Journalartikel

Jahr der Veröffentlichung: 2022

Seiten: 543-565

Zeitschrift: Educational Studies in Mathematics

Bandnummer: 111

Heftnummer: 3

ISSN: 0013-1954

eISSN: 1573-0816

Open Access Status: Hybrid

DOI Link: https://doi.org/10.1007/s10649-022-10174-0

Verlag: Springer

Abstract: 
In this article, we document the support provided by highly recognised journals in Mathematics Education in response to the challenges faced by English non-dominant language (EnDL) authors when they attempt to publish in English. To address this issue, we first conducted a synthesis of research literature related to those influences that direct EnDL authors' publication efforts towards English language journals and the associated challenges that result. Second, we gathered survey and interview data from participant editors-in-chief of leading journals in Mathematics Education about the support, enacted and planned, provided by their journal for EnDL authors and associated challenges. Finally, we discuss the findings of the study from the perspective of heteroglossia. Findings indicate that while a range of initiatives have been employed to support EnDL authors, current journal policies lag somewhat behind the plans of editors-in-chief, which have been limited, to date, by available resources.

Harvard-Zitierstil: Geiger, V., Delzoppo, C. and Straesser, R. (2022) Supporting English non-dominant language authors' efforts to publish: perspectives from the editors-in-chief of highly recognised journals in Mathematics Education, Educational Studies in Mathematics, 111(3), pp. 543-565. https://doi.org/10.1007/s10649-022-10174-0

APA-Zitierstil: Geiger, V., Delzoppo, C., & Straesser, R. (2022). Supporting English non-dominant language authors' efforts to publish: perspectives from the editors-in-chief of highly recognised journals in Mathematics Education. Educational Studies in Mathematics. 111(3), 543-565. https://doi.org/10.1007/s10649-022-10174-0