{"id":4258,"date":"2023-07-21T05:15:52","date_gmt":"2023-07-21T05:15:52","guid":{"rendered":"https:\/\/www.editage.com\/insights\/the-challenges-of-being-a-non-native-english-speaker-in-academia\/"},"modified":"2026-04-04T17:19:58","modified_gmt":"2026-04-04T11:49:58","slug":"the-challenges-of-being-a-non-native-english-speaker-in-academia","status":"publish","type":"post","link":"https:\/\/www.editage.com\/insights\/the-challenges-of-being-a-non-native-english-speaker-in-academia","title":{"rendered":"Why non-native English speakers Struggle in Academia &#8211; And How to Fix it"},"content":{"rendered":"<p><a href=\"#eng-1\">Why non-native English speakers struggle in academia<\/a><\/p>\n<p><a href=\"#eng-2\">Are non-native English speakers at a disadvantage?<\/a><\/p>\n<p><a href=\"#eng-3\">Why publishing in mainstream English-only journals is difficult<\/a><\/p>\n<p><a href=\"#eng-4\">Why it is challenging to be a non-native English speaker in academia<\/a><\/p>\n<p><a href=\"#eng-5\">How non-native English speakers can overcome challenges in academia<\/a><\/p>\n<h2 id=\"eng-1\" style=\"padding-top: 80px; margin-top: -80px;\">Why non-native English speakers struggle in academia<\/h2>\n<p style=\"margin: 0cm 0cm 8pt;\"><span style=\"font-size: 11pt;\"><span style=\"line-height: 150%;\"><span style=\"font-family: Calibri,sans-serif;\">English, as the lingua franca of academia, is the primary language for conducting research, publishing papers, and holding conferences. This dominance presents unique challenges for non-native English speakers who are part of the global academic community. Researchers from diverse linguistic backgrounds contribute significantly to the wealth of knowledge in various fields, yet they often face hurdles in publishing and communicating their research due to language barriers. These challenges have been explored in various studies, including the paper &#8220;The manifold costs of being a non-native English speaker in science<sup>[1]<\/sup>&#8221; published in PLOS Biology. This paper, among others, underscores the need for academia to address these challenges and foster a more inclusive environment for non-native English speakers. <\/span><\/span><\/span><\/p>\n<p style=\"margin: 0cm 0cm 8pt;\"><span style=\"font-size: 11pt;\"><span style=\"line-height: 150%;\"><span style=\"font-family: Calibri,sans-serif;\">The paper by Tatsuya Amano et al. (2023) surveyed approximately 900 scientists \u2013 mostly Early Career Researchers (ECRs) from Environmental Sciences &#8211; from around the world and found that non-native English speakers were <\/span><\/span><\/span><\/p>\n<ul>\n<li><span style=\"font-size: 11pt;\"><span style=\"line-height: 150%;\"><span style=\"font-family: Calibri,sans-serif;\">more likely to report feeling excluded from the scientific community, <\/span><\/span><\/span><\/li>\n<li><span style=\"font-size: 11pt;\"><span style=\"line-height: 150%;\"><span style=\"font-family: Calibri,sans-serif;\">less likely to be invited to speak at conferences, and <\/span><\/span><\/span><\/li>\n<li><span style=\"font-size: 11pt;\"><span style=\"line-height: 150%;\"><span style=\"font-family: Calibri,sans-serif;\">less likely to have their papers published in top journals.<\/span><\/span><\/span><\/li>\n<\/ul>\n<p><span style=\"font-size: 11pt;\"><span style=\"line-height: 150%;\"><span style=\"font-family: Calibri,sans-serif;\">The study also found that non-native English speakers were more likely to experience discrimination in the workplace.<\/span><\/span><\/span><\/p>\n<h2 id=\"eng-2\" style=\"padding-top: 80px; margin-top: -80px;\">Are non-native English speakers at a disadvantage?<\/h2>\n<p style=\"margin: 0cm 0cm 8pt;\"><span style=\"font-size: 11pt;\"><span style=\"line-height: 150%;\"><span style=\"font-family: Calibri,sans-serif;\">The study reveals significant disadvantages for non-native English speakers in conducting scientific activities. Non-native English speakers, particularly those from moderate and low English proficiency countries, require more time to read and write English-language papers.