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Review of Linguistic Inequality and Injustice in Academic Writing | ||
| Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills) | ||
| مقاله 6، دوره 41، شماره 4، بهمن 2022، صفحه 173-188 اصل مقاله (347.74 K) | ||
| نوع مقاله: Article Reviews | ||
| شناسه دیجیتال (DOI): 10.22099/tesl.2022.43042.3095 | ||
| نویسندگان | ||
| Siavash Zokaeieh* ؛ Amir Marzban؛ Mehrshad Ahmadian | ||
| Department of English, Qaemshahr Branch, Islamic Azad University, Qaemshahr, Iran | ||
| چکیده | ||
| This review article examines the underpinning of the little-researched, influential elements that create linguistic injustice in the specific contexts of linguistic imperialism through standardization. To this end, with a review of critical views that includes argumentation and discussion of theoretical and empirical studies, we further aim to highlight linguistic injustice in writing for publishing. The domination of the English language as a lingua academia has not happened neutrally and can create unjust and unequal situations. In knowledge construction, the prosperity of researchers and academics is tied to international publication, and this action supports globalization, individualism, and standardization in favor of native English users. The domination of the English language in academic settings may be a hegemonic practice of native Anglophones to maintain power. In this review, we underline the possibilities for privileged communities to pinpoint linguistic inequality and injustice. The nature of academia should be liberal and liberating; however, in reality, academic settings are politically partisan and at the service of the powerful and wealthy. Still, there is slim hope that the system can change, and one of such profound changes may happen with equal access to resources and mentors for marginalized communities. In this case, the minorities’ voices may also be heard and respected globally. | ||
| کلیدواژهها | ||
| Injustice؛ Imperialism؛ Standardization؛ Criticality؛ Academic Writing | ||
| مراجع | ||
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