ABSTRACT

The overall goal of this special issue is to understand how bi-/multilingual STEM scholars navigate and deploy spatial repertoires for professional communication. The articles present contextualized, empirical cases from various genre contexts: instructional practices, scholarly writing, language proficiency tests, and research group meetings. While all the articles adopt a spatial orientation to understanding STEM communication, the authors draw from diverse theoretical concepts that include chronotope, new materialism, and stance analysis for their data analysis. The analyses to understand these genre-specific contexts broadly combine two approaches: (1) analysis of actual communicative practices; and (2) meta-discursive comments by the professionals on their practices. In analyzing the disciplinary practices, language ideologies, and textual products, the authors use the methodological tools of interaction analysis, document analysis, observation, and interviews. Several articles combine more than one methodological tool in order to capture various aspects of disciplinary communication in the given genre context. The six articles included in this issue were first presented as a colloquium at the annual conferences of the American Association for Applied Linguistics in 2019 in Atlanta, Georgia.

摘要

本期特刊的总体目标是了解双语/多语 STEM 学者如何驾驭和部署专业交流的空间技能。这些文章呈现了来自不同流派背景的情境化实证案例：教学实践、学术写作、语言能力测试和研究小组会议。虽然所有文章都采用空间方向来理解 STEM 交流，但作者在数据分析中借鉴了不同的理论概念，包括时空、新唯物主义和立场分析。理解这些特定流派背景的分析大致结合了两种方法：（1）对实际交际实践的分析；(2) 专业人士对其实践的元话语评论。在分析纪律实践、语言意识形态时，和文本产品，作者使用交互分析、文档分析、观察和访谈等方法工具。有几篇文章结合了不止一种方法论工具，以便捕捉给定流派背景下学科传播的各个方面。本期收录的六篇文章首次在 2019 年佐治亚州亚特兰大举行的美国应用语言学协会年会上以座谈会形式发表。