thesis language choice

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What Is The Best Language To Write A Thesis In And Why?

Published by Alvin Nicolas at April 9th, 2024 , Revised On April 23, 2024

For many graduate students, the final hurdle of their academic journey involves crafting a comprehensive and impactful thesis. Throughout the research process , countless hours are dedicated to meticulous data collection , insightful analysis, and crafting a compelling narrative.

However, have you ever thought while writing your dissertation if you can only write it in English or if you could write one in your regional language?

While the answer might seem straightforward for some, the reality is far more complex. Let’s explore this issue further.

Advantages & Disadvantages Of Writing Your Thesis In English

It’s undeniable that English reigns supreme in the Academic discourse , and a majority of dissertations and theses are written in the language.

Advantages Of English Language

This dominance can be attributed to several factors:

Widespread Adoption

English is the de facto language of scientific research and scholarly publishing. As a result, most academic literature, conferences, and journals operate primarily in English.

This presents a significant advantage, allowing your work to reach a wider audience and potentially spark international collaborations.

Accessibility & Resources

English is taught in a multitude of countries, making it a readily accessible language for researchers from diverse backgrounds. Additionally, many academic resources, writing guides, and editing services are readily available in English, providing valuable support throughout the writing process.

Neutral Ground

English can act as a neutral ground in fields with diverse language backgrounds within their research communities, mitigating potential biases and ensuring clear communication across different cultural and linguistic entities.

Disadvantages Of Writing Your Thesis In English

However, while English offers undeniable advantages, it’s crucial to acknowledge and address the potential drawbacks:

Exclusion & Inequity

The dominance of English can unintentionally exclude scholars from non-English speaking backgrounds, hindering their ability to contribute to and benefit from the global exchange of knowledge. This raises ethical concerns about potential inequalities within the academic landscape.

Loss Of Cultural Significance

There’s a risk of losing the subtle nuances and cultural significance inherent in translating complex research findings from one language to another.

This necessitates meticulous translation efforts and careful consideration of potential cultural biases impacting the interpretation of research results.

Exploring Alternative Language Options

While English plays a dominant role, it’s important to acknowledge the potential benefits of using alternative languages:

Catering To A Specific Audience

If your research is about a specific region or cultural context, writing in the local language can be immensely beneficial. It allows you to connect with a more targeted audience, fostering deeper engagement and potentially impacting local policies or practices more effectively.

Preserving Cultural & Linguistic Identity

Choosing your native language or the language of your research focus allows you to express your research findings with greater clarity and accuracy, preserving the cultural and linguistic nuances crucial to your work. This can be particularly relevant in fields like anthropology, sociology, or cultural studies.

Disadvantages Of Using Other Languages

However, opting for a language other than English presents its own set of challenges:

Limited Reach & Resources

The available audience for your thesis might be significantly smaller, potentially hindering the impact and dissemination of your research findings. Additionally, finding resources and support for writing and editing your thesis in a less commonly used language can be more challenging.

Translation Requirements

If you wish to share your research with a wider audience, translating your thesis into English might be necessary, adding an additional layer of complexity and potentially introducing translation-related challenges.

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How To Choose?

Ultimately, the decision of which language to write your thesis in requires careful consideration of several factors:

The nature of your research: Does your research have a global or regional focus? Who is your target audience?
Your linguistic proficiency: Are you comfortable and confident writing your thesis in a language other than English?
University regulations and supervisor’s guidance: Consult your university’s specific guidelines and seek guidance from your supervisor regarding any language requirements or limitations.

There’s no single “best” language for writing a thesis. The optimal choice depends on the specific context, your research goals, and your personal circumstances. By understanding the advantages and disadvantages of each option, you can make an informed decision that empowers you to effectively communicate your research findings and contribute meaningfully to your field.

Frequently Asked Questions

Should i write my thesis in english.

Writing your thesis in English can broaden its reach to a global audience, enhancing visibility and impact. However, consider factors like your audience, academic norms, and the relevance of the language to your field. Consult with advisors or academic departments for guidance tailored to your specific circumstances.

Which format is best for a thesis?

