Article published In:
The dynamics of academic knowledge production: Text histories and text trajectoriesEdited by Theresa Lillis and Mary Jane Curry
[Journal of English for Research Publication Purposes 3:1] 2022
► pp. 143–153
Edited by Theresa Lillis and Mary Jane Curry
[Journal of English for Research Publication Purposes 3:1] 2022
► pp. 143–153
Perspectives
Rethinking English as a lingua franca in scientific-academic contexts
A position statement
We aim to challenge assumptions made about the use of English as a “lingua franca” in scientific-academic
contexts, identify the impact of such assumptions on trajectories of knowledge production and uptake, and legitimize the use of
multiple languages for transnational scholarly exchange. We set out ten principles: Using English as a scientific-academic “lingua
franca” does not always promote inclusion; A language positioned as a scientific-academic “lingua franca” can act as a language of
domination; Positioning English as the “lingua franca” policy may discourage translations and exclude participation; Policies
which position English as being the contemporary scientific-academic “lingua franca” may convey the idea that knowledge produced
in English is the only knowledge that exists; The imposition of English as a presumed scientific-academic “lingua franca” is a
manifestation of the unequal distribution of knowledge production and uptake; Languages/varieties function as powerful resources
for knowledge making; Choosing a language for publishing or presenting is a sociolinguistic right; Choosing a language to publish
or present in is a political act; Convention organizers should have the right to promote the language(s) of their choice;
Convention organizers and scholars should be as creative and sensitive to including as diverse an audience as possible.
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