Publishing in english and its implications for researchers and higher education institutions in multilingual contexts in Africa: a multiple case study

Abstract

African universities are often considered teaching-intensive as opposed to being research oriented. More recently, however, some flagship universities are focusing on becoming more research intensive. Against this backdrop, and taking the case of two flagship universities in Ethiopia and Mozambique, this multidisciplinary PhD research investigates the major English language-related issues that have implications for research publishing. A particular focus is given to concerns about the English language with the argument that although the language serves as a gateway through which universities and researchers join global knowledge systems, the implications of its use for multilingual scholars, especially in African contexts where the language is additional or foreign remain under-investigated. Semi-structured in-depth interviews with 40 academic staff members and university leaders across career stages and disciplines inform the analysis of the study. Bibliometric data from Scopus is used to assess language and research publishing landscapes, provide a robust case description and support the primarily qualitative study. A theoretical framework is adopted from Bourdieu’s views on language as cultural capital, and perspectives are drawn from rethinking higher education in terms of decolonisation to provide comprehensive coverage of the multi-faceted research objectives.