Les contribucions que recull aquest volum descriuen, des de perspectives multidisciplinars, la utilització de l'anglès com a fenomen global/local en contextos acadèmics. En particular, el volum pren com a referent l'ús de l'idioma en un petit 'microcosmos' universitari i interpreta des de diferents punts de vista teòrics la construcció d'identitats socials i la negociació de significats entre els membres d'aquesta comunitat acadèmica.
                                                    
                                                        - Cover
 - Title page
 - Contents
 - Preface. John M. Swales
 - Editor's introduction. Carmen Pérez-Llantada and Gibson R. Ferguson
 - Part I. The Social Dimension of a Linguistic Microcosm
- 1. The complex dyamics of faculty-student relations in dialogic academic speech events: the research group meeting. Claus-Peter Neumann
 - 2. The gender of power relations in academic speech: a cross-disciplinary approach. Mª Teresa Escudero Alías
 - 3. Signaling speaker’s intentions: towards a phraseology of textual metadiscourse in academic lecturing. Carmen Pérez-Llantada Auría		 	
 
 - Part II. The Scope of Pragmatics Within a Linguistic Microcosm
- 4. Academic literacy vs academic talk: signaling nouns as devices of intratranslation. Rosa Lorés Sanz	
 - 5. Developing the message: retake phenomena in scientific lectures. Silvia Murillo Ornat
 - 6. A corpus-based approach to nominalization in academic lectures. Ignacio Vázquez Orta
 - 7. The use of ideational grammatical metaphor in academic spoken English. Ignacio Guillén Galve
 
 - Part III. Pedagogical Insights of a "GloCalization" Phenomenon
- 8. Vagueness and imprecise numbers in the hard disciplines of the Michigan Corpus of Academic Spoken English. Ramón Plo Alastrué
 - 9. «I think I know what you are saying». Epistemic lexical verbs as stance markers in American academic speech. María Rosario Artiga León	
 - 10. «What we mean is actually how we mean". A contribution to the analysis of sociopragmatic aspects of MICASE discussion sections. Irene Aixalá Gil
 - 11. How to arrange MICASE-based pedagogical materials for the teaching/learning of EAP vocabulary. Luz Gabás Ariño
 
 - Acknowledgements