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English Native-Speakerism in the Phenomenon of Reviewer 2: Implications for Qualitative Research

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Title: English Native-Speakerism in the Phenomenon of Reviewer 2: Implications for Qualitative Research
Language: English
Authors: Yixuan Wang (ORCID 0000-0002-5084-2455)
Source: Qualitative Research Journal. 2026 26(4):458-472.
Availability: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 15
Publication Date: 2026
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Native Language, Native Speakers, English, English (Second Language), Cultural Influences, Peer Evaluation, Researchers, Multilingualism, Language Role
DOI: 10.1108/QRJ-03-2025-0078
ISSN: 1443-9883
1448-0980
Abstract: Purpose: This paper draws from empirical evidence across disciplines to critically examine linguistic hegemonies reinforced by colonial and neoliberal regimes within the global practice of knowledge production, particularly in the practice of peer review. It argues that embracing multilingual pedagogies can be an onto-epistemological reorientation in future peer review processes and researcher education. Design/methodology/approach: Grounded in empirical qualitative and quantitative studies that interrogate linguistic ideologies and hierarchies in academic publication and writing, this paper provides a conceptual understanding of how the ideology of English (non)native-speakerism perpetuates geolinguistic and sociopolitical hierarchies in neoliberal academia. By unpacking the issues exacerbated by linguistic hegemonies, this paper scrutinizes their impacts on scholars' intellectual, scholarly and professional development. Findings: As this is a conceptual paper, it does not present direct empirical findings but illustrates the risks of perpetuating standardized linguistic hierarchies that privilege certain forms of English and their users, leading to the erasure of meaning and knowledge contributed by other languages and cultures. The English (non)native divide not only obscures shared challenges that all scholars face but also marginalizes multilingual scholars. This paper advocates for future teaching and mentorship efforts to challenge linguistic-related hegemonies and support emerging qualitative scholars in developing academic literacy in peer review and publishing. Originality/value: This paper seeks to raise awareness of multiple hegemonies and hierarchies induced by linguistic injustice in qualitative research. Bridging conceptual understanding and practical needs, it proposes ideological, practical and pedagogical actions to reapproach peer review and researcher education.
Abstractor: As Provided
Entry Date: 20260101
Accession Number: EJ1513662
Database: ERIC
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  Data: English Native-Speakerism in the Phenomenon of Reviewer 2: Implications for Qualitative Research
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  Data: <searchLink fieldCode="AR" term="%22Yixuan+Wang%22">Yixuan Wang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5084-2455">0000-0002-5084-2455</externalLink>)
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  Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
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  Data: <searchLink fieldCode="DE" term="%22Native+Language%22">Native Language</searchLink><br /><searchLink fieldCode="DE" term="%22Native+Speakers%22">Native Speakers</searchLink><br /><searchLink fieldCode="DE" term="%22English%22">English</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Influences%22">Cultural Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Evaluation%22">Peer Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Researchers%22">Researchers</searchLink><br /><searchLink fieldCode="DE" term="%22Multilingualism%22">Multilingualism</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Role%22">Language Role</searchLink>
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  Data: 10.1108/QRJ-03-2025-0078
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  Data: Purpose: This paper draws from empirical evidence across disciplines to critically examine linguistic hegemonies reinforced by colonial and neoliberal regimes within the global practice of knowledge production, particularly in the practice of peer review. It argues that embracing multilingual pedagogies can be an onto-epistemological reorientation in future peer review processes and researcher education. Design/methodology/approach: Grounded in empirical qualitative and quantitative studies that interrogate linguistic ideologies and hierarchies in academic publication and writing, this paper provides a conceptual understanding of how the ideology of English (non)native-speakerism perpetuates geolinguistic and sociopolitical hierarchies in neoliberal academia. By unpacking the issues exacerbated by linguistic hegemonies, this paper scrutinizes their impacts on scholars' intellectual, scholarly and professional development. Findings: As this is a conceptual paper, it does not present direct empirical findings but illustrates the risks of perpetuating standardized linguistic hierarchies that privilege certain forms of English and their users, leading to the erasure of meaning and knowledge contributed by other languages and cultures. The English (non)native divide not only obscures shared challenges that all scholars face but also marginalizes multilingual scholars. This paper advocates for future teaching and mentorship efforts to challenge linguistic-related hegemonies and support emerging qualitative scholars in developing academic literacy in peer review and publishing. Originality/value: This paper seeks to raise awareness of multiple hegemonies and hierarchies induced by linguistic injustice in qualitative research. Bridging conceptual understanding and practical needs, it proposes ideological, practical and pedagogical actions to reapproach peer review and researcher education.
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      – SubjectFull: Native Speakers
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