ENGLISH AS THE LANGUAGE OF ACADEMIC WRITING

A Group Paper Submitted to Dr Amos Oyetunde Alabi

Faculty of Religious Education, The Nigerian Baptist
Theological Seminary,
Ogbomoso.

In Partial Fulfilment of the Requirements for the Course,

Language of Academic Writing
GES 513

GROUP 6
AYOOLA-ABOLADE, Damilola Daniel 21/0211
BABALOLA, Alfred Oluwadamilare 21/0212
BABARINDE, Victor Olanrewaju 21/0213
BABATUNDE, Femi 21/0214
EMMANUEL, Theophilus 21/0215
ESUOLA, Olayinka Adegboyega 21/0216
FAGBOLA, Deborah Jummy 21/0217
FAJINMI, Paul Olarinre 21/0218
IROKO, Micheal Idowu 21/0219
JAYEOLA, Paul Olanrinre 21/0220

OCTOBER 2023
Introduction
English has become the dominant language in academic writing, with many scholarly publications,

research papers, and academic discourse. This dominance can be attributed to a combination of

historical, socio-economic, and academic factors, effectively making English the lingua franca of

the global academic community. However, this preeminence of English in academia is not without

its implications and challenges. It perpetuates language bias, potentially favouring those proficient

in English and marginalizing non-English-speaking scholars. Moreover, it can lead to cultural

homogenization, pressuring non-English-speaking scholars to conform to Western academic

norms and potentially stifling diversity in thought and perspectives. While English is accessible to

many, significant barriers persist for scholars from non-English-speaking backgrounds, such as

language proficiency challenges, financial barriers for language courses, and the need for

translation services. Additionally, the ever-evolving nature of language can pose difficulties in

keeping up with rapid linguistic changes and incorporating new terminologies and concepts into

academic discourse. In light of these considerations, scholars, institutions, and publishers must

take action to address these challenges and promote linguistic diversity in academia.

This paper explores the various factors contributing to the dominance of English in academic

writing, examines its advantages and disadvantages, and discusses potential measures to enhance

inclusivity and diversity within the scholarly community.

The Dominance of English as an Academic Language

English has emerged as the dominant language in academic writing, with an overwhelming

majority of scholarly publications, research papers, and academic discourse conducted in this

language. This dominance can be attributed to a combination of historical, socio-economic, and

academic factors, making English the lingua franca of the global academic community.
 1. Historical Factors:

The historical factors that contributed to the dominance of English in academic writing are rooted

in the British Empire's colonial expansion during the 19th and 20th centuries (Cyrstal 2003, 45).

English was imposed as the primary language of instruction and administration in many of the

colonized regions, and as a result, it became deeply ingrained in these societies. These historical

ties created a strong foundation for English's prevalence in academia (Pennycook 1998, 143).

2. Socio-Economic Factors:

English is often considered the global language of business, diplomacy, and technology (Graddol

2006, 44). The global economic influence of English-speaking countries, notably the United States

and the United Kingdom, has contributed to its dominance in academic writing. Scholars from

non-English-speaking regions are incentivized to publish their research in English to reach a

broader international audience and increase their chances of securing research funding and

academic positions (Phillipson 1992, 76).

3. Academic Prestige and Publication Opportunities:

Many prestigious academic journals, conferences, and institutions are in English-speaking

countries. The perception of higher academic quality and recognition associated with publications

in these venues further reinforces the dominance of English. Academics are inclined to submit

their work in English to enhance their reputations and ensure their research reaches the broadest

possible audience (Hyland 2016, 45).

4. Globalization and Accessibility:

English's ubiquity on the internet and in scholarly databases has made academic content more

accessible and discoverable worldwide. As the internet becomes the primary platform for academic

research dissemination, it reinforces the English language's dominant position in academic writing

(Piller, 2016).

