In their recent paper Unpacking the Lore on multilingual scholars publishing in English: a discussion paper, Curry and Lillis (2019) set out a research agenda for those of us who study the publication practices of scholars who use English as a vehicular language. Among the challenges which they suggest face our community is the need to move beyond survey-based accounts to ethnographic, longitudinal studies focusing on course participants' subsequent publication trajectories. In this paper, we present the results of an attempt to take up this challenge.
In their recent paper Unpacking the Lore on multilingual scholars publishing in English: a discussion paper, Curry and Lillis (2019) set out a research agenda for those of us who study the publication practices of scholars who use English as a vehicular language. Among the challenges which they suggest face our community is the need to move beyond survey-based accounts of the outcomes of research publication skills courses to ethnographic, longitudinal studies focusing on course participants' subsequent publication trajectories. In this paper, we present the results of an attempt to take up this challenge. We contacted three cohorts of early-career scholars who had taken part in successive editions of a doctoral course on English for research publication purposes we offer to doctoral students in humanities at a Spanish university, an account of which can be found in Burgess, Martín-Martín and Balasanyan (2019).
