Article published In: The dynamics of academic knowledge production: Text histories and text trajectories
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
Published online: 2 June 2022
https://doi.org/10.1075/jerpp.21012.nav
https://doi.org/10.1075/jerpp.21012.nav
Abstract
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.
Resumen
Buscamos discutir algunos presupuestos sobre el uso del inglés como “lengua franca” en contextos
científico-académicos, identificar el impacto de estos presupuestos en las trayectorias de producción y recepción de
conocimientos, y legitimar el uso de múltiples lenguas para el intercambio académico transnacional. Proponemos diez principios: el
uso del inglés como “lengua franca” científico-académica no siempre promueve la inclusión; una supuesta “lengua franca”
científico-académica puede actuar como lengua de dominación; una política de inglés como “lengua franca” puede desalentar las
traducciones y limitar la participación; las políticas que posicionan el inglés como la “lengua franca” científico-académica
contemporánea pueden sugerir que el conocimiento producido en inglés es el único que existe; la imposición del inglés como
presunta “lengua franca” científico-académica es una manifestación de la distribución desigual de la producción y recepción del
conocimiento; las lenguas/variedades funcionan como recursos potentes para la creación de conocimiento; la elección de la lengua
de publicación o presentación es un derecho sociolingüístico; la elección de la lengua de publicación o presentación es un acto
político; los organizadores de congresos deberían tener el derecho de elegir qué lengua(s) fomentar; los organizadores y
participantes en congresos deberían ser creativos y atentos para incluir audiencias lo más diversas posible.
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