to publish in English do scholars who live and work in non-English dominant contexts face and how are these enacted? What barriers and support mechanisms for publishing in English do scholars encounter? Which texts get published? Where? How? Why?

Project 1: Methodology – text oriented ethnography in 4 national sites Hungary, Slovakia, Spain and Portugal ethnographic data literacy history interviews, group discussions, discussions, observations of meetings, ad hoc observations, interviews with librarians, institutional and historical documentary data discussions 1000, correspondence around text 500, observation notes/diaries from 2 researchers based primarily on a total of 12 visits to each ‘site’, photographs text and text oriented data scholars’ texts, scholars’ commentary on the production of these texts through text-focused interviews. Text focused interviews 180, Scholars’ texts 800

Project 1 Key organizing unit: “Text histories” Interweaving ethnographic understandings with textual analysis to find out about trajectories of texts towards English-medium publication How do text drafts change in their trajectories towards (non) puiblication? Who is involved and at which stages? What’s at stake and for whom? What can specific THs tell us about English-medium academic knowledge production?

Phase 1 Key findings PHASE 1 Considerable pressure to publish in English. Represents a form of capital crucial to receiving raises and promotions, attracting research grants, supporting students. “International” publishing often means English-medium. Publishing in L1 or other languages for local, regional, international, applied and research communities. Some scholars are explicitly making an ‘applied’/’theoretical’ distinction in their writings: Applied → L1 national. Theoretical→English international Scholars writing English medium texts for/in different contexts of production and distribution. 1) English medium national; 2) English medium transnational; 3) English medium ‘international’. Literacy brokers influence texts in different and significant ways including the knowledge claims being made. Working in networks and with brokers is as significant/more important to successful English medium (international) publications than individual linguistic/rhetorical “competence” in English. “Literacy brokers” play an important part in English medium text production. 1) Academic disciplinary specialists, journal gatekeepers. 2) Language specialists. 3) English speaking friends/family

Phase 1 Key findings PHASE 1 Publishing in L1 or other languages for local, regional, international, applied and research communities. Some scholars are explicitly making an ‘applied’/’theoretical’ distinction in their writings: Applied → L1 national. Theoretical→English international Scholars writing English medium texts for/in different contexts of production and distribution. 1) English medium national; 2) English medium transnational; 3) English medium ‘international’. Literacy brokers influence texts in different and significant ways including the knowledge claims being made. Working in networks and with brokers is as significant/more important to successful English medium (international) publications than individual linguistic/rhetorical “competence” in English. “Literacy brokers” play an important part in English medium text production. 1) Academic disciplinary specialists, journal gatekeepers. 2) Language specialists. 3) English speaking friends/family Considerable pressure to publish in English. Represents a form of capital crucial to receiving promotions, attracting research grants, supporting students. “International” publishing often means English- medium.

Phase 1 Key findings PHASE 1 Considerable pressure to publish in English. Represents a form of capital crucial to receiving raises and promotions, attracting research grants, supporting students. “International” publishing often means English-medium. Scholars writing English medium texts for/in different contexts of production and distribution. 1) English medium national; 2) English medium transnational; 3) English medium ‘international’. Literacy brokers influence texts in different and significant ways including the knowledge claims being made. Working in networks and with brokers is as significant/more important to successful English medium (international) publications than individual linguistic/rhetorical “competence” in English. “Literacy brokers” play an important part in English medium text production. 1) Academic disciplinary specialists, journal gatekeepers. 2) Language specialists. 3) English speaking friends/family Scholars publishing in L1 or other languages for local, regional, international, applied and research communities. Some are explicitly making an ‘applied’/’theoretical’ distinction in their writings: Applied → L1 national. Theoretical→ English international

Phase 1 Key findings PHASE 1 Considerable pressure to publish in English. Represents a form of capital crucial to receiving raises and promotions, attracting research grants, supporting students. “International” publishing often means English-medium. Publishing in L1 or other languages for local, regional, international, applied and research communities. Some scholars are explicitly making an ‘applied’/’theoretical’ distinction in their writings: Applied → L1 national. Theoretical→English international Scholars writing English medium texts for/in different contexts of production and distribution. 1) English medium national; 2) English medium transnational; 3) English medium ‘international’. Literacy brokers influence texts in different and significant ways including the knowledge claims being made. Working in networks and with brokers is as significant/more important to successful English medium (international) publications than individual linguistic/rhetorical “competence” in English. “Literacy brokers” play an important part in English medium text production. 1) Academic disciplinary specialists, journal gatekeepers. 2) Language specialists. 3) English speaking friends/family

Phase 1 Key findings PHASE 1 Considerable pressure to publish in English. Represents a form of capital crucial to receiving raises and promotions, attracting research grants, supporting students. “International” publishing often means English-medium. Publishing in L1 or other languages for local, regional, international, applied and research communities. Some scholars are explicitly making an ‘applied’/’theoretical’ distinction in their writings: Applied → L1 national. Theoretical→English international Scholars writing English medium texts for/in different contexts of production and distribution. 1) English medium national; 2) English medium transnational; 3) English medium ‘international’. Literacy brokers influence texts in different and significant ways including the knowledge claims being made. Working in networks and with brokers is as significant/more important to successful English medium (international) publications than individual linguistic/rhetorical “competence” in English. “Literacy brokers” play an important part in English medium text production. 1) Academic disciplinary specialists, journal gatekeepers. 2) Language specialists. 3) English speaking friends/family

Phase 1 Key findings PHASE 1 Considerable pressure to publish in English. Represents a form of capital crucial to receiving raises and promotions, attracting research grants, supporting students. “International” publishing often means English-medium. Publishing in L1 or other languages for local, regional, international, applied and research communities. Some scholars are explicitly making an ‘applied’/’theoretical’ distinction in their writings: Applied → L1 national. Theoretical→English international Scholars writing English medium texts for/in different contexts of production and distribution. 1) English medium national; 2) English medium transnational; 3) English medium ‘international’. Literacy brokers influence texts in different and significant ways including the knowledge claims being made. “Literacy brokers” play an important part in English medium text production. 1) Academic disciplinary specialists, journal gatekeepers. 2) Language specialists. 3) English speaking friends/family Working in networks and with brokers is as significant/more important to successful English medium (international) publications than individual linguistic/rhetorical “competence” in English.

Phase 1 Key findings PHASE 1 Considerable pressure to publish in English. Represents a form of capital crucial to receiving raises and promotions, attracting research grants, supporting students. “International” publishing often means English-medium. Publishing in L1 or other languages for local, regional, international, applied and research communities. Some scholars are explicitly making an ‘applied’/’theoretical’ distinction in their writings: Applied → L1 national. Theoretical→English international Scholars writing English medium texts for/in different contexts of production and distribution. 1) English medium national; 2) English medium transnational; 3) English medium ‘international’. Working in networks and with brokers is as significant/more important to successful English medium (international) publications than individual linguistic/rhetorical “competence” in English. “Literacy brokers” play an important part in English medium text production. 1) Academic disciplinary specialists, journal gatekeepers. 2) Language specialists. 3) English speaking friends/family Literacy brokers influence texts in different and significant ways including the knowledge claims being made.