Book Review: Novice Writers and Scholarly Publication: Authors, Mentors, Gatekeepers

Abstract

the idea of a peer assessment form mentioned here, although the team evaluation form in the Appendix does not address the situation of uneven contributions.Why limit the readership of this book to language teachers, as the title suggests? Most of the content could easily be adapted by all classroom teachers to suit their students. For readers whose appetite has been whetted but not satisfied by this book, there are 32 references, six of them co-written by Hafner. At the time of writing this review, international travel, and therefore conference attendance, are practically at a standstill; therefore, it is good that books like this one are being published and that, unlike their readers, they can fly around the world.

A Case Study on the Impacts of Social Contexts on a Chinese English as a Foreign Language Learner’s L1 and L2 Identities Development

“…The dichotomy of non-native versus native English speakers stigmatizes those who speak English as an additional language, negatively impacts their confidence in using English and hinders their English language learning (e.g., Shibata, 2021 , cited in Xiao et al, 2021 ). However, we need to be cautious not to invert the power pyramid, where people who were once being dominated at the bottom are discriminating and prejudicing against those who were dominating at the top ( Wu and You, 2018 , cited in Xiao and Zhao, 2021 ).…”

Book review: Crossing borders, writing texts, being evaluated: cultural and disciplinary norms in academic writing by Anne Golden, Lars Anders Kulbrandstad and Lawrence Zhang

“…Zhang’s call for a transformation from the problematic labels of native and non-native English speakers challenges these notions, which may derive from colonial mind-sets and promotes equality among different learner populations. It is important to reduce bias toward junior academic writers who are either EAL speakers or native English speakers ( Xiao and Zhao, 2021b ). We support the creation of a welcoming English-speaking environment where students are motivated to use English academic writing both inside and outside the classroom ( Xiao and Zhao, 2022 ).…”