Embracing linguistic diversity and equity in global academic publishing

Language is not neutral. It shapes and is shaped by the contexts in which it is used, particularly in academia, and it is a tool for both colonisation and resistance. In 1492, celebrated Spanish humanist Antonio de Nebrija formally addressed Queen Isabella I of Castile, defending his book Grammar of the Castilian Language, arguing that language has always been the companion of empire, for it is the means by which laws are imposed on conquered peoples. French Afro-Caribbean psychiatrist and philosopher Frantz Fanon, nearly five centuries later, noted that the use of the coloniser’s language is not simply a form of identification with the coloniser, it is also the “voice of the combatants”, a tool of liberation that serves to spread messages of resistance. 

Today, the dominance of English as the global academic lingua franca mirrors this historic power dynamic. As English continues to dominate international academic discourse, as seen in our main journals and best-known academic publishing companies, it marginalises other languages and the diverse perspectives they carry. In this context, we must ask ourselves: what are the implications for research being increasingly confined to the English language? And how can we ensure that other languages contribute meaningfully to global academic conversations?

Equity in academia: beyond linguistic dominance

The global academic community has long accepted English as the default language for research dissemination. This acceptance, however, comes with significant implications. Researchers whose first language is not English face considerable challenges – they must master a language that may feel foreign and disconnected from their cultural and intellectual roots. This process often starts at the doctoral level, where scholars must leave behind their native linguistic and cultural frameworks in favour of English to be considered part of the “international” research community.

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This linguistic shift is more than a simple translation of words; it involves adopting an entirely different academic identity. For many, this means distancing themselves from the cultural influences that shaped their intellectual development. The result is often an imperfect assimilation into the English-speaking academic world, where researchers struggle to contribute original ideas that are deeply rooted in their own cultural contexts.

The impact of this linguistic hegemony is particularly evident in qualitative and critical research fields, where the nuances of language play a crucial role and the ability to articulate complex, culturally embedded ideas in English can be a daunting task. The pressure to conform to English-language norms can lead to a focus on “getting the English right” rather than making meaningful contributions to the field. 

Justice in language: language as a power structure

In academia, English operates as a gatekeeper, determining who can access and contribute to the most prestigious platforms of knowledge production.

The power of English is often invisible, naturalised within the academic system. Researchers who cannot fully command the English language are at a disadvantage, not just in terms of linguistic competence but also in their ability to shape and influence academic discourse. The consequence is a form of linguistic violence where non-native English speakers must suppress their cultural identities and abandon the priorities of their regions to participate in the global academic conversation.

This issue extends beyond individual struggles; it reflects broader social and historical power dynamics. The dominance of English in academia marginalises local knowledge systems and reduces the diversity of perspectives that are essential for a truly global exchange of ideas. Although everyone will agree that linguistic competence is a technical skill, it is more than that: language transforms itself into a form of social capital that privileges specific cultural identities and regional priorities within the academic field.

Opportunities: creating space for linguistic diversity

The goal is not to replace and condemn English. After all, it has been used by people around the world to communicate their research and perspectives; it has also served to support critical thinking and free speech in many countries that would not welcome dissent in local academic environments governed by bureaucratic and autocratic logics. It can be, as Fanon put it, used by combatants. The aim, rather, is to push back against the hegemony of English. 

To do so, we must actively create spaces where other languages can thrive in academic discussion. This is not just about translating works from one language to another but about valuing the different ways in which knowledge is produced and communicated across cultures.

For example, swimming against the tide, the journal Critical Perspectives on Accounting has modified its editorial policy to admit papers that are originally written in English, French or Spanish. These are reviewed in their original language and then published in both English and, eventually, in French or Spanish.

Embracing linguistic diversity is about equity and justice. And embracing the richness that other languages bring to our understanding of complex global issues. This requires a collective effort from researchers, institutions and academic journals to recognise and value the contributions that language can bring to the global academic community. By doing so, we can begin to dismantle the linguistic barriers that have long limited our understanding of the world and pave the way for a more inclusive and equitable academic landscape. 

This article is based on an editorial, “Language was always a companion of the empire”, published in English and Spanish in Critical Perspectives on Accounting.  

Javier Husillos is an associate professor in departamento de gestión de empresas (department of business management) at the Universidad Pública de Navarra (UPNA) in Pamplona, Spain. Carlos Larrinaga is a professor of accounting in the departamento de economía y administración de empresas (department of economics and business administration) at the Universidad de Burgos, Spain. Daniel Martinez is an associate professor in the department of accounting and management control at HEC Paris, France.

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