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Do You Speak Science? Dialect and its Role in Research Training.

Jordan Trachtenberg1, Hwa Young Lee1, Cheryl Anderson1

  • 1Cancer Prevention Research Training Program, Department of Epidemiology, The University of Texas MD Anderson Cancer Center, Houston, TX.

UI Journal
|December 23, 2024
PubMed
Summary

Trainees using non-standard English dialects reported more discomfort in research settings than peers. Mentors perceived greater mentoring challenges for these trainees, suggesting language variety impacts academic experiences.

Keywords:
SciCommdialectmentoringpersistenceresearch careersociolectsociolinguistics“scientific communication”

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Area of Science:

  • Sociolinguistics
  • Higher Education Studies
  • Scientific Communication

Background:

  • Communication skills are vital for research career success.
  • The impact of non-standard English varieties (dialects/sociolects) on academic research training is understudied.
  • Existing interventions rarely address language variety as a barrier.

Purpose of the Study:

  • To investigate the influence of non-standard English varieties on scientific communication (SciComm) in academic research.
  • To examine trainee and mentor perceptions regarding language variety in research environments.
  • To determine if language variety is a significant factor in trainee comfort and perceived barriers.

Main Methods:

  • Surveyed 124 mentor/trainee dyads across 4 time points.
  • Analyzed data from 139 English speakers and 16 bilingual trainees reporting a home language variety.
  • Assessed trainee self-reported comfort and mentor-perceived barriers in SciComm.

Main Results:

  • Trainees from non-standard English backgrounds reported greater discomfort in research environments compared to Standard Academic English (SAE) speakers.
  • Mentors perceived higher barriers to mentoring trainees who spoke non-standard varieties, irrespective of trainee ethnicity or class.
  • Discomfort levels reported by non-standard variety speakers exceeded those identifying with minority ethnic groups or first-generation status.

Conclusions:

  • Language variety significantly impacts mentor-mentee interactions and trainee experiences in academic research.
  • Non-standard English varieties may be a more sensitive indicator of trainee discomfort than race-ethnicity or first-generation status.
  • Findings suggest a need for interventions addressing language diversity in scientific training to improve inclusivity and support.