ABSTRACT
In this chapter, pedagogies for supporting scientists who publish research in English as an additional language (EAL) and who live outside “center” countries are examined. We first draw attention to the burgeoning field of English for Research Publication Purposes (ERPP), where research into challenges of global scientists is rapidly expanding, highlighting the particular strengths, needs, and challenges of EAL scientists. Next we present contrasting pedagogies for supporting EAL scientists, drawing a distinction between “critical” and “pragmatic” approaches. Drawing on the extant literature from the fields of applied linguistics, writing studies, and education – including our research into the experiences of Latin American scientists – we then present an adaptable pedagogical approach that challenges monolingual ideologies and practices in global science writing, adjudication, and support. We conclude the chapter by presenting a set of principles that promote greater equity and diversity in global scientific knowledge production by supporting EAL scientists in targeted ways that recognize both their strengths as plurilingual communicators as well as the distinct challenges they face in a complex, metric-heavy science world where English is privileged.