The best format for a thesis typically follows the guidelines provided by your academic institution or department. Common formats include the traditional chapter-based structure or a manuscript-style format. Choose a format that best suits your research, field, and the expectations of your advisors and examiners.

What is thesis language?

The thesis language refers to the primary language in which the thesis is written. It’s typically determined by factors such as the academic discipline, the requirements of the academic institution, the audience, and the intended reach of the research findings.

What is the best way to write a thesis?

The best way to write a thesis is to start with thorough research and planning, establish a clear structure, and adhere to a consistent writing schedule. Seek feedback from advisors and peers, revise iteratively, and ensure all claims are well-supported by evidence.

What is the best language to write a thesis in and why?

The best language to use to write a thesis depends on factors such as the intended audience, academic norms, and the global relevance of the research topic. English is often chosen for its widespread usage in academia, facilitating broader dissemination and accessibility of research findings to an international audience.

SIL International Publications

Understanding language choices: a guide to sociolinguistic assessment.

View ePub edition here.

Understanding Language Choices is an introductory textbook for anyone studying the motivations behind language use choices. It provides an introduction into the numerous factors, both internal and external, influencing such choices in a speech community: language attitudes, language learning, identity, the mobility of the community, and much more. The book also provides a foundation for the study of linguistic variation within a speech community, as well as an introduction to methods of data collection when studying the outcomes of language use choices. An important aspect of this book is its emphasis on a participatory approach to language choice research that empowers the speech community. The final chapter discusses lifestyle concerns that researchers may encounter when conducting field studies in developing nations.

Written with the beginner in mind, this textbook includes numerous examples and case studies from around the world to illustrate the realities of sociolinguistic field research. A companion website keeps users of the book up to date with descriptions of the most current research methodologies.

About the Authors

Ken Decker received his M.A. in Linguistics from the University of Texas at Arlington in 1992. He brings to this book over 25 years’ experience in field research in the sociology of language and language development. He has conducted sociolinguistic surveys in more than 35 languages in Asia and the Americas and served as consultant on surveys in Africa, Australia, Europe, and the Pacific. Ken is particularly interested in the role of language research in strategic language development.

John Grummitt received his M.A. in Applied Linguistics from the University of Leicester in 2002, drawing on his decade’s experience as an academic writing tutor and trainer of teachers in ESL programs in Japan and South Korea. His more recent survey work in Papua New Guinea has given him a perspective supplementary to Decker’s on sociolinguistic fieldwork and language development.

Case Studies Preface

Introduction Some Distinctions Assessment’s Contribution to Language Development Book Organization Further Reading

Restricted Language Choice Introduction Social Factors at the Restricted Level Typical Research Questions at the Restricted Level Typical Restricted-Level Research Tools Further Reading

Negotiated Language Choice Introduction Social Factors and Language at the Negotiated Level Typical Research Questions at the Negotiated Level Typical Negotiated Level Research Tools Further Reading

Free Language Choice Introduction Social Factors and Language at the Free Level Typical Research Questions at the Free Level Typical Free Level Research Tools Further Reading

Assessment Research Ethical Considerations Elements of Research Methodology The Secondary Research Stage The Primary Research Stage Participatory Process Academic Writing Technical Notes Further Reading

Making it Happen Human Resources Other Resources Stress Factors Further Reading

Glossary Index

Language attitudes and language choice in the formal communications of social movements

Thesis for: MA in Theoretical and Applied Linguistics
Advisor: Montserrat González Condom

European Commission

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Think of yourself as a member of a jury, listening to a lawyer who is presenting an opening argument. You'll want to know very soon whether the lawyer believes the accused to be guilty or not guilty, and how the lawyer plans to convince you. Readers of academic essays are like jury members: before they have read too far, they want to know what the essay argues as well as how the writer plans to make the argument. After reading your thesis statement, the reader should think, "This essay is going to try to convince me of something. I'm not convinced yet, but I'm interested to see how I might be."

