Chinese academics writing for publication:English teachers as text mediators

Luo, Na and Hyland, Ken (2016) Chinese academics writing for publication:English teachers as text mediators. Journal of Second Language Writing, 33. pp. 43-55. ISSN 1060-3743

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Abstract

This paper discusses a key aspect of Chinese scholars writing for publication in English: the role played by local English teachers as literacy brokers or “text mediators”. Increasingly, academics in China are required to publish their research in prestigious international journals to progress their careers, and are turning to local English teaching colleagues for assistance. The expense, uncertain competence and sometimes dubious ethical practices of professional editing services, combined with the co-present contact and personal relationships formed with local colleagues, mean that Chinese English teachers are rapidly becoming a valuable resource for turning the massive number of Chinese submissions into publishable papers. This relationship, however, is complicated by the lack of institutional funding for language mediation of this kind and by the uncertainties of appropriate reward for this work. This paper examines the kinds of cooperation and difficulties experienced between local English teachers and scientists in some Chinese universities.

Item Type: Article
Uncontrolled Keywords: academic writing,chinese scientists,english teachers,text mediation,writing for publication
Faculty \ School: Faculty of Social Sciences > School of Education and Lifelong Learning
Related URLs:
Depositing User: Pure Connector
Date Deposited: 12 Jan 2018 12:30
Last Modified: 18 Oct 2020 23:49
URI: https://ueaeprints.uea.ac.uk/id/eprint/65918
DOI: 10.1016/j.jslw.2016.06.005

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