<\/span><\/span><\/span><\/p>\n<ul>\n<li><span style=\"font-size: 11pt;\"><span style=\"line-height: 150%;\"><span style=\"font-family: Calibri,sans-serif;\">The median amount of extra time that non-native English speakers spend reading English-language papers is 46.6% for researchers from countries with moderate English proficiency, and 90.8% for researchers from countries with low English proficiency.<\/span><\/span><\/span><\/li>\n<li><span style=\"font-size: 11pt;\"><span style=\"line-height: 150%;\"><span style=\"font-family: Calibri,sans-serif;\">The median amount of extra time that non-native English speakers spend writing a paper in English is 50.6% for researchers from countries with moderate English proficiency, and 29.8% for researchers from countries with low English proficiency.<\/span><\/span><\/span><\/li>\n<li><span style=\"font-size: 11pt;\"><span style=\"line-height: 150%;\"><span style=\"font-family: Calibri,sans-serif;\">Non-native English-speaking PhD students spend up to 19.1 additional working days per year understanding English-language papers. They also face higher rejection rates for their papers and often need to invest extra time in preparing for presentations and disseminating their work. These challenges persist throughout their research careers.<\/span><\/span><\/span><\/li>\n<\/ul>\n<p style=\"margin: 0cm 0cm 8pt;\"><span style=\"font-size: 11pt;\"><span style=\"line-height: 150%;\"><span style=\"font-family: Calibri,sans-serif;\">But, this is not the first study to focus on the struggles faced by non-native English researchers. James Hartley \u00a0&amp; Vera Sheridan have <a style=\"color: #0563c1; text-decoration: underline;\" href=\"https:\/\/ease.org.uk\/sites\/default\/files\/english_as_a_2nd_language_version_2.pdf\" target=\"_blank\" rel=\"noopener\"><b>a lovely bibliography<\/b><\/a> of just books and papers, on \u201con the experiences of writing academic English written by authors from different countries\u201d.<\/span><\/span><\/span><\/p>\n<h2 id=\"eng-3\" style=\"padding-top: 80px; margin-top: -80px;\">Why publishing in mainstream English-only journals is difficult<\/h2>\n<p style=\"margin: 0cm 0cm 8pt;\"><span style=\"font-size: 11pt;\"><span style=\"line-height: 150%;\"><span style=\"font-family: Calibri,sans-serif;\">The article &#8220;Seeking acceptance in an English-only research world<sup>[2]<\/sup>&#8221; by Diane D.\u00a0Belcher discusses the challenges faced by non-native English speaking researchers in getting their work published in mainstream English-only journals. The paper notes the increasing concentration of gatekeeping power in the hands of these journals and the need to bring more multilingual voices into the global research conversation. <\/span><\/span><\/span><\/p>\n<p style=\"margin: 0cm 0cm 8pt;\"><span style=\"font-size: 11pt;\"><span style=\"line-height: 150%;\"><span style=\"font-family: Calibri,sans-serif;\">Peer review, a cornerstone of academic publishing, further highlights these challenges. Non-native English-speaking reviewers often struggle to provide clear, constructive comments that are neither unpleasant nor disparaging . As Yun-Oh Whang notes<sup>[3]<\/sup>, the ability to write clear and polite reviews is crucial for the overall quality of academic journals. However, non-native English-speaking reviewers often face difficulties in achieving this balance, pointing to the need for more support and resources for these individuals.<\/span><\/span><\/span><\/p>\n<p style=\"margin: 0cm 0cm 8pt;\"><span style=\"font-size: 11pt;\"><span style=\"line-height: 150%;\"><span style=\"font-family: Calibri,sans-serif;\">The challenges extend beyond the realm of writing and reviewing. A survey conducted<sup>[4]<\/sup> by Bethany Peters and Michael E. Anderson at a U.S. public research university revealed that faculty and staff who work with non-native English speakers also face difficulties . These challenges range from teaching and advising non-native English-speaking students to ensuring that these students fully benefit from the educational experience.<\/span><\/span><\/span><\/p>\n<p style=\"margin: 0cm 0cm 8pt;\"><span style=\"font-size: 11pt;\"><span style=\"line-height: 150%;\"><span style=\"font-family: Calibri,sans-serif;\">The recent Covid-19 pandemic has further underscored the importance of clear communication in academia. A study<sup>[5]<\/sup> investigating the comprehension of Covid-19 safety protocols among non-native English-speaking teachers and students revealed that clear communication is crucial for adherence to these protocols . This finding highlights the broader implications of language barriers in academia, particularly in times of crisis.