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Personal Media and Everyday Life. Language Policy in Schools. David Corson. London: Routledge , pp. He is also concerned about supervisors who appear inarticulate about, and thus unable to adequately induct their students into, disciplinary discourse practices, especially in the light of the acknowledged need of doctoral students to publish before completion of their degree. The pedagogy he outlines, aimed at addressing these problems, includes two required year-long PhD seminars in a North American institutional context that focus on writing and the process of becoming an academic writer.
The emphasis here is on student agency: being able to choose what is manageable for themselves as they move effectively towards an ultimate goal of international refereed publication.
This approach is likely to resonate strongly with many JEAP readers. This brokering role needs to be more widely understood and acted upon, in my view. I found both these chapters enlightening, especially because they present accounts of teaching practice that have been well designed to relate what happens to why, and to what can be and is learned, reported through participant voices.
It demonstrates that mentored editing of a journal issue can be highly effective as a pedagogical process but at the same time does not shy away from the intense interpersonal issues that can be associated with such a real-world learning context. The book as a whole has a strong emphasis on disciplinary areas in the social sciences and humanities, although this is not made explicit in the promotional materials. Nevertheless, there is a great deal to interest and inform EAP practitioners across the board, and the book provides a valuable and research-based resource for those interested in promoting more systematic approaches to support research students and early-career researchers from all language backgrounds in their quest to publish internationally.
References Cargill, M. Oxford UK: Wiley-Blackwell. Casanave, C. Lillis, T.