There are other reasons responsible for this dominance, which will be listed below;

English has become the dominant language in academic writing for several reasons:

i. Widely Spoken: English is one of the most widely spoken languages in the world, with

many native and non-native speakers. This linguistic diversity means that research and

scholarship in English can reach a broad and diverse audience.

ii. International Collaboration: International collaboration is standard in academic

research in today's interconnected world. English is a neutral language that allows

researchers from different countries to collaborate effectively.

iii. Access to Resources: Many of the world's leading academic journals, conferences, and

academic databases are primarily in English. Researchers who want to publish their

work in reputable outlets or access a wide range of academic resources must be

proficient in English.

iv. Prestigious Institutions: Many of the world's top universities and academic institutions

use English as the medium of instruction and research. Researchers aspiring to study

or work in these institutions need proficiency in English.

v. Standardization: English has a well-established system for academic writing and

citation styles, such as APA, MLA, and Chicago, which are widely used. This

standardization simplifies the process of writing and publishing research papers.

 vi. Scientific and Technological Advancements: English is often the language of choice in

science, technology, and medicine, where the latest research and discoveries are rapidly

disseminated globally. Researchers in these fields publish in English to ensure their

work is recognized and cited.

vii. Economic and Political Factors: English-speaking countries like the United States and

the United Kingdom have historically been economic and political power centres. This

has contributed to the global influence of the English language.

viii. Scholarly Networks: English-speaking scholars have played a significant role in

shaping and disseminating knowledge in various academic disciplines. This influence

has contributed to the prevalence of English in academic writing.

ix. Language of Innovation: English has become the language of innovation and

entrepreneurship in many fields, making it essential for academics to communicate

their research effectively in this language to engage with the latest developments.

The dominance of English in academic writing is a complex interplay of historical, socio-

economic, and academic factors. English's historical roots, global economic influence, the prestige

of English-language academic institutions, and the accessibility of English content on the internet

have collectively established it as the preeminent language for scholarly communication. While

efforts to promote linguistic diversity and inclusivity in academia continue, it is clear that English's

role as the dominant language in academic writing is unlikely to diminish significantly shortly. As

a result, scholars worldwide are compelled to engage with and utilize English to participate fully

in the global academic conversation. While English's dominance in academic writing is significant,

it is essential to acknowledge that academic linguistic diversity is valuable, and efforts are made

to support research in other languages. However, the practical advantages of using English,
including a broader audience and access to resources, have solidified its position as the primary

language for academic writing and publication.

Advantages of Using English in Academic Writing

English's dominance in academic writing can be attributed to several key factors. First,

accessibility is a significant driver, as English is a common language understood by scholars,

researchers, and students globally, facilitating the exchange of ideas and the dissemination of

knowledge (Brumfit, 2001). Furthermore, the prominence of quality journals and conferences

conducted in English provides a powerful incentive for academics to publish their work in this

language, as such venues are often perceived as prestigious and associated with higher impact

factors, ultimately enhancing a researcher's reputation and career prospects.

Another crucial aspect is the role of English in promoting interdisciplinary communication. It is a

unifying medium that allows scholars from diverse backgrounds to engage in meaningful dialogue

and collaborate on research projects without language barriers. Additionally, English offers

researchers a distinct advantage by providing access to a wealth of academic resources, including

databases, research articles, and reference materials, many of which are predominantly available

in English.

Furthermore, the global recognition associated with research conducted in English cannot be

underestimated. The international visibility that English-language publications afford makes it

easier for scholars to establish their academic presence on a global scale, creating opportunities

for broader impact and recognition in their respective fields. In summary, these multi-faceted

advantages contribute to English's prominence in academic writing, making it the preferred

language for scholars seeking to engage with a global audience, foster interdisciplinary

collaborations, and gain international recognition.

Disadvantages of English as an Academic Language

English's dominance in academic writing has its drawbacks, with language bias being a prominent

concern. This dominance can perpetuate bias in favour of scholars proficient in English, potentially

marginalizing those who are not and subsequently leading to the underrepresentation of non-

English-speaking scholars in the global academic community. Additionally, the prevalence of

English can contribute to cultural homogenization, pressuring non-English-speaking scholars to

conform to Western academic norms, which may inhibit the diversity of thought and perspectives

in academic discourse.

