Argument: It is better to have fewer languages in common use in global academic and economic interrelations

A proliferation of languages in academia will serve to fracture the interrelations of academics, not unify them. As more and more academics and innovators interested in new academic developments find it possible to obtain information wholly in their native languages, then the impetus toward unification in a primary language of academia and commerce will be slowed or entirely thwarted. Through history there have been movements toward this sort of linguistic unity, because it reduces the physical and temporal costs of information exchange; for example scholars throughout Early Modern Europe communicated in Latin. [1] This policy serves only to dampen this movement, which will, even if helpful to people in the short-run, serve to limit the capacity of developing world academics to engage with the developed world. Today English has become the definitive language of both international academic discourse and commerce. In France for example, a country known for its protective stance towards its language, journals have been changing to publishing in English rather than French; the journal Research in Virology changed in 1989 as almost 100% of their articles were submitted in English compared to only 15% in 1973. [2]

The trend towards one language is a positive one, because it has meant more movers and shakers in various countries have all been able to better and more quickly understand one another's desires and actions leading to more profitable and peaceful outcomes generally. [3] Also important is the fact that while academics and other interested parties in the developing world may be able to grapple with academic work more effectively once translated for them, they now have a greater disadvantage due to the enervating effects this translation produces. Without the positive impetus to learn the major language or languages of international discourse, developing world academics will never be able to get posts and lectureships at institutions in the developed world, or to take part in joint research in real time. The convergence of language ultimately serves to promote common understanding, which means people from the developing world can more effectively move between their home country and others. It also helps build a common lexicon of terms that will be more robust for international use, as opposed to translations, which are often imperfect due to divergences of linguistic concepts and thus susceptible to mistake.

[1] Koenigsberger, H. G., Mosse, George L., and Bowler, G. Q., Europe in the Sixteenth Century, London, 2nd Edn, 1989, p.377

[2] Garfield, Eugene, ‘The English Language: The Lingua Franca Of International Science’, The Ceisntist, 15 May 1989, http://www.the-scientist.com/?articles.view/articleNo/10374/title/The-English-Language--The-Lingua-Franca-Of-International-Science/

[3] Bakopoulos, D. ‘English as Universal Academic Language: Good or Bad?’. The University Record, 1997, Available: http://www.ur.umich.edu/9697/Jan28_97/artcl18.htm

Candidate 1: "Translating academic work for the developed world will not succeed in creating a dialogue between developed and developing world because the effort is inherently unidirectional. The developing world academics will be able to use the translated work, but will lack the ability to respond in a way that could be readily understood or accepted by their developed world counterparts. The only way to become a truly respected academic community is to engage with the global academic world on an even footing, even if that means devoting more resources to learning the dominant global academic languages, particularly English. This is what is currently happening and is what should be the trend for the future. [1] So long as they rely on subsidized work, the academics of the developing world remain subject and subordinate to those of the developed world.

[1] Meneghini, Rogerio, and Packer, Abel L., ‘Is there science beyond English? Initiatives to increase the quality and visibility of non-English publications might help to break down language barriers in scientific communication’, EMBO Report, February 2007, Vol.8 No.2, pp.112-116, http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1796769/"
Candidate 2: "This translation effort does not pave the future with gold. Intellectual property law still persists and these countries would still be forced to deal with the technologies' originators in the developed world. By instead striving to engage on an even footing without special provisions and charity of translation, developing countries' academics can more effectively win the respect and cooperation of their developed world counterparts. In so doing they gain greater access to, and participation in, the developments of the more technologically advanced countries. They should strive to do so as equals, not supplicants."
Candidate 3: "While the world is globalizing, it is still in the interest of states to retain their relative competitive advantages. After all, the first duty of a state is to its own citizens. By translating these works and offering them to academics, students, and professionals, the developed world serves to erode one of its only advantages over the cheaper labour and industrial production markets of the developing world. The developed world relies on its advantage in technology particularly to maintain its position in the world and to have a competitive edge. Giving that edge up, which giving access to their information more readily does, is to increase the pace at which the developed world will be outmatched."
Candidate 4: "If it is true that people cannot easily get jobs in the developed world for lack of language skills then there will surely still be a pressure to learn the language or languages of international discourse. What this policy offers is access by a much wider audience to the various benefits that expanded academic knowledge can offer. It will expand the developing world's knowledge base and not in any way diminish the desire to learn English and other dominant languages. It should be remembered that it is not just academics that use academic papers; students do as well, as do professionals in everyday life. Clearly there cannot be an expectation that everyone learns English to be able to access research. While there may be fewer languages in academic use there is not such a narrowing of language for everyone else."
Candidate 5: "Wealthy states do feel an obligation to less fortunate countries, as is demonstrated through their frequent use of aid and loans to poorer governments. This is a way to help countries stop being dependent on aid and hand-outs and instead develop their own human capital and livelihood by being able to engage with the cutting edge of technology and research."
Candidate 6: "In the status quo there is already some translation, due largely to current demands and academic relationships. Even if translation of all academic work the world over could not be translated into every conceivable language, expanding the number of articles and number of languages is certainly a good thing. While cost will limit the extent of the policy, it is still worth pursuing to further open the world of academic discourse."

If it is true that people cannot easily get jobs in the developed world for lack of language skills then there will surely still be a pressure to learn the language or languages of international discourse. What this policy offers is access by a much wider audience to the various benefits that expanded academic knowledge can offer. It will expand the developing world's knowledge base and not in any way diminish the desire to learn English and other dominant languages. It should be remembered that it is not just academics that use academic papers; students do as well, as do professionals in everyday life. Clearly there cannot be an expectation that everyone learns English to be able to access research. While there may be fewer languages in academic use there is not such a narrowing of language for everyone else.
