Bloomsbury Scientific Discourse and the Rhetoric of Globalization: The Impact of Culture and Language

Review Thoughtful [and] well-documented … This book makes a major contribution to our understanding of developments in scientific publication and education, and is useful reading for anyone involved in teaching English at university level … [T]he book is rich, complex and carefully argued. -- Ruth Breeze Universidad de Navarra, Spain ― Ibérica 27If the reader still needs convincing that Spain is now a world leader in research into academic English, this book should clinch it. Professor Carmen Perez-Llantada here demonstrates how her major investigative projects offer both theoretical insight and practical value to all those having to cope with a globalizing research world. -- John M. Swales, Professor Emeritus of Linguistics, University of Michigan, USALlantada's volume introduces the reader to a fuller understanding of the interrelatedness between science, language(s), culture(s) and the processes of globalization. It does so by combining both text-linguistic and ethnographic analyses. Taking the Spanish scholarly community as an instance, she explores the situational context of scientific discourse production and yields evidence of discursive similarities but also hybridization processes in academic norms across different cultural contexts.' -- Maurizio Gotti, Professor of Linguistics and Director of the Language Centre, University of Bergamo, Italy Product Description The rhetorical practices involved with the dissemination of scientific discourse are shifting. Addressing these changes, this book places the discourse of science in an increasingly multilingual and multicultural academic area. It contests monolingual assumptions informing scientific discourse, calling attention to emerging glocal discourses that make hybrids of the standard globalized and local academic English norms.English clearly has a hegemonic role as the lingua franca of global academia; this book conducts an intercultural rhetorical and textographic analysis to compare how Anglophone and non-Anglophone academics utilise the standardized rhetorical conventions for scientific writing. It takes an academic literacies approach, providing a rhetorically and pedagogically informed discussion. It enquires into the process of linguistic and rhetorical acculturation of both monolingual and multilingual scholars, and in doing so redefines the contemporary rhetoric of science. About the Author Professor Carmen Pérez-Llantada is at the Department of English and German Studies, University of Zaragoza, Spain.