An effective thesis cannot be answered with a simple "yes" or "no." A thesis is not a topic; nor is it a fact; nor is it an opinion. "Reasons for the fall of communism" is a topic. "Communism collapsed in Eastern Europe" is a fact known by educated people. "The fall of communism is the best thing that ever happened in Europe" is an opinion. (Superlatives like "the best" almost always lead to trouble. It's impossible to weigh every "thing" that ever happened in Europe. And what about the fall of Hitler? Couldn't that be "the best thing"?)

A good thesis has two parts. It should tell what you plan to argue, and it should "telegraph" how you plan to argue—that is, what particular support for your claim is going where in your essay.

Steps in Constructing a Thesis

First, analyze your primary sources. Look for tension, interest, ambiguity, controversy, and/or complication. Does the author contradict himself or herself? Is a point made and later reversed? What are the deeper implications of the author's argument? Figuring out the why to one or more of these questions, or to related questions, will put you on the path to developing a working thesis. (Without the why, you probably have only come up with an observation—that there are, for instance, many different metaphors in such-and-such a poem—which is not a thesis.)

Once you have a working thesis, write it down. There is nothing as frustrating as hitting on a great idea for a thesis, then forgetting it when you lose concentration. And by writing down your thesis you will be forced to think of it clearly, logically, and concisely. You probably will not be able to write out a final-draft version of your thesis the first time you try, but you'll get yourself on the right track by writing down what you have.

Keep your thesis prominent in your introduction. A good, standard place for your thesis statement is at the end of an introductory paragraph, especially in shorter (5-15 page) essays. Readers are used to finding theses there, so they automatically pay more attention when they read the last sentence of your introduction. Although this is not required in all academic essays, it is a good rule of thumb.

Anticipate the counterarguments. Once you have a working thesis, you should think about what might be said against it. This will help you to refine your thesis, and it will also make you think of the arguments that you'll need to refute later on in your essay. (Every argument has a counterargument. If yours doesn't, then it's not an argument—it may be a fact, or an opinion, but it is not an argument.)

This statement is on its way to being a thesis. However, it is too easy to imagine possible counterarguments. For example, a political observer might believe that Dukakis lost because he suffered from a "soft-on-crime" image. If you complicate your thesis by anticipating the counterargument, you'll strengthen your argument, as shown in the sentence below.

Some Caveats and Some Examples

A thesis is never a question. Readers of academic essays expect to have questions discussed, explored, or even answered. A question ("Why did communism collapse in Eastern Europe?") is not an argument, and without an argument, a thesis is dead in the water.

A thesis is never a list. "For political, economic, social and cultural reasons, communism collapsed in Eastern Europe" does a good job of "telegraphing" the reader what to expect in the essay—a section about political reasons, a section about economic reasons, a section about social reasons, and a section about cultural reasons. However, political, economic, social and cultural reasons are pretty much the only possible reasons why communism could collapse. This sentence lacks tension and doesn't advance an argument. Everyone knows that politics, economics, and culture are important.

A thesis should never be vague, combative or confrontational. An ineffective thesis would be, "Communism collapsed in Eastern Europe because communism is evil." This is hard to argue (evil from whose perspective? what does evil mean?) and it is likely to mark you as moralistic and judgmental rather than rational and thorough. It also may spark a defensive reaction from readers sympathetic to communism. If readers strongly disagree with you right off the bat, they may stop reading.

An effective thesis has a definable, arguable claim. "While cultural forces contributed to the collapse of communism in Eastern Europe, the disintegration of economies played the key role in driving its decline" is an effective thesis sentence that "telegraphs," so that the reader expects the essay to have a section about cultural forces and another about the disintegration of economies. This thesis makes a definite, arguable claim: that the disintegration of economies played a more important role than cultural forces in defeating communism in Eastern Europe. The reader would react to this statement by thinking, "Perhaps what the author says is true, but I am not convinced. I want to read further to see how the author argues this claim."

A thesis should be as clear and specific as possible. Avoid overused, general terms and abstractions. For example, "Communism collapsed in Eastern Europe because of the ruling elite's inability to address the economic concerns of the people" is more powerful than "Communism collapsed due to societal discontent."

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S1 THESIS PROPOSAL THE ANALYSIS OF LANGUAGE CHOICE USED BY THE MAIN CHARACTER IN

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