ABSTRACT
In addressing the overarching theme of scientists’ experiences with English as a language of scientific communication, this chapter presents and discusses findings in response to the study’s third sub-question: What are Mexico University (MU) Scientific Writing for Publication (SWP) course stakeholders’ (students, instructors, course designers, and journal editors) perceptions of the efficacy of the SWP course? This chapter begins with a presentation of findings related to perceptions of the main sections of the course, followed by a description of what were viewed as particularly effective and ineffective course elements as well as a comparison of how the SWP met emerging versus established scholars’ writing for publication needs. The chapter concludes with a brief discussion, transitioning from the case study described in Part II to an empirically- and theoretically-informed operationalization of our proposed critical plurilingual approach to scholarly writing for publication in Part III.