<\/span><\/span><\/span><\/p>\n<h2 id=\"eng-4\" style=\"padding-top: 80px; margin-top: -80px;\">Why it is challenging to be a non-native English speaker in academia<\/h2>\n<p style=\"margin: 0cm 0cm 8pt;\"><span style=\"font-size: 11pt;\"><span style=\"line-height: 150%;\"><span style=\"font-family: Calibri,sans-serif;\">There are a number of reasons why non-native English speakers face these challenges.<\/span><\/span><\/span><\/p>\n<p><span style=\"font-size: 11pt;\"><span style=\"line-height: 150%;\"><span style=\"font-family: Calibri,sans-serif;\">1. English is a complex language, and it can be difficult for non-native speakers to master all of its nuances. This can make it difficult for non-native speakers to write clear and concise research papers, and it can also make it difficult for them to communicate effectively at conferences.<\/span><\/span><\/span><\/p>\n<p><span style=\"font-size: 11pt;\"><span style=\"line-height: 150%;\"><span style=\"font-family: Calibri,sans-serif;\">2. The academic community is often dominated by native English speakers. This means that non-native English speakers may feel intimidated or excluded from the community. They may also feel that their work is not taken as seriously as the work of native English speakers.<\/span><\/span><\/span><\/p>\n<p><span style=\"font-size: 11pt;\"><span style=\"line-height: 150%;\"><span style=\"font-family: Calibri,sans-serif;\">3. There is a perception that non-native English speakers have lower levels of scientific competence than native English speakers. This perception is often based on stereotypes, and it can lead to discrimination against non-native English speakers in the workplace.<\/span><\/span><\/span><\/p>\n<p style=\"margin: 0cm 0cm 8pt;\"><span style=\"font-size: 11pt;\"><span style=\"line-height: 150%;\"><span style=\"font-family: Calibri,sans-serif;\">The manifold costs of being a non-native English speaker in academia are a serious problem. They can limit the opportunities of non-native speakers, and they can prevent them from making their full contributions to the academic community.<\/span><\/span><\/span><\/p>\n<h2 id=\"eng-5\" style=\"padding-top: 80px; margin-top: -80px;\">How non-native English speakers can overcome challenges in academia<\/h2>\n<p style=\"margin: 0cm 0cm 8pt;\"><span style=\"font-size: 11pt;\"><span style=\"line-height: 150%;\"><span style=\"font-family: Calibri,sans-serif;\">There are a number of things that can be done to address these challenges. <\/span><\/span><\/span><\/p>\n<ul>\n<li><span style=\"font-size: 11pt;\"><span style=\"line-height: 150%;\"><span style=\"font-family: Calibri,sans-serif;\">First, more support should be provided for non-native English speakers in the academic community. This could include providing them with language training, mentoring, and networking opportunities.<\/span><\/span><\/span><\/li>\n<li><span style=\"font-size: 11pt;\"><span style=\"line-height: 150%;\"><span style=\"font-family: Calibri,sans-serif;\">Second, the way that research papers are reviewed should be changed. Reviewers should be trained to be more aware of the challenges that non-native English speakers face, and they should be encouraged to give non-native English speakers the benefit of the doubt.<\/span><\/span><\/span><\/li>\n<li><span style=\"font-size: 11pt;\"><span style=\"line-height: 150%;\"><span style=\"font-family: Calibri,sans-serif;\">Third, awareness of the issue of discrimination against non-native English speakers in the workplace should be raised. This could be done through training programs, workshops, and public awareness campaigns.