Accessibility challenges also come to the forefront, as while English may be accessible to many,

significant barriers persist for scholars from non-English-speaking backgrounds. These barriers

can include language proficiency issues, financial constraints associated with language courses,

and the need for translation services, which can hinder equitable participation in academic

conversations. Lastly, the ever-evolving nature of language poses a challenge, with the dominance

of English potentially impeding the incorporation of new terminologies and concepts into

academic discourse, making it harder to keep up with rapid linguistic changes. These concerns

underscore the need for a more inclusive and diverse approach to academic communication,

addressing the language-related challenges that non-English-speaking scholars may encounter.

Implications and Considerations

The dominance of English in academic writing calls for a thoughtful examination of its

implications and the adoption of measures to promote inclusivity and diversity within the scholarly

community. To this end, scholars, institutions, and publishers should consider the following

factors:
First, it is imperative to provide support for non-English speakers. Academic institutions and

publishing houses can play a pivotal role by offering resources, training, and assistance to scholars

facing language barriers. These initiatives can bridge the language gap and ensure that the valuable

contributions of non-English-speaking scholars are duly recognized and appreciated in the global

academic landscape.

Moreover, promoting multilingualism in academia is essential to fostering linguistic diversity.

Encouraging scholars to engage with their research in multiple languages can significantly enrich

academic discourse, offering a more comprehensive range of perspectives and insights. This, in

turn, enhances the depth and breadth of knowledge within the academic community.

Furthermore, academic journals and conferences can consider offering translation services as part

of their commitment to inclusivity. By providing translation support, they can ensure valuable

research from various linguistic backgrounds becomes accessible to a broader and more diverse

audience. This approach facilitates the dissemination of knowledge, making it more equitable and

inclusive.

Lastly, scholars need to cultivate cultural sensitivity in their academic writing. This involves being

mindful of the readers' and contributors' diverse cultural and linguistic backgrounds. Scholars

should avoid making assumptions and biases based on language or culture, thus creating a more

inclusive and respectful academic environment that values multiple perspectives. Recognizing the

implications of English dominance in academic writing is essential to addressing the existing

disparities in scholarly communication. By offering support to non-English speakers, promoting

multilingualism, providing translation services, and fostering cultural sensitivity, the academic

community can work together to create a more inclusive, diverse, and globally accessible scholarly

environment.
Conclusion

The dominance of English as the primary language in academic writing reflects a complex

interplay of historical, socio-economic, and academic factors, positioning it as the global lingua

franca within the academic community. While historical legacies, economic influence, prestigious

academic institutions, and digital accessibility have cemented English's role, it is also clear that

this dominance has advantages and disadvantages.

On the positive side, English's prevalence fosters accessibility, facilitates interdisciplinary

communication, and grants access to many resources. It enhances the global recognition of

research and establishes a standardized system for academic writing. However, this dominance

perpetuates language bias, potentially leading to underrepresentation and the stifling of diversity

in thought and perspectives. Scholars who do not have English as their native language often face

accessibility challenges and barriers to equitable participation in academic discourse. Recognizing

these implications, scholars, institutions, and publishers should consider a multi-faceted approach.

This approach includes supporting non-English speakers, promoting multilingualism, offering

translation services, and fostering cultural sensitivity. These measures are essential to ensure

inclusivity, diversity, and equitable participation in the global academic landscape. While English's

dominance in academic writing is significant, it is crucial to acknowledge that linguistic diversity

in academia is valuable, and ongoing efforts should be made to support research in other languages,

thereby creating a more inclusive and respectful academic environment that values a multiplicity

of perspectives.
References

Brumfit, C. (2001). Individual Freedom in Language Teaching. Oxford University Press.

Crystal, David. (2003). English as a Global Language. Cambridge University Press.

Graddol, David. (2006). English Next: Why Global English May Mean the End of 'English as a
Foreign Language'. British Council.

Hyland, Ken. (2016). English for Academic Purposes. Routledge.

Pennycook, Alastair. (1998). English and the Discourses of Colonialism. Routledge.

Phillipson, Robert. (1992). Linguistic Imperialism. Oxford University Press.

Piller, Ingrid. (2016). Linguistic Diversity and Social Justice: An Introduction to Applied
Sociolinguistics. Oxford University Press.