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In the past few decades, sustained and overwhelming research attention has been given to EAL (English as an Additional Language) scholars' English writing and publishing. While this line of research has shed important light on the scene of global knowledge production and dissemination, it tends to overlook the less Anglicized and more locally bound disciplines located at the academic periphery. This book aimed to fill the gap by examining the academic enculturation experiences of Chinese archaeologists through the lens of their disciplinary writing.
Consisting of a situated genre analysis and a multi-case study, the textographic study disclosed the immense complexity of archaeologists' texts, practices and identities. Important implications were generated for writing researchers and teachers as well as archaeologists and other HSS (the humanities and social sciences) scholars. This book would make a valuable reading for researchers and students of disciplinary/academic writing, second language writing and literacy studies.
List of contents
List of Figures - List of Tables - List of Abbreviations - Acknowledgments - Preface - Introduction - Academic Enculturation Through the Lens of Genre - Aspects of the Enculturation of Academics - A Textographic Research Design - Primary Genres and Disciplinarity of Chinese Archaeology - Writing Research Articles in Chinese Archaeology - Constructing Knowledge Across Public and Academic Spaces - Transforming Knowledge Between Chinese and English - Re-Examining the Academic Enculturation of Chinese Archaeologists - Conclusion - Appendices - Index.
About the author
Meng Ge received her PhD from the Faculty of Education, the University of Hong Kong, and is now working as a senior editor at Foreign Language Teaching and Research Press, Beijing. Her research interests include disciplinary/academic writing, second language writing and literacy education.