<\/span><\/span><\/span><\/li>\n<\/ul>\n<p style=\"margin: 0cm 0cm 8pt;\"><span style=\"font-size: 11pt;\"><span style=\"line-height: 150%;\"><span style=\"font-family: Calibri,sans-serif;\">By taking these steps, we can help to level the playing field for non-native English speakers in academia. We can ensure that they have the same opportunities to succeed as native English speakers, and we can help them to make their full contributions to the academic community. Editage can be an excellent submission partner for all your <strong><a href=\"https:\/\/www.editage.com\/services\/english-editing?utm_source=editageinsights&amp;utm_medium=article-boilerplate&amp;utm_campaign=202604\" target=\"_blank\" rel=\"noopener\">English editing needs<\/a><\/strong>, supporting you at every step of your publication journey.<\/span><\/span><\/span><\/p>\n<p style=\"margin: 0cm 0cm 8pt;\"><span style=\"font-size: 11pt;\"><span style=\"line-height: 150%;\"><span style=\"font-family: Calibri,sans-serif;\"><b>References<\/b><\/span><\/span><\/span><\/p>\n<p><span style=\"font-size: 11pt;\"><span style=\"line-height: 150%;\"><span style=\"font-family: Calibri,sans-serif;\">1. Amano T, Ram\u00edrez-Casta\u00f1eda 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. <a style=\"color: #0563c1; text-decoration: underline;\" href=\"https:\/\/doi.org\/10.1371\/journal.pbio.3002184\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.1371\/journal.pbio.3002184<\/a><\/span><\/span><\/span><\/p>\n<p><span style=\"font-size: 11pt;\"><span style=\"line-height: 150%;\"><span style=\"font-family: Calibri,sans-serif;\">2. Diane D. Belcher. Seeking acceptance in an English-only research world. Journal of Second Language Writing, Volume 16, Issue 1. 2007. Pages 1-22, <a style=\"color: #0563c1; text-decoration: underline;\" href=\"https:\/\/doi.org\/10.1016\/j.jslw.2006.12.001\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.1016\/j.jslw.2006.1001<\/a> <\/span><\/span><\/span><\/p>\n<p><span style=\"font-size: 11pt;\"><span style=\"line-height: 150%;\"><span style=\"font-family: Calibri,sans-serif;\">3. Whang, Y. Reviewing a journal article with clarity and politeness: key language tips for non-native English-speaking reviewers. Science editing. 2020. <a style=\"color: #0563c1; text-decoration: underline;\" href=\"https:\/\/doi.org\/10.6087\/kcse.220\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.6087\/kcse.220<\/a><\/span><\/span><\/span><\/p>\n<p><span style=\"font-size: 11pt;\"><span style=\"line-height: 150%;\"><span style=\"font-family: Calibri,sans-serif;\">4. 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<\/span><\/span><\/span><\/p>\n<p><span style=\"font-size: 11pt;\"><span style=\"line-height: 150%;\"><span style=\"font-family: Calibri,sans-serif;\">5. 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).<\/span><\/span><\/span>\u00a0<span style=\"font-size: 11pt;\"><span style=\"line-height: 150%;\"><span style=\"font-family: Calibri,sans-serif;\">ISSN 1925-0703(Print)\u00a0 ISSN 1925-0711(Online). <a style=\"color: #0563c1; text-decoration: underline;\" href=\"https:\/\/doi.org\/10.5430\/wjel.v12n1p419\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.5430\/wjel.v12n1p419<\/a><\/span><\/span><\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Why non-native English speakers struggle in academia Are non-native English speakers at a disadvantage? Why publishing in mainstream English-only journals is difficult Why it is challenging to be a non-native English speaker in academia How non-native English speakers can overcome challenges in academia Why non-native English speakers struggle in academia English, as the lingua franca [&hellip;]<\/p>\n","protected":false},"author":8,"featured_media":45380,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"inline_featured_image":false,"footnotes":""},"categories":[2382,2417],"tags":[914,501,105,20],"new_categories":[],"new_tags":[],"series":[],"class_list":["post-4258","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-around-the-web","category-planning-to-write","tag-non-native-english","tag-non-native-english-authors","tag-research-communication","tag-tips-for-authors"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v25.0 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>How non-native English speakers can success in academia | Editage Insights<\/title>\n<meta name=\"description\" content=\"The\u00a0dominance of English language presents unique challenges for non-native English speakers who are part of the global academic community. 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