Today, it seems almost inevitable that the lingua franca of an international peer reviewed academic journal is English. While earlier generations of English intellectuals taught themselves Italian in order to read Dante in the original (to paraphrase Reyner Banham, who himself learned to drive in order to read Los Angeles), today’s non-native English speakers must not only read, but also write in English in order to be part of the self-asserted “international” academic community. Native English speakers may find it difficult to imagine the greater efforts and time investment required to express oneself in a language that is not one’s mother tongue. Articles from non-native English speakers for example, need significant extra editorial support to meet the publication standard.

At the same time, many of these authors have access to unique sources and materials that are only available for those who can read and contextualize them. By default articles on topics that require knowledge of other languages than English, question dominant theories, methods, discourses, and historiographies by demonstrating an infinitely more complex (geographical) architectural realm. They offer alternative readings of long-existing theories and concepts such as (post)colonialism, feminism, transnationalism, heritage, and environmentalism. Despite the arguable and disciplining norms of international (read Anglo-American) academic publishing, one could state that the use of English as lingua franca, proves to be crucial to overcome geographical and cultural boundaries. It is only by using one common language, that an academic community can be truly critical and self-reflective.

But one could also state that language is not a neutral tool. It comes with vocabulary constraints, culturally-loaded words, preconceived mind-sets and normative ways of expressing arguments and ideas that in turn unilaterally fashion how (selected) things are looked at and what conclusions are derived from their observation. The dominance of academic English is moreover a segregating device leading to over-representation of certain issues and narratives and complete omission of others. These biases are rarely reflected upon. Accepting linguistic diversity and promoting multilinguism should help academia to be more inclusive – in other words, enriched.

This round table invites contributions that reflect on the pros and cons of English as the modern academic lingua franca, and is especially interested in personal experiences, statements and cases that illustrate in a concrete way one’s position in the debate.

Petra Brouwer, University of Amsterdam
Mercedes Volait, CNRS

Contact : Petra Brouwer, Email : [email protected]