In this paper, I argue for expanding language socialization research on the academic discourse socialization of speakers of English as an additional language to less-commonly researched settings outside of English-dominant countries. Following an overview of some theoretical and methodological issues involved in conducting such research, I lay out a research agenda, focusing on several topics and issues that have the potential to illuminate issues of interest in both language socialization and second language acquisition regarding how competence and community are defined in a globalized, multilingual world. These include: (a) closer investigation of presumed ‘cultural differences’ between ‘Western’ and ‘Asian’ academic discourse practices, (b) the effect of social categories such as ethnicity and ‘nonnative speaker’ status on the construction of ‘expert’ and ‘novice’ identities in these settings, (c) the role of socializing agents outside of the classroom, and (d) the extent to which students in these settings are being socialized into practices and ideologies that promote multicompetence.

在这篇论文中，我主张将关于以英语为母语的人的学术话语社会化的语言社会化研究扩展到英语主导国家以外不太常见的研究环境。在概述了进行此类研究所涉及的一些理论和方法问题之后，我制定了一个研究议程，重点关注几个主题和问题，这些主题和问题有可能阐明语言社会化和第二语言习得中关于能力和社区如何影响的兴趣问题。是在全球化、多语言的世界中定义的。其中包括：(a) 更深入地研究“西方”和“亚洲”学术话语实践之间假定的“文化差异”，(b) 种族和“非母语者”身份等社会类别对“专家”建构的影响和这些环境中的“新手”身份，（c）课堂外社交代理的作用，以及（d）这些环境中的学生在多大程度上被社会化为促进多能力的实践和意识形态。