This article outlines findings from a case study investigating attitudes toward English as the dominant language of scientific research writing. Survey and interview data were collected from 55 Latin American health and life scientists and 7 North American scientific journal editors connected to an intensive scholarly writing for publication course. Study findings point to competing perceptions (scientists vs. editors) of fairness in the adjudication of Latin American scientists’ research at international scientific journals. Adopting a critical, plurilingual lens, I argue that these findings demand a space for more equity-driven pedagogies, policies, and reflective practices aimed at supporting the robust participation of plurilingual scientists who use English as an additional language (EAL). In particular, if equity is indeed a shared goal, there is a clear need for commitment to ongoing critical self-reflection on the part of scientific journal gatekeepers and research writing support specialists.

中文翻译：

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解决“偏见差距”：以研究为驱动力的论点，为多元科学家的研究论文提供了关键支持

本文概述了一个案例研究的结果，该案例研究了人们对英语作为科研写作的主要语言的态度。调查和访谈数据来自55位拉丁美洲健康和生命科学家以及7位北美科学期刊编辑，这些作者与密集的学术著作有关的出版课程。研究结果表明，在国际科学杂志上对拉丁美洲科学家的研究进行裁决时，人们对公平的看法相互矛盾（科学家与编辑）。我采用批判性的多语言视角，认为这些发现要求有更多的平等驱动的教学法，政策和反思性实践的空间，以支持使用英语作为另一种语言（EAL）的多语言科学家的大力参与。特别是，如果公平确实是一个共同目标，