Non-native english speakers

English, as the predominant language in academia, plays a pivotal role in research, paper
publication, and conference communication. However, the dominance of English poses distinct
challenges for non-native English speakers within the global academic community. While it is
essential to acknowledge the significant contributions made by researchers from diverse
linguistic backgrounds, it is crucial to critically examine the proposition that the current
challenges faced by non-native English speakers demand urgent intervention. This essay
explores the multifaceted nature of these challenges and questions the proposed solutions to
address them.

Challenges Faced by Non-Native English Speakers:

The study conducted by Tatsuya Amano et al. (2023) sheds light on the difficulties encountered
by non-native English speakers, emphasizing feelings of exclusion, lower conference invitations,
and reduced chances of publication in top journals. The study also identifies discrimination in
the workplace as a prevalent issue. However, it is essential to scrutinize the methodology and
potential biases in the survey sample, as it primarily focuses on Early Career Researchers from
Environmental Sciences, potentially limiting its generalizability to other academic disciplines.

Furthermore, the additional time spent by non-native English speakers in reading and writing
English-language papers, as highlighted in the study, may be a consequence of varying
language proficiency levels rather than an inherent bias against non-native speakers. The
differences in rejection rates could be influenced by factors beyond language proficiency, such
as the quality of research, methodology, or alignment with journal scope.

The Limitations of Proposed Solutions:

The proposed solutions, including language training, mentoring, and networking opportunities
for non-native English speakers, appear to address the symptoms rather than the root causes of
the issue. While these initiatives may provide short-term relief, they may not fundamentally alter
the systemic biases inherent in the current academic environment.

Additionally, suggesting changes to the peer review process without addressing the broader
issues of English-language dominance in academia may be insufficient. Reviewers' training to
be more sensitive to the challenges faced by non-native speakers may inadvertently lead to
lowered standards and compromise the rigorous evaluation of research.

The Role of English-Only Journals:

Belcher's article on "Seeking acceptance in an English-only research world" draws attention to

the concentration of gatekeeping power in English-only journals. While it is important to diversify
voices in the global research conversation, this should not be at the expense of compromising
the quality and standards upheld by reputable journals. The focus should be on encouraging
multilingual submissions rather than diluting the rigorous selection process.

The Complexity of Peer Review:

The essay cites Yun-Oh Whang's observation on the struggles of non-native English-speaking
reviewers in providing clear and constructive comments. However, it fails to recognize that
reviewers, regardless of language background, may encounter challenges in maintaining a
delicate balance in their critiques. The need for more support and resources in this context is a
universal concern rather than an issue exclusive to non-native English speakers.

While the challenges faced by non-native English speakers in academia are undeniable, the
proposed solutions may need reconsideration. A comprehensive approach should involve
addressing the systemic biases in the academic environment, rather than focusing solely on the
symptoms. By fostering a more inclusive culture and promoting multilingualism, academia can
genuinely embrace diversity without compromising the quality of research and scholarly
communication.

References
Amano T, Ramírez-Castañeda V, Berdejo-Espinola V, Borokini I, Chowdhury S, Golivets M, et
al. (2023) The manifold costs of being a non-native English speaker in science. PLoS Biol 21(7):
e3002184. https://doi.org/10.1371/journal.pbio.3002184

Diane D. Belcher. Seeking acceptance in an English-only research world. Journal of Second

Language Writing, Volume 16, Issue 1. 2007. Pages 1-22,
https://doi.org/10.1016/j.jslw.2006.1001

Whang, Y. Reviewing a journal article with clarity and politeness: key language tips for non-
native English-speaking reviewers. Science editing. 2020. https://doi.org/10.6087/kcse.220

Peters, B., Anderson, M. Supporting Nonnative English Speakers at the University: A Survey of
Faculty and Staff. Journal of International Students Volume 11, Issue 1 (2021), pp. 103-121
ISSN: 2162-3104 (Print), 2166-3750 (Online) doi: 10.32674/jis.v11i1.1200

Balida, D., Alegre, R., Lopez, M., Balida, G. Perspectives on Covid19 Safety Protocols among
Non-Native English Speaking Teachers and Students. Sciedu Press. Volume 12, Issue 1
(2022). ISSN 1925-0703(Print) ISSN 1925-0711(Online).
https://doi.org/10.5430/wjel.v12n1p419