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.
To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below: