Monolingual Ideologies versus Spatial Repertoires: Language Beliefs and Writing Practices of an International STEM Scholar

Autor/inn/en	Minakova, Valeriya; Canagarajah, Suresh
Titel	Monolingual Ideologies versus Spatial Repertoires: Language Beliefs and Writing Practices of an International STEM Scholar
Quelle	In: International Journal of Bilingual Education and Bilingualism, 26 (2023) 6, S.708-721 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Minakova, Valeriya) ORCID (Canagarajah, Suresh)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2020.1768210
Schlagwörter	Monolingualism; STEM Education; Scientists; Science Teachers; Biochemistry; College Faculty; Writing Skills; English (Second Language); Second Language Learning; Research Universities; Writing for Publication; Authors; Faculty Publishing; Language Attitudes; Foreign Nationals; Bilingualism; Creativity; Language Styles; Teaching Methods; Second Language Instruction; Ethnography; Teacher Attitudes; Visual Aids; Academic Language; Russian; Graphs; Native Language + Suchen Sie Ihr Suchwort? STEM; Scientist; Wissenschaftler; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Biochemie; Fakultät; Writing skill; Schreibfertigkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Forschungseinrichtung; Author; Autor; Autorin; Sprachverhalten; Ausländer; Ausländerin; Bilingualismus; Kreativität; Sprachstil; Teaching method; Lehrmethode; Unterrichtsmethode; Fremdsprachenunterricht; Ethnografie; Lehrerverhalten; Anschauungsmaterial; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Russisch; Grafische Darstellung
Abstract	This paper explores language beliefs and writing practices of an international scholar in Biochemistry working at a large U.S. research university. Although the participant articulated monolingual ideologies and a desire to become like a 'native speaker,' he did not consider advanced writing skills in English a prerequisite for publishing in English in his field. Through 'talk-around-text' (Lillis 2008) and visits to his laboratory, we examine what resources the participant deemed valuable in the process of producing a scientific article. Adopting a spatial orientation to writing (Canagarajah 2018a), we pay particular attention to the spatial repertoires that shaped his recent first-author publication. We bring out the tensions between his language ideologies and actual communicative practices and discuss the theoretical and pedagogical implications of our research. Ultimately, we argue that a spatial orientation to communication expands the notion of bilingualism by urging us to consider people's actual creative practices of meaning-making in particular spaces rather than focus on isolated cognitive abilities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01