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Academic Integrity, Plagiarism, and ELLs

by Susan Strauss & Youb Kim - November 22, 2011

Our commentary focuses on the issue of academic integrity and plagiarism for English language learners in U.S. universities. Sensitized by our own experiences of having recently participated in a hearing on plagiarism in a second language learning (L2) context at a local college, we examined existing definitions on academic integrity and plagiarism in U.S. universities. Our thinking is guided by language scholars who argued that the prevalent views of scholarship in U.S. universities and higher institutions in other western societies are inherently ethnocentric. While universities throughout the country are enthusiastically recruiting students from around the world, as part of the nationwide trend toward globalization, we believe U.S. universities need to develop an academic culture that encourages critical examination of our own beliefs and perspectives about what we need to do to help international students in U.S. universities understand authorship, ownership, and scholarship. Otherwise, our attempts at globalization will suffer. We hope our commentary contributes to the building of a culture of critical examination of the heretofore taken-for-granted beliefs and perspectives on teaching, especially in contexts of L2 teaching and learning.

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Cite This Article as: Teachers College Record, Date Published: November 22, 2011
https://www.tcrecord.org ID Number: 16611, Date Accessed: 8/15/2020 1:21:25 PM

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About the Author
  • Susan Strauss
    Pennsylvania State University
    E-mail Author
    SUSAN STRAUSS is an associate professor of applied linguistics and Asian studies at the Pennsylvania State University. She teaches courses in intercultural communication, L2 writing, discourse analysis, and discourse functional grammar, and has published widely on these topics.
  • Youb Kim
    Pennsylvania State University
    E-mail Author
    YOUB KIM is an assistant professor in the Department of Curriculum and Instruction at the College of Education at the Pennsylvania State University. Her research and teaching focus on English as a Second Language (ESL) learning, literacy, instruction, and assessment.
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