Open Access
Genre analysis: English in academic and research settings / John M. Swales
John M. Swales
- Vol. 1991, Iss: 1991, pp 1-99
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The article was published on 1991-01-01 and is currently open access. It has received 5640 citations till now.read more
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The interplay of language ideologies and contextual cues in multilingual interactions:Language choice and code-switching in European Union institutions
TL;DR: In this paper, multilingual practices in interactions inside European Union (EU) institutions have been analyzed, based on fieldwork conducted in EU organizational spaces throughout 2009, and the authors explore the impact of cross-lingual practices.
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Intellectual discussion in the academy as situated discourse
Karen Tracy,Sheryl Baratz +1 more
TL;DR: The authors report on interviews conducted with graduate students and faculty who attended a weekly colloquium in an academic department and provide an in-depth examination of the multiple, often conflicting concerns, which arose as this academic group “did” intellectual discussion.
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Knowing When You've Brought Them in: Scientific Genre Knowledge and Communities of Practice
TL;DR: In this article, the authors demonstrate a unique approach to the problems of developing and assessing students' understanding of persuasive practices in the scientific community by taking genre theory and the sociology of science as points of departure.
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Exploring the role of language in English medium instruction
TL;DR: English Medium Instruction (EMI) in universities continues to grow as an educational phenomenon and increasingly is attracting the attention of researchers, particularly researchers who are applied to the field of education as mentioned in this paper.
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Pragmatist discourse and english for academic purposes
TL;DR: The authors argue that it is misleading to represent pragmatic views of English for academic purposes as a unified discourse offering constant ideological support to an unexamined educational, academic and sociopolitical status quo and make an appeal for reflectively and receptively pragmatic approaches towards the formulation and investigation of issues in EAP and all language teaching.