World Englishes in Academic Writing: Exploring Markers’ Responses

  • Toni DobinsonEmail author
  • Paul Mercieca
  • Sarah Kent
Part of the Multilingual Education book series (MULT, volume 30)


Widening participation in higher education and inclusivity policies have meant more university students with different cultural schemas for writing and varying levels of proficiency in academic English. In particular, international and migrant students may bring with them their own legitimate varieties of English. The authors of this chapter draw on a small project conducted at one Australian university which sought to investigate the use of World Englishes (WEs) in the written work of students who speak English as an Additional Language or Dialect (EAL/D) and the feedback given to these students by lecturers across disciplines. Findings revealed limited occurrences of features that could definitely be linked with WEs, particularly in the area of lexis. Likewise, there were few examples of lecturer feedback on the students’ use of WEs or WEs picked up as errors due to the use of standardised rubrics which did not have this capacity. Discussion points to the need for greater transcultural competence amongst academics in the tertiary sector against a backdrop of increased student numbers and shorter feedback turnaround times. It also suggests the need for students to be able to identify the boundary between dominant discourses in their disciplines and ways to negotiate standard forms to include their own language identities.


Academic writing literacy Feedback on writing Higher education, Language identity World Englishes EAL/D students 


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© Springer Nature Switzerland AG 2019

Authors and Affiliations

  1. 1.School of EducationCurtin UniversityPerthAustralia

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